Associative foundation of causal learning in rats     

Cody W. Polack  Bridget L. McConnell  Ralph R. Miller 《Learning & behavior》2013,41(1):25-41

Are humans unique in their ability to interpret exogenous events as causes? We addressed this question by observing the behavior of rats for indications of causal learning. Within an operant motor–sensory preconditioning paradigm, associative surgical techniques revealed that rats attempted to control an outcome (i.e., a potential effect) by manipulating a potential exogenous cause (i.e., an intervention). Rats were able to generate an innocuous auditory stimulus. This stimulus was then paired with an aversive stimulus. The animals subsequently avoided potential generation of the predictive cue, but not if the aversive stimulus was subsequently devalued or the predictive cue was extinguished (Exp. 1). In Experiment 2, we demonstrated that the aversive stimulus we used was in fact aversive, that it was subject to devaluation, that the cue–aversive stimulus pairings did make the cue a conditioned stimulus, and that the cue was subject to extinction. In Experiments 3 and 4, we established that the decrease in leverpressing observed in Experiment 1 was goal-directed instrumental behavior rather than purely a product of Pavlovian conditioning. To the extent that interventions suggest causal reasoning, it appears that causal reasoning can be based on associations between contiguous exogenous events. Thus, contiguity appears capable of establishing causal relationships between exogenous events. Our results challenge the widely held view that causal learning is uniquely human, and suggest that causal learning is explicable in an associative framework.  相似文献   

The Reference Guide to Data Sources,by Julia Bauder     

Bridget Gunn 《Medical reference services quarterly》2013,32(3):393-394

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Neither Right nor Wrong: How a Teacher Integrates Her Personal and Professional Life With Policy     

Bridget A. Bunten 《理论付诸实践》2014,53(3):204-211

This article focuses on the importance of recognizing and appreciating the ways that a teacher integrates her personal and professional life with an English-only policy. Much can be learned from the ways in which she negotiates social forces and integrates them into her individual reality while making sense of the restrictive language policy. Whether they are consciously aware of it or not, teachers have the power to make ethico-political choices. Motivated by moral principles and personal beliefs, teachers make decisions about their right or ability to determine and follow a particular course of action that a policy may dictate. Educational policies coming from the top-down can be daunting and leave teachers with a sense of a loss of control and power over what happens in their classrooms. However, I argue that teachers do have control over how they interpret the policy. There is no clear right or wrong path, but rather a multitude of diverse choices that are available to teachers.  相似文献   

Toward Sustainable Educational Changes through School-Based Professional Development on ELL Assessment for New Teachers     

Youb Kim  James Erekson  Bridget A. Bunten  Patricia Hinchey 《理论付诸实践》2014,53(3):228-235

Developing teachers' knowledge about assessing English language learners (ELLs) is critical for achieving intended policy outcomes of improving teaching under Race to the Top policy and Common Core State Standards. In addition to teachers' expressed concerns about teaching Common Core State Standards to ELLs in a national survey published in Education Week (Gewertz, 2013 Gewertz, C. (2013, February). Standards worrying teachers. Education Week, 32(22), 12–13. [Google Scholar]), the formation of two assessment consortiums (i.e., Smarter Balanced Assessment Consortium, or SBAC, and Partnership for Assessment of Readiness for College and Careers, or PARCC) indicates the urgency for teachers to demonstrate their assessment knowledge and for schools to provide meaningful professional development opportunities in that area. In this article, we detail the rationale for school-based professional development targeting assessment, especially for new teachers, and outline a proposed procedure for providing such training.  相似文献   

Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children     

Robert C. Pianta  Jamie DeCoster  Sonia Cabell  Margaret Burchinal  Bridget K. Hamre  Jason Downer  Jennifer LoCasale-Crouch  Amanda Williford  Carollee Howes 《Early childhood research quarterly》2014

The present study examined the pattern of associations over time between the quality of observed interactions and exposure to features of an effective coaching model for 170 preschool teachers enrolled in a study investigating professional development impacts. Using a treatment-on-the-treated approach, teachers exposed to a greater number of cycles of coaching showed more improvement in classroom interactions over the year. More specifically, of the two components of treatment examined, video exemplars and individual coaching prompts, exposure to prompts was associated with growth from baseline in instructionally supportive interactions while watching video exemplars was associated with growth in emotionally supportive behaviors in analysis of linear effects. Watching emotional support video exemplars was negatively associated with growth in classroom organization behaviors. The non-linear pattern of these associations suggested that the initial dosage of prompts created observable effects on instructional support, but after a certain point additional dosage was not effective. Conversely, initial dosage did not create observable effects on emotional support, but improvement was observed after exposure to a certain minimum dosage of time watching video exemplars. The results have implications for the design, delivery, and focus of professional development for early childhood educators.  相似文献   

BMJ Best Practice     

Bridget McCrate Protus 《Journal of the Medical Library Association》2014,102(3):224-225

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Understanding Elder Abuse in Italy: Perception and Prevalence,Types and Risk Factors From a Review of the Literature     

Maria Gabriella Melchiorre  Bridget Penhale  Giovanni Lamura 《Educational gerontology》2013,39(12):909-931

The paper aims to perform a review of studies on elder abuse in Italy. Hand searching was undertaken of grey literature and reviews of published papers concerning local, national, and cross-national studies, both in Italian and English languages. Inferences mainly about perception and prevalence, types and risk factors, but also concerning victims and perpetrators when data were available, have been derived through the quantitative and qualitative information collected. On the whole, elder abuse in Italy, with a prevalence rate around 10–14%, is characterized by more female victims, especially in the oldest age groups. The risk of psychological abuse is highest, but the level of financial mistreatment is also high. In domestic settings, difficulties of overburdened family caregivers have been associated with the existence of possible episodes of abuse, which often remain hidden. In institutional settings, neglect of dependent persons, expired medications and lack of hygienic conditions represent the most common forms of reported abuse, uncovered with the help of police inspections. In both settings, the use of physical restraints emerges as an area of concern. Although caution is needed in relation to generalization, the available data suggest the existence of a widespread phenomenon of elder abuse in Italy. But more in-depth research is needed to provide further evidence and to raise the currently relatively low general and professional awareness of elder abuse. Moreover, a dedicated legal framework and protocol for tackling and preventing the phenomenon, and ad hoc support services for the victims, need to be urgently addressed.  相似文献   

Strengthening the Early Childhood Workforce: How Wage Incentives May Boost Training and Job Stability     

Margaret Bridges  Bruce Fuller  Danny S. Huang  Bridget K. Hamre 《Early education and development》2013,24(6):1009-1029

Research Findings: Aiming to raise the quality of early childhood teachers and caregivers and to reduce turnover, government and professional associations are pursuing 2 intervention strategies. The 1st mandates higher credential levels, as seen with Head Start and state preschool reforms. Here we examine the efficacy of the 2nd strategy: offering wage incentives to encourage in-service training and to reduce job turnover. We followed 2,783 preschool center directors, teachers, and classroom aides who participated in California's Child-care Retention Incentive (CRI) program during a 3-year period. County-designed programs offered differing combinations of wage supplements and professional development to participants who pursued college-level training. We found a priori low levels of staff turnover among those who selected into the CRI program. This conditioned the modest program effects that we observed and revealed the segmented character of the early childhood labor force, which appears to shape selection patterns. Demographic attributes of staff and the auspice in which staff worked were significantly related to the number of college units acquired and to job stability. Specific features of local CRI programs were less influential. Staff completed more college courses when participating in programs that provided stronger career advising and professional activities in addition to their college coursework. Practice or Policy: Implications for incentive programs nationwide are discussed.  相似文献   

Principals may inflate teacher evaluation scores to achieve important goals     

Jones  Eli  Bergin  Christi  Murphy  Bridget 《Educational Assessment, Evaluation and Accountability》2022,34(1):57-88

Educational Assessment, Evaluation and Accountability - A concerning attribute of teacher evaluations across countries is the systemic leniency of principals during classroom observations. However,...  相似文献   

Pupil Autonomy in Learning with Microcomputers: rhetoric or reality? An Action Research Study     

Bridget Somekh 《Cambridge Journal of Education》1991,21(1):47-64

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