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Craig E. Wills Dorothy Deremer Renee A. McCauley Linda Null 《Computer Science Education》2013,23(2):71-88
This paper reports the results of studying the use of peer learning in the introductory computer science curriculum. The project involves educators from a variety of institutions who participated in two summer workshops and either introduced or continued their use of peer learning at their institutions as part of this project. The results of the collective work include much experience with different types of peer learning in different settings. Overall, the results indicate that peer learning is a valuable technique that should be used as one pedagogical approach in teaching the introductory computer science curriculum. 相似文献
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Subjects in six experimental groups (n = 16 each) received one-trial passive avoidance (PA) training in which shock was delivered upon movement from a white wooden
floor compartment to a black grid compartment. Then fear was extinguished (30 min) in the black compartment. After either
24 or 168 h, all the groups were treated in a room distinctively different from the training room. At each interval, one group
received a shock in an apparatus similar to the conditioning box, another received a shock in a dissimilar apparatus, and
another was placed in a neutral box. A PA test trial in the training apparatus indicated reinstatement of extinguished fear
in all the groups given a postextinction shock except the 24-h dissimilar group. Control groups revealed that the extinction
treatment was effective and that spontaneous recovery was not evident. The results were explained in terms of classical conditioning,
stimulus generalization, and the broadening (flattening) of stimulus generalization gradients with time. 相似文献