ect cornerstone     

Wennberg  Hans-Erik  Powell  Gary C. 《TechTrends》2005,49(4):14-15

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Constant and variable irrelevant cues during intra- and extradimensional transfer     

T. Gary Waller 《Learning & behavior》1974,2(4):298-304

Experiment I compared constant (CI), variable-between (VBI), and variable-within (WVI) irrelevant cues during an extradimensional (ED) shift discrimination. Performance was better for CI than for VBI and better for VBI than for VWI. Experiment II combined CI, VBI, and VWI cues with ED or intradimensional (ID) shifts. Irrelevant-cue conditions did not affect ID performance but did affect ED performance. The typical superiority of ID, as compared to ED, shifts was observed in the VWI condition but not in the CI condition. Implications for mediating-response (i.e., attention or observing-response) theories were indicated.  相似文献   

From Equality to Quality in Education: Shifts in Ideology     

Miriam Henry  Gary Maclennan 《Asia-Pacific Journal of Teacher Education》1980,8(3-4):91-99

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STUDENTS’ AND INSTRUCTORS’ BELIEFS ABOUT EXCELLENT LECTURERS AND DISCUSSION LEADERS   总被引：2，自引：0，他引：2  

Gary S. Goldstein  Victor A. Benassi 《Research in higher education》2006,47(6):685-707

To what extent do students and teachers hold similar beliefs about excellent teaching? Do differences in beliefs have practical implications (e.g., how students rate their teachers on end-of-semester evaluation forms)? In Study 1, undergraduate students (N=414) and faculty members (N=128) responded to questionnaires assessing their perceptions of an excellent discussion leader, lecturer, or instructor. Participants judged items that contributed to a Structure composite as more characteristic of excellent lecturers than excellent discussion leaders and items that contributed to a Process composite as more characteristic of excellent discussion leaders than excellent lecturers. Results for students and teachers showed several systematic differences. In Study 2,278 students and their course teachers rated the characteristics of a hypothetical excellent lecturer. In addition, students rated the effectiveness of their individual teachers. Students’ ratings of their teachers were higher when students and teachers agreed on their perceptions of characteristics of excellent lecturers.  相似文献   

The Bivariate Distribution of a Median Smoothed Markov Chain     

Federico Kuhlmann  Gary L. Wise 《Journal of The Franklin Institute》1982,313(2):107-118

Median based smoothing algorithms have received considerable attention in the last few years. Their properties make them sometimes superior to linear smoothers. In this paper we develop an expression for the bivariate distribution of a median- smoothed Markov chain and we illustrate one application of it by comparing the power spectra of the input and the output of a median smoother when the input is binary valued.  相似文献   

When do incumbents learn from entrepreneurial ventures?: Corporate venture capital and investing firm innovation rates     

Gary Dushnitsky  Michael J. Lenox 《Research Policy》2005,34(5):615-639

In this paper, we focus on the potential innovative benefits to corporate venture capital (CVC), i.e. equity investments in entrepreneurial ventures by incumbent firms. We propose that corporate venture capital programs may be instrumental in harvesting innovations from entrepreneurial ventures and thus an important part of a firm's overall innovation strategy. We hypothesize that these programs are especially effective in weak intellectual property (IP) regimes and when the firm has sufficient absorptive capacity. We analyze a large panel of public firms over a 20-year period and find that increases in corporate venture capital investments are associated with subsequent increases in firm patenting.  相似文献   

Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs   总被引：10，自引：0，他引：10  

Early DM  Maxwell KL  Burchinal M  Alva S  Bender RH  Bryant D  Cai K  Clifford RM  Ebanks C  Griffin JA  Henry GT  Howes C  Iriondo-Perez J  Jeon HJ  Mashburn AJ  Peisner-Feinberg E  Pianta RC  Vandergrift N  Zill N 《Child development》2007,78(2):558-580

In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.  相似文献   

Ferster,C. B., & Culbertson,S. A. Behavior principles (3rd ed.). Englewood Cliffs,NJ: Prentice-Hall, 1982, 386 pp., $22.95     

Gary Novak 《Psychology in the schools》1984,21(3):408-408

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Analysis of process and troubleshooting work behavior     

Richard A. Swanson  Gary R. Sisson 《Performance Improvement》1983,22(2):19-22

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What performance technologists should know about abductive reasoning… and why     

John Minor Ross  Gary D. Shank 《Performance Improvement》1993,32(9):6-10

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