Higher order occasion setting     

H. Moore Arnold  Nicholas J. Grahame  Ralph R. Miller 《Learning & behavior》1991,19(1):58-64

Higher order occasion setting with serially presented stimuli was investigated in an appetitively motivated, discrete-trial operant study with rats. Reinforcement of barpressing during an occasion-setting light (a discriminative stimulus) was contingent on immediately preceding second-order occasion setters (i.e., a click train or a buzzer served as a conditional discriminative stimulus). Moreover, the meanings of the clicks and buzzer were themselves indicated by a third-order occasion setter that preceded them (i.e., a white noise acted as a second-order conditional discriminative stimulus). Subjects responded more frequently and had shorter latencies to the first response in the presence of the light on trials during which barpressing was reinforced than on trials during which barpressing was not reinforced. The likelihood that the subjects solved the problem by responding to unique compound stimuli was minimized by the insertion of a 5-sec gap between the different controlling stimuli presented on each trial. Thus, these subjects appear to have mastered a second-order conditional discrimination, which is equivalent to third-order occasion setting if the discriminative stimulus (light) is viewed as a first-order occasion setter. Although the subjects learned to respond appropriately to each of the compound stimuli, differences in responding to specific stimuli were consistent with a higher order feature-positive effect. Some implications of higher order occasion setting are discussed, including the issue of independence between the different levels of occasion setting signaled by a single stimulus.  相似文献   

Basic Skills Provision for Offenders on Probation Supervision: Beyond a Rhetoric of Evidence–Based Policy?     

Caroline Hudson 《British Journal of Educational Studies》2003,51(1):64-81

This article draws upon issues within the debate on evidence–based policy raised in the academic literature and in recent government documentation. The article assesses the extent to and ways in which policy development and implementation on adult basic skills (literacy and numeracy) within the National Probation Service (NPS) are evidence–based. It is argued that the albeit limited amount of empirical evidence on adult basic skills, methodological insights gained through empirical research, and expert opinion have shaped the NPS basic skills strategy. To enhance policy implementation, findings from the NPS pathfinder evaluation have been disseminated to practitioners. It is aimed to build research evidence on basic skills in the NPS in a cumulative way and to use findings to shape policy development on an ongoing basis. The lack of a systematic review on adult basic skills is used to explore reasons for gaps in evidence–based policy on basic skills in the NPS. The article concludes that a range of types of evidence has shaped policy development on basic skills in the NPS.  相似文献   

Dr. Hoi Suen and Our Other Statistical Consultants     

Michael Grahame Moore 《The American journal of distance education》2017,31(1):73-74

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Relations among reading skills and sub-skills and text-level reading proficiency in developing readers     

Roxanne F. Hudson  Joseph K. Torgesen  Holly B. Lane  Stephen J. Turner 《Reading and writing》2012,25(2):483-507

Despite the recent attention to text reading fluency, few studies have studied the construct of oral reading rate and accuracy in connected text in a model that simultaneously examines many of the important variables in a multi-leveled fashion with young readers. Using Structural Equation Modeling, this study examined the measurement and structural relations of the rate and accuracy of variables important in early reading: phonemic blending, letter sounds, phonograms, decoding, single-word reading, reading comprehension, and text reading as well as reading comprehension among second grade readers. The effects from phonemic blending fluency and letter sound fluency to decoding were completely mediated by phonogram fluency, decoding fluency, single-word reading fluency, and reading comprehension had direct effects on the text reading fluency of the second grade students. Understanding the relationship among the many component skills of readers early in their reading development is important because a deficiency in any of the component skills has the potential to affect the development of other skills and, ultimately, the development of the child as a proficient reader.  相似文献   

In the Midst of Life     

Roberta M. Grahame 《The Educational forum》2013,77(4)

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On the Shoulders of Giants by Robert K. Merton. New York: Harcourt Brace Jovanovich,vicennial edition, 1985, 300 pp., hardcover.     

Harriet E. Hudson  David T. Turney 《The Educational forum》2013,77(4):466-469

Abstract

This article describes possibilities afforded by using social media, specifically Twitter, as a way to encourage students to join political conversations across the United States and around the world. In this study, we describe a project in which students used Twitter to share commentary about the state of the 2012 presidential election. The experiences of these students illustrate both the potential strengths and limitations of using social media as a tool for political engagement.  相似文献   

Relationships between emotional climate and the fluency of classroom interactions     

Kenneth Tobin  Stephen M. Ritchie  Jennifer L. Oakley  Victoria Mergard  Peter Hudson 《Learning Environments Research》2013,16(1):71-89

This study examined emotional climate in relation to the teaching and learning of grade 7 science. A multi-method and multi-theoretic approach used sociocultural frameworks as a foundation for interpretive research, conversation analysis, prosody analysis, and studies of nonverbal conduct. Emotional climate varied continuously throughout a lesson. Dialogues occurred and afforded learning when interactions between the teacher and students were fluent and included humour and collective effervescence. Emotional climate was negatively valenced when the teacher and/or students endeavoured to establish and maintain power by restricting others’ participation to spectator roles. The teacher’s endeavours to maintain and establish control over students were potentially detrimental to teaching and learning, teachers and learners. This type of teaching gradually evolved into a form we referred to as cranky teaching, whereby the teacher and her students showed signs of frustration and the enacted teaching and learning roles lacked fluency. The methods we pioneered in the present study might be helpful for other teachers who wish to participate in research on their classes to ascertain what works and should be strengthened, and identify practices and rituals that are deleterious and in need of change.  相似文献   

Links between preschool children's prosocial skills and aggressive conduct problems: The contribution of ADHD symptoms     

Dale F. Hay  Kathryn Hudson  Wentao Liang 《Early childhood research quarterly》2010

The aim was to examine the relationship between prosocial behavior and conduct problems, especially aggression, in early childhood. In Phase 1 of the study, teachers reported on 93 3–5-year-old children's prosocial behavior and psychological problems, using a screening instrument, the Strengths and Difficulties Questionnaire (SDQ). In Phase 2, 65 parents completed the SDQ and were interviewed in depth, using a clinical interview, the Preschool Age Psychiatric Assessment (PAPA). Children with clinically significant symptoms of conduct disorder and ADHD were significantly less prosocial than other children. However, aggressive conduct symptoms were unrelated to prosocial behavior, once symptoms of ADHD were taken into account. The findings suggest that problems in regulating activity and attention interfere with prosocial development.  相似文献   

On white gunpowder     

F. Hudson 《Journal of The Franklin Institute》1862,73(3):200-201

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High explosives and smokeless powders and their applications in warfare     

Hudson Maxim 《Journal of The Franklin Institute》1898,146(5):375-386

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