Concept learning by pigeons: Matching-to-sample with trial-unique video picture stimuli     

Anthony A. Wright  Robert G. Cook  Jacquelyne J. Rivera  Stephen F. Sands  Juan D. Delius 《Learning & behavior》1988,16(4):436-444

Pigeons were trained to match-to-sample with several new methodologies: a large number of stimuli, computer-drawn color picture stimuli, responses monitored by a computer touch screen, stimuli presented horizontally from the floor, and grain reinforcement delivered onto the picture stimuli. Following acquisition, matching-to-sample concept learning was assessed by transfer to novel stimuli on the first exposure to pairs of novel stimuli. One group (trial-unique), trained with 152 different pictures presented once daily, showed excellent transfer (80% correct). Transfer and baseline performances were equivalent, indicating that the matching-to-sample concept had been learned. A second group (2-stimulus), trained with only two different pictures, showed no evidence of transfer. These results are discussed in terms of the effect of numbers of exemplars on previous failures to find concept learning in pigeons, and the implications of the positive finding from this experiment on abstract concept learning and evolutionary cognitive development.  相似文献   

Comprehension evaluation and regulation in learning from science texts     

Jose C. Otero  Juan M. Campanario 《科学教学研究杂志》1990,27(5):447-460

Metacognitive variables influence students' learning from science texts. This article deals with the comprehension monitoring abilities of secondary school science students, one of the areas of metacognition which has drawn considerable attention from researchers. The aims of the study are, in particular: (a) to know the extent to which comprehension is monitored by secondary science students as revealed by inconsistency detection in manipulated science texts, and (b) to identify the strategies used to regulate comprehension by the students who detect the inconsistencies. The results indicate that knowing that one understands or fails to understand science texts could be as important a problem as understanding proper. Besides, some incorrect regulatory strategies used by students who notice the inconsistencies in the texts are identified. These could also have an annoying influence in the regulatory behavior of students when studying regular science texts.  相似文献   

在亲历中体验在探究中发展     

林妮 《基础教育研究》2002,(6):25-25

小学自然《秋天的果实》一课中，学生为“香蕉是不是果实，它有没有种子，那一圈一圈的黑点是种子还是花纹”争论起来时，我直接告诉他们，那些黑点是它的种子，但由于人工栽培，它的种子退化了，形成了小黑点。现在很多果实的种子退化了，例如，无籽西瓜、无籽葡萄等等，但是它们的祖先是有种子的。学生似懂非懂地点点头，在随后的教学中，很多学生把芋头、胡萝卜等内部的自然花纹都看成是退化的种子，这时我意识到他们对什么是果实的种子仍然不理解。瑞士心理学家皮亚杰对儿童学习的研究发现，经历是最好的老师，当孩子们没有亲身经历在学…  相似文献   

Validation of a self-perceived media competence instrument for pre-service teachers / Validación de un instrumento de autopercepción de competencia mediática para docentes en formación     

Julio-César Mateus  Wilson Hernández-Breña  Mònica Figueras-Maz 《Cultura y Educación》2019,31(2):436-464

Abstract

Key to guaranteeing the fundamental human rights of freedom of expression and information is the development of media competence, particularly in schools. Training teachers in the area of media competence is particularly important for developing these skills in the broader citizenry. In order to provide educators and educational policymakers with a useful diagnostic tool, we have designed a self-perception questionnaire. The questionnaire was applied to a sample of Peruvian education students (N = 501). On the one hand, the results confirm the construct’s coherence, validity and instrumental reliability. On the other hand, they allow us to propose a theoretically based update to the way in which this construct is interpreted and applied, confirming the multidimensionality of media competence. Finally, we use this empirical evidence to discuss the integral, transversal and ecological status of media competence.  相似文献   

成长的失落--关注大学新生入学心理适应   总被引：2，自引：0，他引：2  

刘娟 《连云港师范高等专科学校学报》2005,(4):10-14

大学新生入学后，生活环境、生活条件、人际关系、学习方式与方法都不同了，这一系列的变化，逐渐使他们原有的习惯、心理结构与心理定势被打破，这时他们在心理上还残留有依赖性、理想化、盲目自信等心理特征。如此种种心理反应，都必须有一个适应期，期间他们感觉很突出的是成长过程的失落。  相似文献   

理工科院校文献检索课存在的问题及对策   总被引：1，自引：0，他引：1  

刘娟 《鞍山师范学院学报》2001,3(1):65-67

章分析了目前理工科院校献检索课在教学内容、教材建设、师资、教学方法和教学手段等方面存在的问题，提出了改进献检索课的具体措施。  相似文献   

Art and children     

Žečo Atanasov 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(3):308-322

  相似文献   

信息技术与课程整合的教学模式研究之二——“传递—接受”教学模式   总被引：2，自引：0，他引：2  

何克抗  吴娟 《现代教育技术》2008,18(8):8-13

该文是系统研究"信息技术与课程整合教学模式"系列研究论文的第二篇。这组系列研究论文对信息技术与课程整合实施过程中广大教师必须面对的重要问题——"对信息技术环境下教学模式的内涵与特征应如何正确认识、以及对这类教学模式应如何有效实施"作了较深入的探讨;该文则着重对课内整合模式中的主要代表之一"传递—接受教学模式"进行研究,并从该模式的产生背景、内涵与特征、实施步骤及实施案例等几个方面做出比较深入的阐述。  相似文献   

图形—背景理论解读英语中动结构的语义基础   总被引：1，自引：0，他引：1  

杜娟 《宜春学院学报》2006,28(5):153-156

从认知语言学的视角探讨英语中动结构的认知语义基础,运用“图形—背景理论”对中动结构及其相应的被动语态进行比较分析。本文认为两种句型结构虽都表达了被动意义,但由于某种原因1)即使图形相同,充当的角色也不同;2)背景不同,凸显程度及其所起作用亦不同;3)后景的凸显程度也不同这三种情形而导致两种句型结构的语义并不相同。  相似文献   

滇南方言的特点和范围     

路伟  郭建军  杨芳  唐娟 《蒙自师范高等专科学校学报》2003,1(5):61-64

讨论划分方言可以采用的各种标准,结合滇南方言的语音特点和特征,确立了划分滇南方言采用具有“单一性”、“一致性”、“排他性”特征的“音质标准”,并在此基础上划分了滇南方言的范围,同时,也对某些讨论滇南方言的不确切观点提出了商榷意见。  相似文献