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A classical conditioning procedure was instituted in which the locus of the US was changed coincidentally with the onset of the compound conditioning phase of the Kamin blocking design. The nictitating membrane of the rabbit served as the conditioning preparation. Three groups of nine rabbits each were employed: a conventional blocking group in which the US was unchanged during the simple and compound conditioning phases, a control group that received only the compound conditioning phase, and an experimental group given both simple and compound conditioning but in which the US was administered to the contralateral paraorbital region during the compound conditioning phase. Postconditioning presentations of the elements of the compound CS indicated that, relative to the control group, responding during the new element was markedly reduced in the conventional blocking group but was strongly conditioned in the group in which the US locus was changed. Implications of these findings for theoretical analyses of conditioning are discussed. 相似文献
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Effective college teaching from the students' and faculty's view: Matched or mismatched priorities? 总被引：2，自引：1，他引：2
Kenneth A. Feldman 《Research in higher education》1988,28(4):291-329
Thirty-one studies were located in each of which students and faculty specified the instructional characteristics they considered particularly important to good teaching and effective instruction. Students and faculty were generally similar, though not identical, in their views, as indicated by an average correlation of +.71 between them in their valuation of various aspects of teaching. In those studies with relevant data, the differences that did exist between the two groups showed a pattern of students placing more importance than faculty on teachers being interesting, having good elocutionary skills, and being available and helpful. Students also emphasized the outcomes of instruction more than faculty did. Faculty placed more importance than did students on teachers being intellectually challenging, motivating students and setting high standards for them, and encouraging self-initiated learning. The results of the present analysis were compared with those of an earlier analysis of the importance of various specific aspects of instruction in terms of their correlations with students' overall evaluations of teachers in actual rating situations. 相似文献
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