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21.
建立网络社区主题通道的核心主题词表 总被引：1，自引：0，他引：1
Wonsook Lee Shigeo Sugimoto 《现代图书情报技术》2006,37(1):25-32,82
网络社区收藏的资源往往倾向于满足日常信息需要，涉及的主题范围比较专指，而传统的图书馆分类主题词表则倾向于学术性和综合性，不适于网络社区用户的需要，因此需要建立适于这些特定用户群的分类主题词表。本文作者曾经参与了一些数字化图书馆的项目，设计开发过一此专门用于这些目的的小型核心词表。这篇文章介绍了作者们在开发过程中遇到的一些问题以及解决这些问题的方法和策略。小型“核心”主题测表可以定义为为网络社区资源专用的主题分类表。通过对元数据记录中的主题词频统计分析，作者确定哪些是核心词，然后再将这些核心词分成网络、图书馆、机构组织和设施、图书馆类型、组织名称和服务、地名、一般主题词、和参考工具等8个大类。在这8个大类下再进一步细分到二级类目。本文展示了三个图书馆的实例，它们主要是为公共图书馆的用户设计的。通过解释他们在这三个项目中的做法，作者讨论了在开发过程中的技术和成本以及在维护方面的问题，并且比较了一些类似的词表。 相似文献
22.
Two pigeons matched to sample in a three-key operant conditioning chamber. In Experiment I, two different kinds of samples were presented on the center key.Element samples were members of one of two sample sets — colors (a red or blue disk) or lines (a vertical or horizontal orientation of a set of white lines). These samples were followed by their respective sample sets on the side keys as comparison stimuli.Compound samples consisted of a set of lines superimposed on a colored disk. Following these samples, either sample set could appear as comparison stimuli. Matching to compound samples was less accurate than matching to element samples. One interpretation is that sharing of attention among elements of a compound sample weakened stimulus control by each element. A different interpretation is that an element sample controlled matching better because it was physically identical to a comparison stimulus whereas a compound sample was not. Experiments II–IV evaluated this “generalization decrement” alternative by testing element- vs. compound sample control with both element and compound comparison stimuli. Irrelevant elements were added to form compound comparison stimuli, some of which were physically identical to a preceding compound sample, but never identical to an element sample. In all experiments, the addition of irrelevant elements of comparison stimuli reduced sample control. However, the generalization decrement hypothesis failed to predict how differences in performance maintained by element and compound samples were affected by different tests of sample control. Matching accuracy appeared to be independently determined by the number of elements in a sample and whether irrelevant elements were present during tests of sample control. 相似文献
23.
Pigeons performed a version of delayed matching-to-sample in which different postsample cues signaled different trial outcomes. Cues to remember (R cues) signaled the usual comparison stimuli. Cues to forget (F cues) signaled either cancellation of comparison stimuli (comparison-omission) or presentation of a sample-independent discrimination (comparison-substitution). As assessed by occasional probe trials, F cues decreased matching accuracy during comparison-omission more than during comparison-substitution. The loss in accuracy of matching in F-cue probes was directly related to length of delays during comparison-omission but not during comparison-substitution. Because trials generally terminated in reward during comparison-substitution but not during comparison-omission, these findings were interpreted as suggesting the importance of end-of-trial reinforcement for the maintenance of short-term memory. 相似文献
24.
William S. Maki 《Learning & behavior》1979,7(1):31-37
Pigeons performed a delayed matching-to-sample task in which they matched red and green disks as comparison stimuli to samples of food and no food. The birds were also taught a discrimination between two lines: vertical (S+) followed by food and horizontal (S?) followed by no food. The two kinds of trials were then chained in infrequent probes such that (a) S+ and S? preceded samples of food and no food, (b) a longer than usual delay occurred, and then, (c) the comparison stimuli were presented. Therefore, in probes when S+ preceded food and S? preceded no food, the samples were “expected. ” But in probes when S+ signaled no food and S? signaled food, the samples were “surprising. ” Matching to surprising samples was more accurate than matching to expected samples. This result completes a pattern of findings implying that surprising reinforcers enhance learning and also persist (are longer rehearsed) in short-term memory. 相似文献
25.
Rats were trained in 8- and 12-arm radial mazes. Each trial began with a study phase (forced choices of 4 arms). The trial ended after a 2-h delay in a test phase consisting of free choices among 8 arms; choices of the 4 arms not yet visited were correct (rewarded). Proactive interference (PI) was induced by an interference phase that occurred on some days 2 or 3 h prior to the study phase. In the PI-repetition condition, the interference phase consisted of forced choices of the 8 arms that were later presented in the study and test phases; in the PI-nonrepetition condition, the interference consisted of forced choices of the 4 arms that were correct during the test phase. Test-phase performance was most accurate in the No PI (single-trial) condition and least accurate in the PI-repetition condition. A second experiment showed that repetitions per se were not responsible for the PI; when the interference phase consisted only of choices of the same 4 arms later presented in the study phase, no PI was observed. These findings suggest two sources of PI. One source, measured by the difference between No PI and PI-nonrepetition conditions, appears to be a difficulty in discriminating the temporal order of visits to arms in the interference and study phases. The other source of PI, measured by the difference between the nonrepetition and repetition conditions, remains to be identified; some possibilities are discussed. 相似文献
26.
In delayed matching-to-sample with pigeons, brief postsample cues signaled different trial outcomes. The normal comparison stimuli followed the cue to remember (R cue). In the comparison-omission procedure, comparison stimuli and reinforcement were omitted following the cue to forget (F cue). In the comparison-substitution procedure, comparison stimuli were replaced by a single stimulus and reinforcement for a single response following the F cue. Infrequent probe trials revealed that F cues disrupted matching, with the amount of accuracy loss dependent on the length of the cue-comparison delay. These results, however, were found only with the comparison-omission procedure (Experiment 1). Replacing the comparison stimuli with another simultaneous (unconditional) discrimination revealed no accuracy loss in F-cue probes (Experiment 2), even though choice latencies were again lengthened by F cues. These results suggest that, while the F cue interferes with performance at the time of a retention test by slowing choices, it also interferes with sample retention. Alternative models of the cuing effect and its apparent dependence on end-of-trial reward are outlined. 相似文献
27.
Specific learning disability (SLD) identification procedures vary across states (Maki et al., 2015, School Psychol Quart, 30, 457–469); however, the extent to which SLD identification methods are implemented at the district level is not well understood. Moreover, the high‐stakes nature of SLD identification necessitates extensive training, but research regarding graduate and postgraduate training in SLD is limited. This study examined school psychologists’ SLD training and practices through survey methodology. Results showed that a growing number of school psychologists use, prefer, and receive training in response to intervention and pattern of strengths and weaknesses to identify students with SLD while the use of and preference for ability–achievement discrepancy may be decreasing. However, nearly one‐third of school psychologists still reported the use of ability–achievement discrepancy. In addition, over half of school psychologists reported using state department of education guidance documents to inform their SLD identification practices. Implications for training and practice are discussed. 相似文献
28.
Two pigeons performed a matching-to-sample task in which a color, a line orientation, or both, might appear on the sample. Stimulus control by (attention to) the color and line components of a compound sample was measured when (a) either component might be relevant (i.e., appear as a comparison stimulus on that trial), and (b) when only one component was relevant. Degree of stimulus control by a given component of the compound sample was higher when only it was relevant than when either component might be relevant. Because the matching-to-sample task separated sample inspection from response choice, interpretation of the results in terms of response competition was ruled out. Because the training procedure led to shifts in stimulus control by the components of the compound sample, explanation of previous matching-to-sample results in terms of reduced perceptual clarity of compound samples was also ruled out. Thus, variations in stimulus control by components of the compound sample were interpreted as showing shifts in attention to the components of the compound sample. 相似文献
29.
Peggy L. Maki 《About Campus》2004,9(4):2-9
Opportunities for students to learn what we wish them to are tucked in nooks and crannies of their college experience as much as they are in the obvious places. The author presents two strategies for revealing all the corners where learning occurs and those where it should but might be missing. 相似文献
30.
Stephanie M. Hammerschmidt‐Snidarich Kathrin E. Maki Sarah R. Adams 《Psychology in the schools》2019,56(5):635-651
Repeated reading (RR) is a common fluency intervention, but recent studies comparing RR to continuous reading (CR; i.e., wide reading) found no significant differences in effects. This prompts the question of whether the mechanism that improves skills is repeatedly reading portions of connected text, or simply reading connected text. The current study examined the differential effectiveness of RR and CR for increasing oral reading fluency rate (ORF) and comprehension of 40 students in second and third grades, randomly assigned to receive the RR or CR intervention. Students in both conditions received a standardized amount of practice (dosage) in the form of number of words read during each intervention session. All but two participants increased their ORF and there were no significant differences between groups on posttest ORF or broad comprehension. Moreover, students with the highest pretest scores made slightly more growth regardless of condition. Students in the RR group demonstrated significantly higher comprehension of practiced passages and students in the CR condition reported significantly higher levels of intervention acceptability. Implications for reading fluency intervention research and practice are discussed. 相似文献