Attenuation of the CS-preexposure effect after a retention interval in preweanling rats     

Philipp J. Kraemer  Heather Hoffmann  Norman E. Spear 《Learning & behavior》1988,16(2):185-190

The effects of flavor preexposure and retention interval were assessed in 6- and 12-day-old rats. Conditioned aversions to a flavor appeared at both ages. The conditioning of the younger pups was unaffected by conditioned stimulus (CS) preexposure and was not evident after a 10-day retention interval. For the 12-day-old rats, preexposure to either the flavor CS or a different flavor attenuated aversion strength when the rats were tested soon after conditioning. Other 12-day-old rats that were tested 10 days after conditioning also expressed substantial aversions, but with a retention interval of this length, the aversions were equivalent for animals preexposed to the CS and those not preexposed before conditioning. This loss of the CS-preexposure effect over a long interval, which has also been observed in adult rats, identifies the locus of this effect as postacquisition and perhaps at the stage of memory retrieval.  相似文献   

Using Rating Scales for the Assessment of Physical Self-Concept: Why the Number of Response Categories Matters     

Philipp Alexander Freund  Maike Tietjens  Bernd Strauss 《Measurement in physical education and exercise science》2013,17(4):249-263

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Low-stakes performance testing in Germany by the VERA assessment: analysis of the mode effects between computer-based testing and paper-pencil testing     

Wagner  Inga  Loesche  Philipp  Bißantz  Steven 《European Journal of Psychology of Education - EJPE》2022,37(2):531-549

The German school system employs centrally organized performance assessments (some of which are called “VERA”) as a way of promoting lesson development. In recent years, several German federal states introduced a computer-based performance testing system which will replace the paper-pencil testing system in the future. Scores from computer-based testing are required to be equivalent to paper-pencil testing scores so that the new testing medium does not lead to disadvantages for students. Therefore, the current study aimed at investigating the size of the mode effect and the moderating impact of students’ gender, academic achievement and mainly spoken language in everyday life. In addition, the variance of the mode effect across tasks was investigated. The study was conducted in four German federal states in 2019 using a field experimental design. The test scores of 5140 eighth-graders from 165 schools in the subject German were analysed. The results of multi-level modelling revealed that students’ test scores in the computerized version of the VERA test were significantly lower than in the paper-pencil version. Students with a lower academic achievement were more disadvantaged by the VERA computerized test. The results were inconsistent regarding the interactions between testing mode and students’ gender and mainly spoken language in everyday life. The variance of the mode effect across tasks was high. Research into different subjects and in other federal states and countries under different testing conditions might yield further evidence about the generalizability of these results.

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Predicting teachers’ instructional behaviors: The interplay between self-efficacy and intrinsic needs     

Doris Holzberger  Anja Philipp  Mareike Kunter 《Contemporary educational psychology》2014

This study was conducted to extend previous research by examining the specificity of teachers’ intrinsic needs and self-efficacy, and how they interact to predict instructional behaviors. Self-reporting measures were applied to assess teachers’ self-efficacy and intrinsic need satisfaction and students rated the teachers’ instructional behaviors (cognitive activation, teacher–student relationship and classroom management). The latent moderated structural (LMS) equation analyses conducted on data collected from 155 mathematics teachers and 3483 grade 10 students in secondary schools in Germany revealed that separately both self-efficacy and intrinsic needs predicted instructional behaviors. Moreover, a significant interaction effect between intrinsic need satisfaction and self-efficacy emphasized that when need satisfaction is not provided by the school environment, a high level of self-efficacy has a negative effect on the teacher–student relationship. Our findings underline that self-efficacy and intrinsic needs have commonalities when predicting instructional behavior and the importance of addressing the interaction between personal and environmental characteristics within the learning environment. Future research on teachers’ instructional behaviors should take aspects of teacher competence beyond self-efficacy into considerations and should examine how intrinsic need satisfaction can be enhanced.  相似文献   

Serial position effects in humans and animals: A reply to Gaffan     

William A. Roberts  Philipp J. Kraemer 《Learning & behavior》1983,11(1):146-147

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技术和职业教育与培训教师教育:追求创新与卓越     

Joachim Dittrich  Pekka Kmrinen  Philipp Grollmann 《职业技术教育》2006,(30):62-64

为了促进技术和职业教育与培训教师教育更好的发展，我们需要创新。在欧盟委员会，进入21世纪以来，就开始为技术和职业教育与培训建立共同的政策框架。  相似文献   

Simultaneous processing of visual and spatial stimuli in pigeons     

Philipp J. Kraemer  Dwight S. Mazmanian  William A. Roberts 《Learning & behavior》1987,15(4):417-422

Pigeons were trained to symbolically match comparison stimuli to either visual sample stimuli presented on a center key or to spatial sample stimuli presented on side keys. Tests were carried out in which visual and spatial cues were simultaneously presented in compound and short-term memory was probed for either visual or spatial information. Symmetrical interference with the matching of visual and spatial components of compounds was found when the visual and spatial cues were presented on separate keys. However, when visual and spatial cues were superimposed on the same side key, no interference was observed relative to element control tests. Discussion of these findings focuses on accounts in terms of limited processing capacity, coding decrement, and receptor orientation mechanisms.  相似文献   

Transforming learning infrastructures in the social sciences through flexible and interactive technology-enhanced learning     

Philipp Budka  Claudia Schallert 《Learning Inquiry》2009,3(3):131-142

The changing higher educational landscape in Europe creates new learning infrastructures and transforms existing ones. Students are thus provided with new possibilities and challenges. Through the case study of a newly developed common curriculum for the social sciences of a public university in Austria, this article discusses the interacting social agents, elements, and tools of a flexible and interactive technology-enhanced learning model. In doing so, the transnational, national, and local infrastructural conditions and challenges are critically examined from a socio-technological perspective. Selected evaluation and survey results highlight students’ learning practices, usage behavior, and suggestions to improve their learning situation. The article concludes that student-centered learning models focusing on flexibility and interactivity can support the stable implementation of a common curriculum and its technology-enhanced learning infrastructure for the social sciences at public universities with high student numbers.  相似文献   

Disciplining the disciplines? How qualification schemes are written up at study program level in Norwegian higher education     

Philipp E. Friedrich  Tine S. Prøitz 《Teaching in Higher Education》2016,21(7):870-886

Qualification frameworks are spreading rapidly, not least in Europe following the introduction of the European Qualification Framework. The impact of such frameworks are contested, and the article contributes to this debate by analyzing how a selected group of different study programs in Norwegian higher education is adapting to the newly launched national qualification framework. The findings show that there are distinct differences as to how universities and colleges, as well as how different disciplines write up their study programs according to the new framework. In the conclusion, we discuss the implication of the findings for current debates about the relevance and function of qualification framework in higher education.  相似文献   

Assessment of Genetics Understanding     

Philipp Schmiemann  Ross H. Nehm  Robyn E. Tornabene 《Science & Education》2017,26(10):1161-1191

Understanding how situational features of assessment tasks impact reasoning is important for many educational pursuits, notably the selection of curricular examples to illustrate phenomena, the design of formative and summative assessment items, and determination of whether instruction has fostered the development of abstract schemas divorced from particular instances. The goal of our study was to employ an experimental research design to quantify the degree to which situational features impact inferences about participants’ understanding of Mendelian genetics. Two participant samples from different educational levels and cultural backgrounds (high school, n = 480; university, n = 444; Germany and USA) were used to test for context effects. A multi-matrix test design was employed, and item packets differing in situational features (e.g., plant, animal, human, fictitious) were randomly distributed to participants in the two samples. Rasch analyses of participant scores from both samples produced good item fit, person reliability, and item reliability and indicated that the university sample displayed stronger performance on the items compared to the high school sample. We found, surprisingly, that in both samples, no significant differences in performance occurred among the animal, plant, and human item contexts, or between the fictitious and “real” item contexts. In the university sample, we were also able to test for differences in performance between genders, among ethnic groups, and by prior biology coursework. None of these factors had a meaningful impact upon performance or context effects. Thus some, but not all, types of genetics problem solving or item formats are impacted by situational features.  相似文献