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71.
Russell M. Church Kevin D. Miller Warren H. Meck John Gibbon 《Learning & behavior》1991,19(3):207-214
Ten rats were trained in a temporal generalization task (the peak procedure) with variations in the time of reinforcement, the intertrial interval, and the mean and variance of the duration of nonfood trials. There were three types of asymmetry in the temporal generalization gradients: positive skew, secondary rise, and positive asymptote. Asymmetrical gradients can occur as a result of asymmetrical sources of variance, multiplicative combinations of symmetrical sources of variance, and effects of anticipation of the end of a trial and the conditions of the next trial. Ten additional rats were trained with a single time of reinforcement, a limited time of reinforcement availability, long and fixed durations of nonfood trials, and a nonresponse requirement for ending a trial. These conditions markedly reduced all asymmetrical sources of variance and led to very symmetrical gradients. These results demonstrate that none of the asymmetrical sources of variance necessarily has a substantial influence on observed temporal generalization gradients. 相似文献
72.
Russell Grigg 《History of education》2020,49(5):597-616
ABSTRACT This paper explores the emotional experiences of elementary school inspections, from the appointment of the first State school inspectors in 1839 to 1911 when Edward Holmes, the retiring chief inspector, signposted the prospects of a new era in elementary education. The paper is arranged in two parts: the first provides an outline of the origins and development of elementary school inspection, while the second discusses the potential contribution of emotions scholarship to inform our understanding of elementary schooling seen through the lens of inspection. Whereas previous studies have concentrated on the inspectorate’s administrative history in relation to school development, this paper’s contribution is to highlight what inspection sources reveal about elementary schools as sites of emotional expression and experience. While acknowledging the challenges a history of emotions framework presents, the paper concludes that such an approach offers a fresh perspective on inspection and school regimes in the past. 相似文献
73.
The rapid pace of development is bringing advanced technologies to the World Wide Web (WWW), and, as a result, schools have access to new tools for science investigations. In this exploratory study, we investigated how an educational experience organized around students' use of a WWW‐controllable atomic force microscope (AFM) influenced students' understandings of viruses. The context for the study was a weeklong unit on viruses for two high school biology classes which incorporated student use of the WWW controllable AFM. We also investigated how the haptic (involving kinesthetics and touch) experiences afforded by this tool might influence students' knowledge of viruses, microscopy, and nanometer scale. Fifty students from two high school biology classes participated in a series of instructional activities and pre‐ and postassessments (knowledge test, opinion questionnaire, and interviews). Results showed that students' understandings of microscale, virus morphology, and dimensionality changed as a result of the experiences. Students' conceptions moved from a two‐dimensional textbook‐like image of a virus to a three‐dimensional image of an adenovirus. The results of this preliminary study suggest that the use of the technology as a tool for learning about morphology of materials too small to see may be beneficial. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 303–322, 2003 相似文献
74.
Stefanie C. Gilbert Dominicus So Tina Maria Russell Thomas R. Wessel 《Journal of College Counseling》2006,9(2):111-122
Previous research found racial identity predictive of psychological distress among African American students at predominantly White colleges. This study examined these relationships among 154 African American undergraduates attending a historically Black university. Racial identity was independent of psychological distress, suggesting that African American students' racial identity predicts psychological distress only in settings in which they are the minority. 相似文献
75.
Rosenthal's critique of Grieger's paper embodies many of the problems that much of the literature on the teacher expectancy effect does. Positive data are selectively emphasized, negative data are explained as simply an unusual coincidence, and statistical significance is confused with practical significance. This paper clarifies several of Rosenthal's statistical and design misunderstandings. 相似文献
76.
77.
The problem was to determine how rats adjust the times of their lever responses to repeating sequences of interfood intervals. In Experiment 1, rats were trained on an interval schedule of reinforcement with a 12-element Fleshler-Hoffman series with a mean of 60 sec; the order was as follows: ascending, random with repetition, random with replacement, random without replacement. In Experiment 2, rats were trained with a 10-element ascending or descending series (from 20 to 29 sec), and in a ramp procedure in which these intervals increased and then decreased repeatedly. In the ascending, descending, and ramp conditions (but not in the random conditions), postreinforcement pause (PRP) was a function of the interval. PRP was most highly correlated with an interval later in the series. Theories of conditioning and timing based on the averaging of past experience must be modified to account for such anticipatory behavior. 相似文献
78.
Russell Tytler Vaughan Prain George Aranda Joseph Ferguson Radhika Gorur 《科学教学研究杂志》2020,57(2):209-231
Despite mixed results in research on student learning from drawing in science, there is growing interest in the potential for this visual mode, in tandem with other modes, to enact and enable student reasoning in this subject. Building on current research in this field, and using a micro-ethnographic approach informed by socio-semiotic perspectives, we aimed to identify how and why student drawing can contribute to student reasoning and learning. In our study, secondary school students were challenged to explore and collaboratively create explanatory representations of phenomena including through drawing. Data were generated using multiple wall- and ceiling-mounted cameras capable of continuously tracking groups of students negotiating these representational challenges. Our analysis proceeded through active and iterative viewing of the extensive video record, and the identification of themes to establish possible relationships between drawing and reasoning. Through this process, we (a) identify multiple necessary conditions and varied opportunities for student drawing to enact and enable reasoning, and (b) extend current understandings of how the particular affordances of this mode interact with these conditions to contribute to student learning in science. 相似文献
79.
80.
In this column, a father and a mother each share their unique version of their son''s natural birth. 相似文献