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11.
There appear to be unconditioned affective reactions to the four basic tastes: liking for sweet and salt and disliking for sour and bitter. We attempted to modify these reactions by pairing the tastes with calories and with sweeter tastes. Differing sucrose concentrations were ineffective in reversing the preference for salt over citric acid or for saccharin over quinine. We could, however, reverse the preference for salt over citric acid, producing an actual preference for sour over salt, by using sucrose and saccharin as the reinforcers. The initial reactions to tastes could also be modified by reducing the initial difference in affect produced by the tastes through mixing both tastes with sucrose. 相似文献
12.
Sandra M. Linder Beth Powers-Costello Dolores A. Stegelin 《Early Childhood Education Journal》2011,39(1):29-37
Mathematics education is a critical part of the curriculum for students worldwide. The foundation for understanding mathematical
concepts related to number sense begins early in life, and early childhood classrooms can provide the seeds for mathematical
skills that will be needed later in life. In this article, the authors make a case for meaningful and developmentally appropriate
mathematics experiences for young children in diverse early learning settings. Instructional and curricular methods inspired
by the Reggio Emilia Approach are described as effective ways to teach number concepts to young children from preschool through
primary age. Strategies for teachers of young learners are presented in order to strengthen the mathematics curriculum in
contemporary early learning settings. The authors’ analysis and recommendations are informed by their extensive experiences
including studies in Reggio Emilia early childhood settings (infant toddler, preschool, and primary schools) and their work
in early childhood teacher education at their respective universities. 相似文献
13.
Conclusion Considering the technology gender gap that exists today, there can be no doubt that our current educational system is not
engaging female students in technology or awakening them to possibilities of the technology industry as a career. Females
are not afraid of computers or lack the ability to master computer skills, but they find the computer environment objectionable
(http : / / www.aauw.org/2000/ techsavvybd.html). Several factors within the educational system heighten these objections
and impede female progression through technology classes. It is these factors that our educational system must address.
Single-sex computer classes offer female students the educational advantages of learning in a comfortable, non-threatening
classroom environment where they are encouraged to enthusiastically participate in classroom discussions and activities (Kumagi,
1995). In these classes, curriculum may be adjusted to reflect the need females to see computers as productivity tools (Caplice,
1994). As a result of positive experiences gained while attending single-sex computer classes, females are more likely to
pursue higher level computer classes.
Although it is possible to argue that single-sex computer classes do not mirror the real world females must contend with once
outside the classroom, they are, however, effective interim interventions to enable females to lessen the current technology
gap (Kumagi, 1995). 相似文献
14.
Recognition of prior learning (RPL) has increasingly been recognised as a useful way to certify experience and competencies gained in the workplace informally. Particularly pertinent is RPL in the context of international migration or in economies, where system reforms seek to overcome challenges related to access to formal training and qualifications. India has the goal to skill 300 million of its growing workforce and provide them access at various levels to certification and further learning opportunities. As a part of the overall system reforms, the Government of India, jointly with the ILO, pilot tested RPL in four sectors in collaboration with the industry and built the foundation for wider replication for another 26 growth sectors by undertaking a tracer study and evaluation. This paper can empirically establish that RPL has had a positive effect on income opportunities, occupational safety, social status and openness to further learning. The paper further discusses the challenges encountered during the implementation of the RPL projects before concluding with recommendations, highlighting the aspects required for quality RPL in an emerging economy. It closes by emphasising the importance of conducting tracer studies to determine impact and the need to provide complementary training during the RPL process. 相似文献
15.
A series of school extracurricular activities and types of personal, informal interactions were developed to reflect the various types of interracial contact situations defined by Gordon Allport inThe Nature of Prejudice. These were used to determine whether cross-race contact through participation in extracurricular activities in high school could be used to predict cross-race contact at the university. Canonical correlations indicted that, for whites, frequency of cross-race contact while in high school is a predictor of frequent cross-race contact at the university. Additionally, those who gain experience in cross-racial situations through participation in Supportive Norm or Cooperative Interdependent activities in high school are likely to engage in Equal Status forms of contact at the University.This article is based on a paper presented at the annual meeting of the American Educational Research Association, New York, 1982. 相似文献
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Lunzer reported data suggestive of a stage of cognitive development manifest between 9 and 11 years of age characterized by the ability to avoid drawing premature inferences when faced with ambiguity (i.e., accept lack of closure [ALC]). The present study sought to test this hypothesis. Inference tasks emphasizing ALC, memory, and hypothetico-deductive reasoning were administered to 67 males and 74 females (5-12 years in age). Although use of ALC increased with age, considerable use was evidenced on a simple task among 7-8-year-olds. On tasks hypothesized to place increasing demands on working memory, longer tasks were found to be more difficult. Marked improvement due to memory aids suggested that task difficulty results from limitations in working memory as predicted by Pascual-Leone's theory. Tasks requiring hypothetico-deductive reasoning were found to be most difficult. Performance was related to subject's spontaneous use of ALC. Lack of appropriate strategies was hypothesized to prevent solution rather than lack of logical competence. In conclusion, the relationship of ALC to age appears to be mediated by memory development rather than logical development. 相似文献