Taste-potentiated color aversions in pigeons: Examination of CS preexposure and subsequent effects on postconditioning extinction of the taste aversion     

Todd E. Thiele  Jerome Frieman 《Learning & behavior》1994,22(4):436-441

In the present study, we investigated the mechanisms of potentiation using pigeons as subjects. Half the groups were given unreinforced preexposures to the CS on 2 consecutive days before aversion training. After training, the taste aversion was extinguished in some of the groups conditioned with a colored, tasty compound. Postconditioning extinction of the taste aversion was found to attenuate potentiated color aversions. This was the case for the subjects that both were and were not preexposed to the CS. These results lend support to the summation theory of potentiation (Durlach & Rescorla, 1980) and weaken the claim that CS preexposures are necessary for obtaining such support. Alternative accounts of the data are discussed.  相似文献   

Independent inquiry and the undergraduate dissertation: perceptions and experiences of final‐year social science students     

Malcolm Todd  Sue Clegg 《Assessment & Evaluation in Higher Education》2004,29(3):335-355

This article reports on findings from a research project that investigated the experiences and perceptions of final‐year social science undergraduates enrolled on a dissertation module in a post‐1992 UK university. The dissertation was designed to provide students with the opportunity to function autonomously and determine the content and focus of a major part of their study and assessment. Using data from interviews and questionnaires, the article explores the students’ lived experience of the dissertation as a form of independent learning and assessment, the challenges they encountered, and their perceptions of peer and tutor support. While students valued the autonomy, authenticity, and ownership they felt in relation to their dissertation, they also experienced considerable ­challenges, particularly in relation to ‘time’.  相似文献   

Teaching Confidence Intervals Using Simulation     

Reidar Hagtvedt  Gregory Todd Jones  Kari Jones 《Teaching Statistics》2008,30(2):53-56

Confidence intervals are difficult to teach, in part because most students appear to believe they understand how to interpret them intuitively. They rarely do. To help them abandon their misconception and achieve understanding, we have developed a simulation tool that encourages experimentation with multiple confidence intervals derived from the same population.  相似文献   

Effect of visual-spatial ability on medical students' performance in a gross anatomy course     

Lufler RS  Zumwalt AC  Romney CA  Hoagland TM 《Anatomical sciences education》2012,5(1):3-9

The ability to mentally manipulate objects in three dimensions is essential to the practice of many clinical medical specialties. The relationship between this type of visual-spatial ability and performance in preclinical courses such as medical gross anatomy is poorly understood. This study determined if visual-spatial ability is associated with performance on practical examinations, and if students' visual-spatial ability improves during medical gross anatomy. Three hundred and fifty-two first-year medical students completed the Mental Rotations Test (MRT) before the gross anatomy course and 255 at its completion in 2008 and 2009. Hypotheses were tested using logistic regression analysis and Student's t-test. Compared with students in the lowest quartile of the MRT, students who scored in the highest quartile of the MRT were 2.2 [95% confidence interval (CI) 1.2 and 3.8] and 2.1 (95% CI 1.2 and 3.5) times more likely to score greater than 90% on practical examinations and on both practical and written examinations, respectively. MRT scores for males and females increased significantly (P < 0.0001). Measurement of students' pre-existing visual-spatial ability is predictive of performance in medical gross anatomy, and early intervention may be useful for students with low visual-spatial ability on entry to medical school. Participation in medical gross anatomy increases students' visual-spatial ability, although the mechanism for this phenomenon is unknown.  相似文献   

Conceptualizing adverse childhood experiences as a latent factor: Tests of measurement invariance across five racial and ethnic groups     

Todd M. Jensen  Donte Bernard  Paul Lanier 《Child development》2024,95(3):e170-e185

Adverse childhood experiences (ACEs) are conventionally measured using a cumulative-risk index without consideration of distinct measurement properties across racial and ethnic groups. Drawing from the 2018–2020 National Survey of Children's Health (N = 93,759; 48% female; average age: 9.52 years), we assess the measurement invariance of a latent-factor ACE model across five groups: Hispanic children (14%) and non-Hispanic White (73%), Black (7%), Asian/Pacific Islander (5%), and American Indian/Alaskan Native (1%) children. Results support configural and full metric invariance across groups. However, several ACE item thresholds differed across groups. Findings highlight the potential utility of a latent factor approach and underscore the need to assess differences across racial and ethnic groups in terms of the optimal conceptualization and measurement of ACEs.  相似文献   

Back to our beginnings: information utilization, Bertram Brookes and the fundamental equation of information science   总被引：1，自引：0，他引：1  

Ross J. Todd   《Information processing & management》1999,35(6):851

This analytical paper is in three parts. Firstly, it provides a brief review of the terrain of information utilization, a fundamental concept in the discourse of information seeking and use behavior. This review identifies dominant conceptualizations of information utilization, and identifies a research gap in relation to the cognitive dimensions of information utilization. Secondly, against this backdrop, it posits and examines Bertram Brookes' fundamental equation of information science as a theoretical framework for furthering our understanding of, and research into, the cognitive aspects of information utilization. Thirdly, it discusses some methodological aspects for investigating Brookes' equation in order to build a cumulative knowledge of the cognitive dimension of information utilization.  相似文献