Addition versus deletion as a signal     

Eliot Hearst  William T. Wolff 《Learning & behavior》1989,17(2):120-133

Subjects typically show superior discriminative performance when a distinguishing feature appears on reinforced rather than nonreinforced trials. The phenomenon is usually attributed to the relative predictiveness of the reinforcer by different stimulus elements. However, stimulus addition may be more effective than stimulus deletion as a signal. By removing the standard intertriai intervals, we made addition and deletion equally predictive of the reinforcer in four operant experiments involving between- and within-subject comparisons. Pigeons consistently performed better on operant discriminations when the addition rather than deletion of an auditory or visual stimulus served as the cue for food. This general finding persisted despite manipulation of the relative duration and localizability of the signal. Thus mere presence as opposed to absence plays a role in the feature-positive superiority, an outcome that may reflect a fundamental, biologically based difference between addition and deletion as effective signals of reinforcement.  相似文献   

Systems of Classification and the Cognitive Properties of Grant Proposal Formal Documents     

William I. Wolff 《Technical Communication Quarterly》2013,22(4):303-326

Despite the prominent role of application forms in the process of composing grant proposals, little attention has been given to the rhetorical and ethical implications of their prompts and instructions. This article analyzes classification systems reified within the cognitive properties of online forms that faculty members use to submit grant proposals. Results suggest that the historicity of proposal forms adds to the complexity of developing models that accurately represent proposal writing in multiple contexts.  相似文献   

Learning Within and Beyond the Classroom: Compulsory School Students Voicing Their Positive Experiences of School     

Ylva Backman  Eva Alerby  Ulrika Bergmark  Åsa Gardelli  Krister Hertting  Catrine Kostenius 《Scandinavian Journal of Educational Research》2013,57(5):555-570

The aim of this study was to describe, reflect upon, and create a deeper understanding of aspects relevant for promoting a positive school environment from a student perspective. The data was analyzed by using an inductive phenomenological method and based on written responses from 200 Swedish students from grades 5–9. The results indicated that the students found aspects within, as well as beyond, the classroom relevant for a positive school environment. For instance, outings were considered relevant for building and maintaining friendships and for learning processes. Moreover, the students discussed formal and informal conditions and considered social as well as structural circumstances important for having a good time in school. The relation between learning and well-being was also emphasized by the students.  相似文献   

Methods and impact of correcting heart rate data errors during exercise in older adults     

Kathleen K Mangione  Kathy Macropol  Yanxia Jia  Michael Tevald  Shane Harris  Edward Wolff 《Measurement in physical education and exercise science》2018,22(4):356-363

Heart rate (HR) by time curves could be useful as a measure of treatment fidelity (TF). The purposes were to describe the frequency of common recording irregularities (e.g. errors) observed during exercise, validate a process to correct those errors, and determine whether there is a clinically meaningful benefit to data correction. In total, 1895 exercise sessions from 69 older adults with hip fracture were inspected for errors in the placement of event markers (duration of exercise) and signal artifacts. Marker errors occurred in 33% of the participants and corrected in 324 sessions. Signal artifacts occurred in 96% of the participants and eliminated in 702 sessions. Computer code was 85% accurate in detecting signal artifacts, compared to 97% for investigators. HR was significantly higher after correction, but the average change was only 0.69 + 1.20 beats per minute. An HR monitor showing HR by time curves (HRxTC) can be used to evaluate TF during exercise.  相似文献   

Policy as Boundary Object: A New Way to Look at Educational Policy Design and Implementation   总被引：1，自引：0，他引：1  

Gholamreza Emad  Wolff -Michael Roth 《Vocations and Learning》2009,2(1):19-35

Policy implementation research in general and educational policy in particular is loosely connected to policy-making processes. There is a gap particularly in the field of vocational education. This often leads to conflicts and contradictions between policy-maker objectives and end-user implementation. To avoid such a disconnect, the relation between the world of end users and the world of decision-makers should be carefully constructed. This might be done through connecting the process of decision-making to implementation and carefully developing methods that encompass the demands of decision-makers and the needs and informational requirements of end users. Our intensive case study research on the process of a vocational education reform in the marine sector confirms that the lack of robust connection and active engagement of implementers as the end-users in the design of the policy created challenges for its implementation. Using a theoretical framework based on the notion of boundary objects we bring an alternative to current practice by creating the potential to illuminate and remove tensions and challenges for policy implementation. From there we infer that adopting this concept for policy design may prevent such conflicts and contradictions and result in successful implementation.

Wolff -Michael RothEmail:

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Doing Leadership in Higher Education: The gendering process of leader identity development     

Haake  Ulrika 《Tertiary Education and Management》2009,15(4):291-304

Tertiary Education and Management - How leadership is done in higher education is analysed through a longitudinal interview study among the heads of department at a Swedish university. The focus is...  相似文献   

Interpretations of graphs by university biology students and practicing scientists: Toward a social practice view of scientific representation practices     

G. Michael Bowen  Wolff‐Michael Roth  Michelle K. McGinn 《科学教学研究杂志》1999,36(9):1020-1043

Using graphs is a key social practice of professional science. As part of a research program that investigates the development of graphing practices from elementary school to professional science activities, this study was designed to investigate similarities and differences in graph‐related interpretations between scientists and college students engaged in collective graph interpretation. Forty‐five students in a second‐year university ecology course and four scientists participated in the study. Guided by domain‐ specific concerns, scientists' graph‐related activities were characterized by a large number of experience‐based, domain‐specific interpretive resources and practices. Students' group based activities were characterized by the lack of linguistic distinctions (between scientific terms) which led to ambiguities in group negotiations; there was also a lack of knowledge about specific organism populations which helped field ecologists construct meaning. Many students learned to provide correct answers to specific graphing questions but did not come to make linguistic distinctions or increase their knowledge of specific populations. In the absence of concerns other than to do well in the course, students did not appear to develop any general interpretive skills for graphs, but learned instead to apply the professor's interpretation. This is problematic because, as we have demonstrated, there are widely differing viable interpretations of the graph. Suggestions for changes in learning environments for graphing that should alleviate this problem are made. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 1020–1043, 1999  相似文献   

A technique for group screening of dyslexia among adults     

Ulrika?WolffEmail author  Ingvar?LundbergEmail author 《Annals of dyslexia》2003,53(1):324-339

This paper reports on the development of a battery of phonological processing tasks to screen adults with dyslexia. The battery consisted of tasks tapping reversed spoonerism, phonological choice, working memory, and vocabulary with confusable alternatives. A self-report questionnaire consisting of two scales, one examining symptoms of dyslexia and the other reading interests, was also constructed. All these tasks showed high discrimination between a group of adults with dyslexia and a control group, all recruited from adult education centers. The tasks also correlated highly with word recognition. The results of the study show that it is possible to develop a sensitive battery of “nonvocalized” tasks to screen adults with dyslexia on a group basis and that self-reports add to the screening. The group administration is both time-saving and cost-effective.  相似文献   

Special education and subject teachers’ self‐perceived readiness to teach mathematics to low‐performing middle school students          下载免费PDF全文

Ulrika Ekstam  Johan Korhonen  Karin Linnanmäki  Pirjo Aunio 《Journal of Research in Special Educational Needs》2018,18(1):59-69

Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers’ readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers’ efficacy beliefs. Today, basic competence in mathematics is more important than ever for managing routine day‐to‐day activities and therefore, identifying and educationally supporting students with low performance in mathematics is necessary. The aim of the study was to investigate the perceived teacher efficacy beliefs of special education and mathematics teachers when teaching mathematics to low‐performing middle school students. Results indicated that special education teachers had higher teacher efficacy beliefs than mathematics teachers. Teacher experience, certification or gender had no effect on teachers’ efficacy beliefs. Furthermore, subject teachers reported high pedagogical knowledge for teaching low‐performing students, and special education teachers reported having moderate mathematical subject knowledge.  相似文献   

Science language Wanted Alive: Through the dialectical/dialogical lens of Vygotsky and the Bakhtin circle     

Wolff‐Michael Roth 《科学教学研究杂志》2014,51(8):1049-1083

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