In the dark II: spatial choice when access to extrinsic spatial cues is eliminated     

Michael F. Brown  Jonathan A. Moore 《Learning & behavior》1997,25(3):335-346

Rats were tested in a specially constructed radial-arm maze that eliminated access to extramaze visual cues and allowed any effects of intramaze cues to be controlled. Despite this, choice accuracy was controlled by the spatial location of previously visited arms. Part of this control was attributed to vestibular or kinesthetic cues. This conclusion was corroborated by the finding that when explicit visual cues were moved from their standard (trained) spatial locations to novel locations, control of spatial choices was completely disrupted. The latter finding indicates that cues intrinsic to the rat (kinesthetic or vestibular information) and cues extrinsic to the rat (visual stimuli) operate in an integrated fashion.  相似文献   

Modeling Self-Regulation as a Process Usinga Multiple Time-Scale Multiphase Latent Basis Growth Model     

Jonathan Lee Helm  Nilam Ram  Pamela M. Cole  Sy-Miin Chow 《Structural equation modeling》2016,23(5):635-648

Measurement burst designs, wherein individuals are measured intensively during multiple periods (i.e., bursts), have created new opportunities for studying change at multiple time scales. This article develops a model that might be useful in situations where the functional form of short-term change is unknown, might consist of multiple phases, and might change over the long term. Specifically, we combine measurement of intraindividual entropy, a latent basis growth model, a multiphase growth model, and a growth model with covariates into a unified framework that could help accommodate the complexity of patterns that emerge in multiple time-scale categorical data streams. Empirical data from a longitudinal study of young children’s behavior during laboratory tasks designed to induce frustration are used to illustrate the utility of the proposed model for simultaneously describing intratask (short-term) change in self-regulation and developmental (long-term) shifts in intratask change.  相似文献   

Foreword     

Arthur M. Cohen  Jonathan D. Fife 《ASHE Higher Education Report》1979,8(5):v-v

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On the differential diagnosis of reading,attentional and depressive disorders     

Jonathan Cohen 《Annals of dyslexia》1994,44(1):165-184

Children may present with reading and/or attentional and/or affective (depressive) disorders in childhood. Although reading problems are more readily identifiable, childhood attentional and affective disorders can be difficult to recognize and diagnose. Here are discussed a number of complex and potentially confusing ways in which reading, attentional and affective disorders may be related: a primary problem in one area may result in problems in another; one disorder may look like another; and/or a child may simultaneously present two or all three primary disorders. Current clinical practice and recent and ongoing research is presented to clarify the changing definitions and potential relationships of these three childhood disorders to aid the process of differential diagnosis.  相似文献   

Complex Systems Approaches to Educational Research: Introduction to the Special Issue     

Gwen C. Marchand  Jonathan C. Hilpert 《Journal of Experimental Education》2020,88(3):351-357

Abstract

To explore the movement toward increased complex systems (CS) research in education, this special issue of the Journal of Experimental Education was developed to identify some under-examined places where CS approaches have advanced research. The articles provide empirical examples of research leveraging methods and analyses from complexity science. In this introduction article to the special issue, we discuss the authors’ contributions to defining and explicating concepts and methods that fall under the umbrella of CS perspectives and how these methods were used to investigate complex processes in their topics of study. The articles capture the goal of the special issue to demonstrate how the research questions framed by CS assumptions can change our expectations about the very nature of the processes under study in education. We then take a more global perspective and acknowledge the commonalities amongst the papers, including (a) the reliance on intensive data to answer research questions, and (b) the use of dynamic approaches that yield findings about the stability and change of these systems and phenomena.  相似文献   

Dimensions of Time in the Jewish Educational Thought of Joseph Lukinsky: Reflections on Maybe the Lies We Tell Are Really True edited by Barry Holtz and David Kahn (JTS,New York 2016)     

Jonathan Cohen 《Journal of Jewish Education》2020,86(1):9-34

ABSTRACT

This article represents a first attempt to analyze and synthesize the theological, hermeneutic, and educational insights of Joseph Sander Lukinsky, who was one of the foremost Jewish educational thinkers and master practitioners of recent times. Particular attention is paid to Lukinsky’s theology of revelation, to his educational theory, his hermeneutic orientation, and his practical pedagogy. The conclusion represents an effort to integrate the major insights gathered from these areas into a coherent web of thought.  相似文献   

A developmental investigation of word length effects in reading using a new on-line word identification paradigm     

Bijeljac-Babic  Ranka  Millogo  Victor  Farioli  Fernand  Grainger  Jonathan 《Reading and writing》2004,17(4):411-431

Third and fifth grade children (average age 8.6and 10.6 years) and adult participants weretested with printed words of varying length ina new on-line identification task (theluminance increment paradigm, LIP) and aspeeded naming task. Effects of general length(length in letters, phonemes and syllables)were shown to decrease systematically with agein both tasks. Third grade children showedsubstantial effects of word length while theeffect practically disappeared in adults. Ingeneral, this developmental pattern was alsofound when separately examining effects ofphonological length (with length in lettersheld constant) and small unit length (withnumber of syllables held constant), althoughsome differences were observed in performancein the identification and the naming task. Thetwo tasks also showed different developmentalpatterns, with the greatest gain in performancearising between 3rd and 5th grade inthe naming task, and the largest improvementoccurring between 5th grade and adults inthe identification task. The results suggestthat the new luminance increment paradigm canbe usefully applied as an on-line measure ofprinted word perception in beginning readers.  相似文献   

Severing the Links Between School Performance and Careers: the experience of China's urban schools, 1968‐1976     

Jonathan Unger 《比较教育学》1984,20(1):93-102

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Foreword     

Jonathan D. Fife 《ASHE Higher Education Report》1986,15(8):xiii-xiv

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The acquisition of basic quantitative reasoning skills during adolescence: Learning or development?     

Anton E. Lawson  Jonathan M. Bealer 《科学教学研究杂志》1984,21(4):417-423

Five items requiring use of proportional, probabilistic, and correlational reasoning were administered to students in grades 6, 8, 10, and 12. Proportions are taught in the school district in grades 7 and 8, probability in grade 10, and correlations are not taught. Based on the hypothesis that successful performance is due to classroom instruction, improvements on the proportions item were predicted between grades 6 and 10 and improvements on the probability items were predicted between grades 10 and 12. Actual gradewise improvements did not correspond well with predictions. Yet performance did correlate significantly with enrollment in classes such as chemistry, physics, and trigonometry. It is argued that successful qualitative reasoning arises as a consequence of the process of equilibration, and influences one's selection of course work. Specific instruction may initiate the equilibration process.  相似文献