Pigeons learn to answer the question “where did you just peck?” and can report peck location when unexpectedly asked     

Singer RA  Zentall TR 《Learning & behavior》2007,35(3):184-189

If pigeons are trained on matching-to-sample with differential responding required to the two samples, there is evidence that the differential responding can control comparison choice. We asked whether similar responding required at two different locations could also serve as the basis for comparison choice. Pigeons were pretrained to report the location that they had pecked. To reduce the likelihood that they could use the presence of differential proprioceptive cues at the time of their report, a common response was required between the location response and the comparison choice. They were then given experience with a conditional discrimination in which location of the comparison response varied randomly and was incidental to the choice of comparison. On test trials, after the pigeons had made their comparison choice, they showed a significant tendency to choose the appropriate test comparison when they were unexpectedly asked to report the location of their previous pecking response. These results have implications for the demonstration of episodic-like memory in pigeons because they suggest that pigeons have the capacity to recall, unexpectedly, specific details about their past experiences. 2007 Psychonomic Society, Inc.  相似文献   

Effects of naturally existing peer groups on changes in academic engagement in a cohort of sixth graders   总被引：1，自引：1，他引：0  

Kindermann TA 《Child development》2007,78(4):1186-1203

This study examined the effects of peer groups on changes in academic engagement in 11- to 13-year-old children. From the entire cohort of 366 sixth graders in a town, 87% participated at the beginning and end of the school year. Peer groups were assessed using socio-cognitive mapping; as an indicator of motivation, teachers reported on students' classroom engagement. Peer groups were homogeneous in terms of engagement, and despite considerable member turnover across time, their motivational composition remained fairly intact. Peer group engagement levels in the fall predicted changes in children's motivation across time. Although the magnitude of effects was relatively small, evidence for group influences persisted when controlling for peer selection and the influence of teacher and parent involvement.  相似文献   

QuickSmart: a basic academic skills intervention for middle school students with learning difficulties     

Graham L  Bellert A  Thomas J  Pegg J 《Journal of learning disabilities》2007,40(5):410-419

QuickSmart is a basic academic skills intervention designed for persistently low-achieving students in the middle years of schooling that aims to improve the automaticity of basic skills to improve higher-order processes, such as problem solving and comprehension, as measured on standardized tests. The QuickSmart instructional program consists of three structured, teacher- or teacher aide-directed, 30-minute, small-group lessons each week for approximately 26 weeks. In this study, 42 middle school students experiencing learning difficulties (LD) completed the QuickSmart reading program, and a further 42 students with LD took part in the QuickSmart mathematics program. To investigate the effects of the intervention, comparisons were made between the reading and mathematics progress of the intervention group and a group of 10 high-achieving and 10 average-achieving peers. The results indicated that although the standardized reading comprehension and mathematics scores of QuickSmart students remained below those of comparison students, they improved significantly from pretest to posttest. In contrast, the standardized scores of comparison students were not significantly different from pretest to posttest. On measures of response speed and accuracy gathered using the Cognitive Aptitude Assessment System (CAAS), QuickSmart students were able to narrow the gap between their performance and that of their high- and average-achieving peers. Implications are drawn regarding the importance of interventions that emphasize the automaticity of basic academic skills for students with learning difficulties.  相似文献   

Arts education and the high school dropout problem     

M. Kathleen Thomas  Priyanka Singh  Kristin Klopfenstein 《Journal of Cultural Economics》2015,39(4):327-339

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美国学校教育反思:世界主义和社会排斥的视角   总被引：1，自引：1，他引：0  

托马斯·波克维茨  阚维 《教育学报》2010,6(3)

长期以来,在美国学校教育中高扬的"世界主义"(cosmopolitanism)原则,即超越传统民族国家忠诚归属界限,带有普世价值的全球公民意识,被认为是推动社会和个人进步的重要思想,进入学校课程系统,贯穿于教学实践的各个环节.理性与合理性精神、时间概念的转变和进步主义思想的推动,使得世界主义在美国公立学校教育中长久不衰.它以改造儿童的方式推动社会变革,对人文学科,特别是教育学、心理学产生了深刻影响;同时,世界主义又是一个主张包容、却推行社会排斥的系统,主要体现在:它通过问题解决、赋权原则、自由解放、言论开放和选择权利等手段,引导儿童的成长;但又对学校教育中的学生进行分类,以换喻、分类等方式,塑造不同类型的学生.终身学习概念的提倡和为了"一切儿童"的口号,都反映了其中蕴含的比较思维方式在追求平等同时,又在制造新的不平等,造成抑斥的状态.体现了世界主义原则通过创塑儿童来改造社会的双重特征.  相似文献   

Cognitive styles and instructional design in university learning     

Patrick R. Thomas  Jacinta B. McKay 《Learning and individual differences》2010,20(3):197-202

Changes in conceptualization and measurement of the verbalizer–visualizer dimension led us to re-examine the hypothesis that students learn best when instructional material matches their cognitive style. First-year psychology university students (n = 41) studied information on three personality theories presented in text only, text+picture, or text+schematic diagram format, demonstrated recall and comprehension of each theory, and completed an adapted cognitive styles questionnaire. Spatial and object visual scale scores were not correlated, but the latter showed a significant though relatively weak negative correlation with verbal scale scores. Recall could be predicted from students' verbal and object visual scores when presentation format matched these cognitive styles. All three styles significantly predicted students' comprehension, but only when they matched the presentation format. The results support the distinction between spatial and object visual styles, and provide evidence that learning outcomes improve when instructional material is matched to students' cognitive styles.  相似文献   

Pictures are necessary but not sufficient: Using a range of visual methods to engage users about school design     

Pamela Woolner  Jill Clark  Elaine Hall  Lucy Tiplady  Ulrike Thomas  Kate Wall 《Learning Environments Research》2010,13(1):1-22

It has been argued by both educationalists and social researchers that visual methods are particularly appropriate for the investigation of people’s experiences of the school environment. The current and expected building work taking place in British schools provides an opportunity for exploration of methods, as well as a need to establish ways to achieve this involvement of a range of school users, including students. This article describes a consultation that was undertaken in a UK secondary school as part of a participatory design process centred on the rebuilding of the school. A range of visual methods, based on photographs and maps, was used to investigate the views of a diverse sample of school users, including students, teachers, technical and support staff and the wider community. Reported here is the experience of using these tools, considering the success of different visually-based methods in engaging a broad cross section of the school community and revealing useful information. Using a range of visual methods allows a complex, but coherent, understanding of the particular school environment to be constructed and developed. It is further argued that such a range of visual and spatial methods is needed to develop appropriate understanding. The study, therefore, contributes to knowledge about specific visual research methods, appreciation of the relationship between tools, and a general methodological understanding of visual methods’ utility for developing understanding of the learning environment.  相似文献   

Zivilgesellschaft und freiwilliges Engagement in Deutschland im Lichte des Freiwilligensurveys 1999 – 2004 – 2009     

Dr. Thomas Gensicke 《Zeitschrift für Erziehungswissenschaft》2010,13(2):215-232

This contribution will describe the empirical trends regarding civic society in Germany between 1999 and 2009, especially the development of the main issue: volunteering. The basis of the analysis constitutes three volunteer surveys with large representative samples of 14 year olds, which were commissioned by the German federal ministry for family, elderly, women and youth. The participation of the population in civic activities increased over this period, particularly the willingness to undertake public responsibility voluntarily. Between 1999 and 2004, the share of volunteers rose from 34% to 36%. These are people who execute specific activities or offices within the framework of their membership of clubs, organizations or public institutions. This share has, however, stagnated since 2004. The willingness to volunteer has, therefore, not led to an increase in actual volunteering since 2004, especially amongst young people, for whom the share even dropped slightly. In the difficult context of demographic change, social reform and an increased pressure on young people in schools and vocational training and on employees and the unemployed, the level of engagement could at least be maintained in Germany. This is largely due to older people and families, which have tended to take on more tasks in social and health areas and in services for children and young people. In view of the continuance of these societal problems, one can expect the level of voluntary engagement to stay broadly the same in the future.  相似文献   

“counting” by pigeons: Discrimination of the number of biologically relevant sequential events     

Rebecca M. Rayburn-Reeves  Holly C. Miller  Thomas R. Zentall 《Learning & behavior》2010,38(2):169-176

Numerical competence has been studied in animals under a variety of conditions, but only a few experiments have reported animals’ ability to detect absolute number. Capaldi and Miller (1988) tested rats’ ability to detect absolute number by using biologically important events—the number of reinforced runs followed by a nonreinforced run—and found that the rats ran significantly slower on the nonreinforced run. In the present experiments, we used a similar procedure. Pigeons were given a sequence of trials in which responding on the first three trials ended in reinforcement but responding on the fourth trial did not (RRRN). When the response requirement on each trial was a single peck (Experiment 1), we found no significant increase in latency to peck on the fourth trial. When the response requirement was increased to 10 pecks (Experiment 2), however, the time to complete the peck requirement was significantly longer on the nonreinforced trial than on the reinforced trials. Tests for control by time, number of responses, and amount of food consumed indicated that the pigeons were using primarily the number of reinforcements obtained in each sequence as a cue for nonreinforcement. This procedure represents a sensitive and efficient method for studying numerical competence in animals.  相似文献   

Explicit and implicit confidence judgments and developmental differences in metamemory: an eye-tracking approach     

Thomas Roderer  Claudia M. Roebers 《Metacognition and Learning》2010,5(3):229-250

In the present study, primary school children’s ability to give accurate confidence judgments (CJ) was addressed, with a special focus on uncertainty monitoring. In order to investigate the effects of memory retrieval processes on monitoring judgments, item difficulty in a vocabulary learning task (Japanese symbols) was manipulated. Moreover, as a first exploratory step to uncover fast and retrieval bound (implicit) monitoring processes that take place before explicit CJ are openly reported, fixation time allocation during recognition and monitoring was recorded with an eye-tracking device. Results revealed developmental progression in uncertainty (but not in certainty) monitoring between the age of 7 and 9 years. Differences in CJ across levels of item difficulty point to a substantial impact of retrieval processes on 9-yr-olds’ but not on 7-yr-olds’ monitoring. Eye-tracking data revealed an overall bias towards medium and high CJ, and confirmed evidence on developmental progression in monitoring skills.  相似文献