Becoming Better Primary Science Teachers: A Description of Our Journey     

Dickinson  Valarie L.  Burns  Judy  Hagen  Elaine R.  Locker  Kathryn M. 《Journal of Science Teacher Education》1997,8(4):295-311

Journal of Science Teacher Education -  相似文献   

Motivational control after extended instrumental training     

A. Dickinson  B. Balleine  A. Watt  F. Gonzalez  R. A. Boakes 《Learning & behavior》1995,23(2):197-206

Hungry rats were trained to press a lever for food pellets prior to an assessment of the effect of a shift in their motivational state on instrumental performance in extinction. The first study replicated the finding that a reduction in the level of food deprivation has no detectable effect on extinction performance unless the animals receive prior experience with the food pellets in the nondeprived state (Balleine, 1992; Balleine & Dickinson, 1994). When tested in the nondeprived state, only animals that were reexposed to the food pellets in this state between training and testing showed a reduction in the level of pressing during the extinction test relative to animals tested in the deprived state. The magnitude of this reexposure effect depended, however, on the amount of instrumental training. Following more extended instrumental training, extinction performance was unaffected by reexposure to the food pellets in the nondeprived state whether or not the animals were food deprived at the time of testing. A second study demonstrated that the resistance to the reexposure treatment engendered by overtraining was due to the animals’ increased experience of the food pellets in the deprived state during training rather than to the more extensive exposure to the instrumental contingency. In contrast to the results of the first two experiments, however, a reliable reexposure effect was detected after overtraining in a final study, in which the animals were given greater reexposure to the food pellets in the nondeprived state.  相似文献   

Short-term retention of “surprising” events following different training conditions     

Ruth M. Colwill  Anthony Dickinson 《Learning & behavior》1980,8(4):561-566

Terry and Wagner (1975) have suggested that short-term retention of information about an event is enhanced if the occurrence of the event is surprising. To investigate this idea, we trained two groups of pigeons in a preparatory-releaser procedure in which half the trials started with the presentation of food (the preparatory event). The preparatory food presensation was signaled by an 8-sec white keylight in the signaled, but not in the unsignaled, group. After a retention interval, varying between 2 and 32 sec, the releaser stimulus (CS_R), a red keylight, was presented for 8 sec in the absence of any reinforcement. The remaining trials were initiated by the presentation of CS_R, and the first peck occurring 8 sec after the onset of CS_R was reinforced by food. The preparatory event controlled responding to CS_R at the short retention interval, with the level of control declining systematically with increasing retention intervals. On probe test trials, the presentation of the preparatory food event was preceded by a stimulus that had previously been paired (CS+) or unpaired with food (CS?). Discriminative responding to CSr was better following CS? than following CS+ in the unsignaled, but not the signaled, group. These results suggest that the enhanced retention following surprising preparatory events reflects a generalization decrement induced by changing the signaling conditions between training and testing.  相似文献   

Surprise and blocking: Effects of the number of compound trials     

N. J. Mackintosh  Anthony Dickinson  M. M. Cotton 《Learning & behavior》1980,8(3):387-391

In an experiment on conditioned suppression of licking in thirsty rats, subjects received either one or two trials to a tone-light compound, either preceded or not preceded by four conditioning trials to the light alone. Prior conditioning to the light blocked conditioning to the tone in subjects receiving two compound trials but not in those receiving only one compound trial. The blocking observed in the two-trial groups was abolished either by the addition of an unexpected second posttrial shock 10 sec after the first on each compound trial or by the omission of an expected second, posttrial shock. The comparable operations had no effect on conditioning to the tone in the one-trial group. In this preparation, both blocking and the attenuation of blocking by surprising changes in reinforcement appear to require more than one trial to appear.  相似文献   

’Technical Culture’ and Technical Education in France: a consideration of the work of Claude Grignon and its relevance to British further education curricula     

Hilary Dickinson  Michael Erben 《British Journal of Sociology of Education》1982,3(2):145-159

This paper examines Claude Grignon's empirical study of lower levels of vocational education in France. The concepts of technical culture and the morality of technical processes are explored. Grignon argues that the hidden curriculum of the Lycee for vocational education (Lycee d'Enseignement Professionel) socialises students into a worldview in which social relations are conflated with technical relations, and take on the appearance of the certainly of technical processes. Social control is exerted by excluding the possibility of ambiguity and change from this deterministic frame of reference. In the second part of the paper we seek to show that some of Grignon's analytic concepts may offer useful perspectives for analysing British Further Education curricula, by applying the concepts of technical and ‘technicised’ culture to some recent developments in British Further Education curricula.  相似文献   

Effects of the correlation between a positive and negative US on conditioned suppression in rats     

M. F. Dearing  A. Dickinson  M. S. Halliday  R. G. M. Morris 《Learning & behavior》1974,2(3):193-195

For three groups of rats, an auditory CS, presented while the animals were responding on a variable-interval schedule for food reinforcement, was terminated on half of the trials with a noncontingent footshock. For two groups, half of the trials were also followed after 5 sec by the delivery of free food. In the positively correlated condition (PC) the free food was presented on shocked trials and in the negatively correlated condition (NC) on the nonshocked trials, while the remaining group (S) never received free food. In a fourth group the shock was omitted and free food delivered on half of the trials. Although all shocked groups showed a significant suppression, the magnitude was greater for Group PC than for Groups NC and S, which did not differ. Suppression did not result from the pairing of the CS with food alone. These results do not support the counterconditioning hypothesis that the pairing of a normally noxious stimulus with food reduces its aversiveness.  相似文献   

Building Vocabulary Knowledge in Preschoolers Through Shared Book Reading and Gameplay     

Brenna Hassinger‐Das  Katherine Ridge  Amira Parker  Roberta Michnick Golinkoff  Kathy Hirsh‐Pasek  David K. Dickinson 《Mind, Brain, and Education》2016,10(2):71-80

This study moves beyond previous investigations to examine whether an educational intervention combining shared book reading with a vocabulary game increases children's vocabulary knowledge. Four‐year‐olds (N = 44) were randomly assigned to dyads in either an intervention (shared book reading plus vocabulary review game) or comparison condition (shared book reading, after‐reading vocabulary review, and game that did not teach vocabulary). After two 30‐min sessions, results demonstrated that the intervention condition outperformed the comparison condition on measures of receptive and expressive knowledge of taught vocabulary words. Children in the intervention group who scored the lowest at pretest on the receptive measure saw the most gains in taught word knowledge. Findings suggest that combining vocabulary gameplay with shared book reading improved children's learning of the vocabulary words in comparison to a comparison group.  相似文献   

Relation between language experiences in preschool classrooms and children's kindergarten and fourth-grade language and reading abilities   总被引：1，自引：0，他引：1  

Dickinson DK  Porche MV 《Child development》2011,82(3):870-886

Indirect effects of preschool classroom indexes of teacher talk were tested on fourth-grade outcomes for 57 students from low-income families in a longitudinal study of classroom and home influences on reading. Detailed observations and audiotaped teacher and child language data were coded to measure content and quantity of verbal interactions in preschool classrooms. Preschool teachers' use of sophisticated vocabulary during free play predicted fourth-grade reading comprehension and word recognition (mean age=9; 7), with effects mediated by kindergarten child language measures (mean age=5; 6). In large group preschool settings, teachers' attention-getting utterances were directly related to later comprehension. Preschool teachers' correcting utterances and analytic talk about books, and early support in the home for literacy predicted fourth-grade vocabulary, as mediated by kindergarten receptive vocabulary.  相似文献   

Student,Teacher, and Administrator Attitudes Toward School Desegregation 1964‐1981     

George E. Dickinson  Kent Freeland 《Equity & Excellence in Education》2013,46(3-6):40-43

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How may library instruction be integrated with curricular subjects and whose should be the responsibility for initiating such a program—the teaching staff or the library staff?     

C. W. Dickinson Jr. 《Peabody Journal of Education》2013,88(6):272-275

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