US duration and local trial spacing affect autoshaped responding     

Gary A. Lucas  Edward A. Wasserman 《Learning & behavior》1982,10(4):490-498

The acquisition and maintenance of signal-directed pecking was examined in week-old Leg-Horn chicks responding to a keylight stimulus paired with heat. In contrast with previous studies using pigeons with food as the US, both speed of acquisition and asymptotic level of keypecking were a direct function of US duration. Experiment 2 examined responding using a within-subject design to isolate the effects of trial spacing on performance during the immediate trial from the effects on performance during a following trial of fixed length. These comparisons revealed a significant effect of intertriai interval (ITI), with less responding after shorter intervals. The effect of different temporal spacing was apparent in responding on the immediate trial, but not on the following trial. These local ITI effects were better predicted by a recent autoshaping model based on relative waiting time (Jenkins, Barnes, & Barrera, 1981) than by a model based on relative US expectancy (Gibbons & Balsam, 1981). However, neither model predicted the effect of US duration. A reexamination of the US-duration literature suggested that the diversity of previous findings is consistent with the assumption that conditioned responding is an inverted U-shaped function of US duration.  相似文献   

Air quality: a comparison of students' conceptions and attitudes across the continents     

Edward Boyes  George Myers  Keith Skamp  Martin Stanisstreet  Stephen Yeung 《Compare》2007,37(4):425-445

A closed‐form questionnaire was used to explore the ideas of school students about the composition of air, the causes and consequences of air pollution and the extent to which the students would accept various courses of action to reduce air pollution. Items for the questionnaire were derived from the results of interviews and an earlier open‐form questionnaire. More than 3000 students aged 11 to 17 years and from Australia, Hong Kong and the UK were surveyed. There was a degree of similarity between students from the different countries in their knowledge about air composition and air pollution. In terms of attitudes, however, there were differences in students' opinions about the acceptability of actions to improve air quality. Path analysis of the data appeared to show that Hong Kong students are more amenable to education as an instrument to influence their attitudes. For the other countries, the acceptability of actions for environmental protection was related to the degree of concern about air quality  相似文献   

Policy making for more effective academic advisement in two-year colleges     

Edward R. Hines 《Research in higher education》1981,14(2):119-134

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A vague-set-based fuzzy multi-objective decision making model for bidding purchase   总被引：1，自引：0，他引：1  

WANG Zhou-jing QIAN Edward Y. 《浙江大学学报(A卷英文版)》2007,8(4):644-650

A vague-set-based fuzzy multi-objective decision making model is developed for evaluating bidding plans in a bid- ding purchase process. A group of decision-makers (DMs) first independently assess bidding plans according to their experience and preferences, and these assessments may be expressed as linguistic terms, which are then converted to fuzzy numbers. The resulting decision matrices are then transformed to objective membership grade matrices. The lower bound of satisfaction and upper bound of dissatisfaction are used to determine each bidding plan’s supporting, opposing, and neutral objective sets, which together determine the vague value of a bidding plan. Finally, a score function is employed to rank all bidding plans. A new score function based on vague sets is introduced in the model and a novel method is presented for calculating the lower bound of sat- isfaction and upper bound of dissatisfaction. In a vague-set-based fuzzy multi-objective decision making model, different valua- tions for upper and lower bounds of satisfaction usually lead to distinct ranking results. Therefore, it is crucial to effectively contain DMs’ arbitrariness and subjectivity when these values are determined.  相似文献   

Portrait of the student as a young writer: some student survey findings about attitudes to writing and self‐efficacy as writers     

Murray Gadd  Judy M. Parr  James Robertson  Lliam Carran  Zeba Ali  Linda Gendall  Kate Watson 《Literacy》2019,53(4):226-235

This New Zealand‐based article reports on an analysis of data gathered over two years from upper primary school students on their attitudes to writing and writing instruction and their beliefs about their self‐efficacy as developing writers. Responses from 449 students in five diverse schools are included. Through an online survey administered at the beginning and end of each of the two years, students responded to a range of mostly closed questions. Conclusions (including student comments) were made about students' likes, dislikes and preferences as developing writers. Levels of association between their attitudes and gender and between their attitudes and proficiency levels were explored. Conclusions were also made about how student attitudes affect teacher practice.  相似文献   

Assessing Teachers’ Beliefs about Literacy Acquisition: the Development of the Teachers’ Beliefs About Literacy Questionnaire (TBALQ)     

Peter Westwood  Bruce Allen Knight  Edward Redden 《Journal of Research in Reading》1997,20(3):224-235

In this article the authors describe the development of an instrument to measure change in teachers’ beliefs about how children acquire early literacy skills and how these skills should be taught. The questionnaire was originally designed for use in the evaluation of affective outcomes for teachers from literacy inservice training and development programmes. The content of the questionnaire has also proved to be of value as a focus for discussion in school staff meetings. Information is provided here on the design, development, validity and reliability of the instrument. The authors invite comment and feedback from researchers who may use the scale. The instrument may be particularly useful in countries where teachers’ beliefs and practices have been influenced to varying degrees by the ‘whole language’ versus ‘skills-based instruction’ debate.  相似文献   

Book reviews     

R. S. Adams  H. S. Bhola  Arthur J. Cropley  Max A. Eckstein  Peter W. Kahl  R. Murray Thomas  T. N. Postlethwaite  Klaus Schleicher  Ray Sumner  Colin Titmus  Gareth Williams 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(1):109-125

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The disjunction between lecturers' conceptions of teaching and their claimed educational practice   总被引：2，自引：0，他引：2  

Kate Murray  Ranald Macdonald 《Higher Education》1997,33(3):331-349

This article reports a survey of current teaching practice and lecturers perceptions of their role within a Business School. These findings have been placed in a theoretical framework. Analysis of the qualitative aspects of the survey showed some interesting variations in conceptions of the role of a lecturer, the purpose of lectures, tutorials and assessment. The results also showed inconsistencies which are explored. The main conceptions of teaching held by respondents describe the role of the lecturer as either imparting knowledge; providing student support; enthusing and motivating students; facilitating student learning; or some combination of these conceptions. A substantial majority of respondents saw themselves as either facilitators or student supporters. However, the predominant use of lectures and tutorials, with the purpose of disseminating information and applying or checking knowledge and understanding, conflicts with the majority view of the role of the lecturer. This disjunction between stated aims and claimed educational practice has been described as one of the mysteries of higher education. Lecturers express attitudes and beliefs about teaching which are not translated into their teaching strategies and methods. Possible explanations for this disjunction are explored.  相似文献   

Student use of narrative and paradigmatic forms of talk in elementary science conversations     

Lori A. Kurth  Raymond Kidd  Roberta Gardner  Edward L. Smith 《科学教学研究杂志》2002,39(9):793-818

The purpose of this work was to examine and characterize student use of narrative and paradigmatic expression in elementary science discourse. This interpretive study occurred over a 2‐year period in a professional development school with a largely international population. This analysis focused on the narrative and paradigmatic modes of expression used by combined first–second‐ and second‐grade students in a semistructured, fairly autonomous, whole‐class conversational format. Students demonstrated competence with both modes of talk at the beginning of the year. Over time, students moved toward more paradigmatic talk, but narrative examples continued to be key components of the science conversations. Topically, students used narrative more often for life sciences and paradigmatic talk for physical sciences. For gender there were no qualitative differences in narrative or paradigmatic expression. However, boys obtained more opportunities to practice their use of both discourse forms by either receiving more speaking turns or expressing more language features per turn. These conversations show that narrative and paradigmatic modes in science need not be in opposition but can, in fact, be used together in complementary ways that are mutually enhancing. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 793–818, 2002  相似文献   

School psychologist assessment practices in the evaluation of students referred for social/behavioral/emotional problems     

Edward S. Shapiro  Patrick F. Heick 《Psychology in the schools》2004,41(5):551-561

The current study examined the assessment strategies school psychologists used in their everyday assessment routine in the evaluation of students referred for social/behavioral/emotional problems. A stratified, random, national sample of 1,000 members of the National Association of School Psychologists were sent surveys; 667 completed surveys were returned, and 648 were included in the current study (64.8%). Findings indicated that, although measures of intelligence, achievement, and perceptual‐motor skills continue to remain a part of the assessment process, structured interviews, direct observation, and behavior rating scales and checklists also are frequently used methods of assessment. In addition, the majority of experienced practitioners indicated that their use of behavioral assessment had increased and that it was valuable in linking assessment to intervention. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 551–561, 2004.  相似文献