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31.
Noam Miller 《Learning & behavior》2018,46(1):5-6
Sasaki and Biro (2017, Nature Communications, 8, 15049) show that pairs of pigeons can increase the efficiency of their homing routes over several ‘generations’ in which pair members are gradually replaced by naïve birds. Their findings show that socially transmitted cumulative alterations of behavior are not unique to humans and suggest a way to examine potential mechanisms of cultural evolution. 相似文献
32.
Peter Brusilovsky Eduardo Calabrese Jozef Hvorecky Anatoly Kouchnirenko Philip Miller 《Education and Information Technologies》1997,2(1):65-83
Mini-languages are a visually intuitive, simple and powerful way to introduce students to programming. They are a good foundation for general computer science instruction, provide insight into programming for the general population, and teach algorithmic thinking. The goal of the paper is to provide an extensive review of the mini-language approach to teaching programming. For different audiences and in different countries, the authors have extensive experience in design and application of mini-languages. We outline the problems that motivate the application of this approach, present a brief history, review several existing mini-languages, and provide discussion of lessons learned. In particular, we discuss how to choose a mini-language for a particular group of students and list some requirements for a successful application of a mini- language. We conclude with a discussion of possible future directions of the mini-language approach development 相似文献
33.
In Pavlovian fear conditioning, context-mediated decrements in conditioned responding (e.g., the US preexposure effect) can
counteract competition between cues trained together (e.g., overshadowing). Two experiments were conducted using rats in a
conditioned lick suppression preparation to determine whether context-mediated competition also counteracts competition between
cues trained separately (retroactive interference, or RI). In Experiment 1, a combination of degraded contingency and RI treatments
produced less of a decrement in conditioned responding than did either of those treatments alone. Experiment 2 showed that
RI treatment attenuates the normally deleterious effect of trial massing. The results suggest that empirical similarities
are shared by interference between cues trained apart and competition between cues trained together. 相似文献
34.
Rogers Kaliisa Edward Palmer Julia Miller 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):546-561
The purpose of this paper is to compare and contrast characteristics of use and adoption of mobile learning in higher education in developed and developing countries. A comparative case study based on a survey questionnaire was conducted with 189 students (undergraduate and postgraduate) from Makerere University in Uganda and the University of Adelaide in Australia. The Unified Theory of Acceptance and Use of Technology (UTAUT) was employed as the theoretical framework. The results indicated that higher education students in developed and developing countries use a range of technologies for learning, with major differences between Uganda and Australia. The study concludes that mobile learning in higher education in developed and developing country contexts is still at an experimental stage with students using mobile devices in pedagogically limited ways. 相似文献
35.
Amy M. Magnus Jenny S. West Daniel W. Scott Cheryl Maxson Jody Miller 《Journal of Criminal Justice Education》2019,30(2):223-249
This paper describes our efforts to systematically generate knowledge from ethnographic and other qualitative scholarship as a way of bridging intellectual gaps found in quantitative research. We ground this scholarly endeavor in the study of gangs, which has a lengthy history in the field of criminology, yet lacks a coherent, coordinated, and comparative understanding of gang dynamics, behavior, and impacts. We discuss the importance of acknowledging the multiple and mixed methodologies used in gang scholarship and detail the inductive, deductive, and iterative process that helped us (1) develop a comprehensive coding instrument for coding a range of qualitative works, (2) establish the instrument’s inter-rater reliability, and (3) remain cognizant and reflexive about the strengths of both quantitative and qualitative research. Finally, we share the critical yet informative challenges we faced throughout the project and conclude with reflections on why the project was unsuccessful in the way we originally envisioned. 相似文献
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38.
Dr. Matthew James Miller 《The Teacher Educator》2013,48(3):143-163
This study investigates the preservice teacher learning in the context of conversations about their field-based challenges. First, a review of the literature explores studies that highlight the role of evidence-based conversation as a mechanism to approach the inevitable problems faced by teachers in the classroom. The subsequent case study provides an analysis of how a group of preservice teachers approached a colleague's challenge through a structured conversation and used digital videotapes and artifacts to add specificity to their analysis. The study's implications suggest how constructive and critical conversations between prospective teachers can play an important role in their professional development. 相似文献
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40.
Clinton E. Miller Barbara K. Mullins 《International Journal of Lifelong Education》2013,32(5):474-484
The purpose of this paper is to identify domestic violence as a social problem, provide background information concerning domestic violence, identify strategies related to adult education currently being used to address the problem of domestic violence and examine the philosophical underpinnings of the programmes. Domestic violence is not only a legal problem, but represents a substantial public health issue and is one of the most overlooked social problems of today. As a result of increased public awareness concerning domestic violence in the late 1980s, there have been many changes in laws and training. Educational programmes have been established for both offenders and public officials who may come in contact with the victims. These programmes range from those based on behaviourist philosophy to those on humanist philosophy and are offered by the courts, community agencies, health care providers and in the workplace. Programmes to reduce domestic violence and efforts of multiple social institutions illustrate the use of adult education as a catalyst for social change. 相似文献