A comparison of the Rescorla-Wagner and Pearce models in a negative patterning and a summation problem     

Karyn M. Myers  Edgar H. Vogel  Jennifer Shin  Allan R. Wagner 《Learning & behavior》2001,29(1):36-45

In two experiments, we examined two related conditioning problems previously investigated by Red-head and Pearce (1995a) and Pearce, Aydin, and Redhead (1997). Experiment 1 involved an A+, B+, C+, AB+, AC+, BC+, ABC2 discrimination. The Rescorla-Wagner model predicts that response to AB, AC, and BC will be greater than that to A, B, and C at asymptote, whereas the Pearce model makes the opposite prediction. In Experiment 2, we investigated the responding to a novel ABC compound in groups trained with either A+, B+, C+ or AB+, AC+, BC+. The Rescorla-Wagner model predicts greater response to ABC in the group trained with A+, B+, C+ than in the group trained with AB+, AC+, BC+, whereas the Pearce model makes the opposite prediction. In contrast to the findings of Redhead and Pearce (1995a) and Pearce et al. (1997) in pigeon autoshaping, our findings in rabbit eyelid conditioning support the Rescorla-Wagner model.  相似文献   

Long-term physical and mental health consequences of childhood physical abuse: results from a large population-based sample of men and women     

Springer KW  Sheridan J  Kuo D  Carnes M 《Child abuse & neglect》2007,31(5):517-530

OBJECTIVE: Child maltreatment has been linked to negative adult health outcomes; however, much past research includes only clinical samples of women, focuses exclusively on sexual abuse and/or fails to control for family background and childhood characteristics, both potential confounders. Further research is needed to obtain accurate, generalizable estimates and to educate clinicians who are generally unaware of the link between childhood abuse and adult health. The purpose of this project is to examine how childhood physical abuse by parents impacts mid-life mental and physical health, and to explore the attenuating effect of family background and childhood adversities. METHODS: We analyzed population-based survey data from over 2,000 middle-aged men and women in the Wisconsin Longitudinal Study using self-reported measures of parental childhood physical abuse, mental health (depression, anxiety, anger), physical health (physical symptoms and medical diagnoses), family background, and childhood adversities. RESULTS: Parental physical abuse was reported by 11.4% of respondents (10.6% of males and 12.1% of females). In multivariate models controlling for age, sex, childhood adversities, and family background, we found that childhood physical abuse predicted a graded increase in depression, anxiety, anger, physical symptoms, and medical diagnoses. Childhood physical abuse also predicted severe ill health and an array of specific medical diagnoses and physical symptoms. Family background and childhood adversities attenuated but did not eliminate the childhood abuse/adult health relationship. CONCLUSIONS: In a population-based cohort of middle-aged men and women, childhood physical abuse predicted worse mental and physical health decades after the abuse. These effects were attenuated, but not eliminated, by age, sex, family background, and childhood adversities.  相似文献   

Off with a theme: Emergent curriculum in action     

Marilyn A. Sheerer  Ernest Dettore  Jennifer Cyphers 《Early Childhood Education Journal》1996,24(2):99-102

Early childhood teachers can plan developmentally appropriate classrooms through a fusion of thematic and emergent curriculum approaches. Ernie, a preschool teacher/university professor working in a campus laboratory setting, designed and implemented a space theme which was relevant to young children, allowed them many opportunities to demonstrate their knowledge and skills and expand upon them in significant ways, and incorporated a variety of materials and resources. Overall, the use of this theme reflected the initial and emergent interests of both the teachers and children, as they interacted in the social environment.  相似文献   

Educating for twenty-first century competencies and future-ready learners: research perspectives from Singapore     

Jennifer Pei-Ling Tan  Suzanne S. Choo  Trivina Kang  Gregory Arief D. Liem 《Asia Pacific Journal of Education》2017,37(4):425-436

  相似文献   

“Drag Me to the Asylum”: Disguising and Asserting Identities in an Urban School     

Jennifer McCormick 《The Urban Review》2003,35(2):111-128

In many inner-city high schools, students face violence on a regular basis. Authorities contain and curtail the use of weapons and other acts that threaten the individual and the functioning of the institution. These attempts to create a safe environment separate students, who are largely black working class and poor, into criminal and noncriminal categories, creating a labeling system that denies complex individuality. In this article, I demonstrate how teens reaffirmed and subverted harmless/dangerous labels by disguising themselves and creating personas through the use of clothing, graffiti, and poetry. These forms of communication allowed them to achieve anonymity, assert violent identities, and resist dehumanization. Ultimately, I analyze how poetry became a means to explore individual interests, fears, and fantasies. Through personification and metaphor, students articulated and elided psychological and physical constraints despite the monolithic labels of school. Their work often conveyed a subtlety that subverted institutional categories that otherwise reduced them to a single identity. Drag Me to the Asylum emerged from research conducted in and outside a large urban high school. From 1992 until 1997, I collected student poetry, listened to the stories of students and school staff, and taped over 100 hours of unstructured interviews with students and teachers.  相似文献   

A cogenerative inquiry using postcolonial theory to envisage culturally inclusive science education     

Jennifer Adams  Bal Chandra Luitel  Emilia Afonso  Peter Charles Taylor 《Cultural Studies of Science Education》2008,3(4):999-1019

This forum constitutes a cogenerative inquiry using postcolonial theory drawn from the review paper by Zembylas and Avraamidou. Three teacher educators from African, Asian and Caribbean countries reflect on problems confronting their professional practices and consider the prospects of creating culturally inclusive science education. We learn that in Mozambique, Nepal and the Caribbean scientism patrols the borders of science education serving to exclude local epistemological beliefs and discourses and negating culturally contextualized teaching and learning. Despite the diverse cultural hybridities of these countries, science education is disconnected from the daily lives of the majority of their populations, serving inequitably the academic Western-oriented aspirations of an elite group who are “living hybridity but talking scientism.” The discussants explore their autobiographies to reveal core cultural values and beliefs grounded in their non-Western traditions and worldviews but which are in conflict with the Western Modern Worldview (WMW) and thus have no legitimate role in the standard school/college science classroom. They reflect on their hybrid cultural identities and reveal the interplay of multiple selves grounded in both the WMW and non-WMWs and existing in a dialectical tension of managed contradiction in a Third Space. They argue for dialectical logic to illuminate a Third Space wherein students of science education may be empowered to challenge hegemonies of cultural reproduction and examine reflexively their own identities, coming to recognize and reconcile their core cultural beliefs with those of Western modern science, thereby dissipating otherwise strongly delineated cultural borders.

Jennifer AdamsEmail:

  相似文献   

解决分布式需求的内在冲突     

Larry Peterson  Tom Anderson  Dan Blumenthal  Dean Casey  David Clark  Deborah Estrin  Joe Evans  Mike Reiter  Scott Shenker  John Wroclawski  洪丹  陈茂科 《中国教育网络》2006,(11):18-20

2006年8月,GEN(I网络创新的全球化环境)项目组公布其项目的设计原则。来自普林斯顿大学、麻省理工大学、华盛顿大学等学校的十二位专家编写了这份报告。该报告阐述了GENI的研究范围、用户的需求、需求的内在压力,以及工程设计的原则。报告指出了GENI的价值主张,广泛的部署、多样化可扩展的网络技术集合、对真实用户流量的支持仍是GENI关注的原则和方向。上期已经介绍第一部分——“分布式需求定义GENI的重心”,本期刊出第二部分——“解决分布式需求的内在冲突”。  相似文献   

Learning in and about rural places: Connections and tensions between students’ everyday experiences and environmental quality issues in their community     

Heather Toomey Zimmerman  Jennifer L. Weible 《Cultural Studies of Science Education》2017,12(1):7-31

  相似文献   

史前古器物展示古希腊儿童生活     

徐地 《海外英语》2003,(12):19

The first major international exhibit on childhood in ancient Greece reveals startling similarities between the lives of kids from the classical past and 21st century children, including the fact that toys and gadgets comparable to those of the ancient world are still in use today. Now at the Hood Museum of Art at Dartmouth College in New Hampshire, the exhibit displays potty  相似文献   

Children's understanding of their research rights before and after debriefing: informed assent, confidentiality, and stopping participation     

Hurley JC  Underwood MK 《Child development》2002,73(1):132-143

This study explored children's understanding of their research rights in the context of an investigation of how children cope with peer provocation. Participants were 178 children (97 girls and 81 boys) who had finished the second, fourth, and sixth grades (average ages: 8, 10, and 12, respectively). After children agreed to take part in research on "how kids get along together," as well as after debriefing, their perceptions of free assent, their understanding of what they would be doing and why, their belief in voluntary participation and freedom to withdraw, and their comprehension of confidentiality were assessed. The vast majority of participants gave assent freely and reported no undue pressure from their families or the experimenters to participate. Older children knew before participating in the research what their participation would involve, comprehended confidentiality, and understood the study's purpose after their participation, but second graders were less likely to understand these issues than fourth and sixth graders were. Following debriefing, children's understanding of their research rights was largely unchanged; most children still had difficulty describing the research goals.  相似文献