Attention and salience in associative blocking     

Denton SE  Kruschke JK 《Learning & behavior》2006,34(3):285-304

The associative learning effect called blocking has previously been found in many cue-competition paradigms where all cues are of equal salience. Previous research by Hall, Mackintosh, Goodall, and dal Martello (1977) found that, in animals, salient cues were less likely to be blocked. Crucially, they also found that when the to-be-blocked cue was highly salient, the blocking cue would lose some control over responding. The present article extends these findings to humans and suggests that shifts in attention can explain the apparent loss of control by the previously learned cue. A connectionist model that implements attentional learning is shown to fit the main trends in the data. Model comparisons suggest that mere forgetting, implemented as weight decay, cannot explain the results.  相似文献   

Development and Evaluation of Turkish Language Versions of three Positive Psychology Assessments     

Abdulkadir Haktanir  A. Stephen Lenz  Nesime Can  Joshua C. Watson 《International journal for the advancement of counseling》2016,38(4):286-297

This study reports the development and evaluation of a Turkish-language version of three positive psychology assessments for use in clinical, education and research settings with Turkish-speaking individuals. A multistage translation of the Brief Resilience Scale (BRS; Smith et al. in International Journal of Behavioral Medicine, 15, 194–200, 2008), the General Mattering Scale (GMS; Marcus 1991) and the Short Grit Scale (GS; Duckworth & Quinn in Journal of Personality Assessment, 91, 166–174. doi:10.1080/00223890802634290, 2009) is detailed, as well as the procedure used to evaluate the internal structure of the translated assessments. The results yielded from data of 268 participants indicated factor structures ranging from acceptable to robust model fit for the BRS, GMS, and GS. Implications for counseling practice and future research are discussed.  相似文献   

Sleepy and hostile: The effects of REM sleep deprivation on shock-elicited aggression     

Mary Nell Mollenhour  James W. Voorhees  Stephen F. Davis 《Learning & behavior》1977,5(2):148-152

Two studies were conducted to assess the effects of rapid eye movement (REM) sleep deprivation on shock-elicited aggression. REM deprivation periods of 0, 24, 48, and 72 h were used in the first study, while 48-, 72-, 96-, and 120-h periods were used in the second study. Both studies indicated that increases in REM deprivation (up to 96 h) resulted in increases in the number of aggressive responses. A decrease was shown by the 120-h group. A drive-energization or motivational-effects model is suggested.  相似文献   

History and civics education in Israel: reflections from Israeli teachers     

Stephen W. Sheps 《Critical Studies in Education》2019,60(3):358-374

In recent years, a number of studies have explored the link between Zionism and the latent racism prevalent in Israeli society. As a result of these studies, it has become clear that successive generations of Israeli citizens (and non-citizens) are exposed to a single historical and cultural narrative. Such a narrative is intentionally designed to strengthen the emergent ethno-national character of Israeli democracy. This study examines a selection of Jewish–Israeli teachers’ reflections on teaching in Israeli high school history and civics classrooms, and the institutionalized racism that they encounter both within the textbooks and from their students. I will demonstrate that these reflections are examples of negotiating dilemmatic spaces, resulting from the unique ‘structural conditions and relations to everyday practices’ that Israeli educators must face. Israeli teachers must mediate the curricular materials vis-à-vis the degrees of freedom they are provided to teach counter-historical narratives and their own emotional responses to both the content of the textbooks and their students’ reactions to the dominant national narrative presented therein.  相似文献   

Development of shared vision: Lessons from a science education community collaborative     

Amy Robertson 《科学教学研究杂志》2007,44(5):681-705

This is a qualitative case study of a collaboration among multiple stakeholders in science education who came together in order to create environmental field trips and the surrounding classroom curriculum. The collaboration involves 4 major facets of science education: formal education at the elementary and university levels, informal education, and educational research. The data were collected by means of observation, semi‐structured interviews, and written document review. This study examines how shared vision developed within the collaboration, the roles the participants played in its evolution, and how this process benefited both the collaboration and each individual collaborator. Several factors significantly affected the progress towards a shared vision and a successful collaboration including time, communication, understanding others' perspectives, dedication and ownership, as well as the collaborative environment. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 681–705, 2007  相似文献   

How science really works: the student experience of research-led education     

Lillian Smyth  Federico Davila  Thomas Sloan  Ellen Rykers  Sam Backwell  Stephen B. Jones 《Higher Education》2016,72(2):191-207

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Guglielmino's self-directed learning readiness scale: A validation study     

Huey B. Long  Stephen K. Agyekum 《Higher Education》1983,12(1):77-87

The attributes of self-direction in learning are becoming increasingly important as the need for lifelong learning grows in strength. Educators are challenged to assist in the development of self-directed learning skills and to encourage learners to more freely use self-direction in their learning activities. Unfortunately, there are few validated procedures for identifying the self-directed learners. Guglielmino's Self-Directed Learning Readiness Scale is one of the few instruments identified in the literature for the purpose of measuring self-direction in learning. Even though the scale has been widely used, additional validation is needed. This study was designed to use a multitrait-multimethod procedure for determining the validity of the SDLRS. The sample included 136 college students from two different colleges: 63 black students, 70 white students and 3 students of other nationalities (other than USA). Thirty-seven specific hypotheses were tested. Findings concerning selected hypotheses are discussed. Three general conclusions concerning the validity of the SDLRS are as follows: (1) The findings are supportive of the validity of the SDLRS; (2) Significant differences were noted in faculty ratings according to racial composition and student scores on the SDLRS; (3) Significant associations exist between the SDLRS scores and variables such as age, educational level and ARS (agreement response set).  相似文献   

The ambiguous embrace: twenty years of IT (ICT) in UK primary schools     

John Robertson 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(4):403-409

School inspection reports, at the end of the 20th Century, in both Scottish and English primary schools, clearly identify the use of ICT as the weakest aspect of professional practice. On this evidence, despite initial certainty of political purpose and considerable optimism regarding its effects on teaching and learning, ICT remains, after twenty years, a marginal force in the education of 5–12 year–olds. Though numerous research studies in the 1980's and 1990's seemed to have identified the conditions for the effective transfer of ICT into primary schools and repeated governmental initiatives invested heavily in both infrastructure and training, teachers have not embraced ICT within their core practice. This paper suggests that the adoption of exclusively rational, perhaps hyper–rational, methodologies, by researchers working in the mainstream of schools and teacher education institutions has resulted in a failure to understand the complex cultural, psychological and political characteristics of schools. Alternative avenues for research are proposed.  相似文献   

Increasing Situational Interest in the Classroom   总被引：4，自引：0，他引：4  

Gregory Schraw  Terri Flowerday  Stephen Lehman 《Educational Psychology Review》2001,13(3):211-224

This paper explores three ways to increase situational interest in the classroom. Situational interest is defined as temporary interest that arises spontaneously due to environmental factors such as task instructions or an engaging text. We review the history of interest research and summarize recent empirical work. We describe three ways to increase interest based on offering meaningful choices to students, selecting well-organized texts that promote interest, and providing the background knowledge needed to fully understand a topic. We conclude with six specific suggestions for increasing situational interest in the classroom.  相似文献   

How Do Academic Departments Impact Student Satisfaction? Understanding the Contextual Effects of Departments   总被引：1，自引：0，他引：1  

Umbach  Paul D.  Porter  Stephen R. 《Research in higher education》2002,43(2):209-234

Using multilevel modeling to analyze survey data from more than 1,300 alumni from a large research university, this study examines the impact that academic departments have on student satisfaction and development. Controlling for individual characteristics, we found that characteristics of departments such as faculty contact with students, research emphasis, and proportion of female undergraduates had a significant impact on satisfaction with education in the major and the perceived impact that college had on skill development.  相似文献