The effect of sample and comparison ratio schedules on delayed matching to sample in the pigeon     

Donald M. Wilkie  Marcia L. Spetch 《Learning & behavior》1978,6(3):273-278

In Experiment 1, three food-deprived pigeons received trials that began with red or green illumination of the center pecking key. Two or four pecks on this sample key turned it off and initiated a 0- to 10-sec delay. Following the delay, the two outer comparison keys were illuminated, one with red and one with green light. In one condition, a single peck on either of these keys turned the other key off and produced either grain reinforcement (if the comparison that was pecked matched the preceding sample) or the intertrial interval (if it did not match). In other conditions, 3 or 15 additional pecks were required to produce reinforcement or the intertrial interval. The frequency of pecking the matching comparison stimulus (matching accuracy) decreased as the delay increased, increased as the sample ratio was increased, and decreased as the comparison ratio was increased. The results of Experiment 2 suggested that higher comparison ratios adversely affect matching accuracy primarily by delaying reinforcement for choosing the correct comparison. The results of Experiment 3, in which delay of reinforcement for choosing the matching comparison was manipulated, confirmed that delayed reinforcement decreases matching accuracy.  相似文献   

An investigation into pedagogical challenges facing international tertiary‐level students in New Zealand     

E. Marcia Johnson 《高等教育研究与发展》2008,27(3):231-243

Since the late 1990s, the overall number of international students studying at tertiary level in New Zealand has increased over 400% and, although enrolments have declined recently, there are still significant numbers of overseas students. This situation has brought continuing pedagogical challenges for tertiary teachers and students. The main purposes of this case study project were to uncover what was occurring within classrooms at one New Zealand university, what types of language and instructional styles were being used by lecturers, and which aspects of degree study international students found most difficult. It was anticipated that through developing a better understanding of key factors interacting with students' emerging academic literacy, improvements to educational practices in our multicultural, multilingual program could be established.  相似文献   

In their own words: a qualitative study of the reasons Australian university students plagiarize     

Marcia Devlin  Kathleen Gray 《高等教育研究与发展》2007,26(2):181-198

The ways in which universities and individual academics attempt to deter and respond to student plagiarism may be based on untested assumptions about particular or primary reasons for this behaviour. Using a series of group interviews, this qualitative study gathered the views of 56 Australian university students on the possible reasons for plagiarism within their institution. The results indicate a wide and disparate range of possible contributing reasons for plagiarism, including: institutional admission criteria; student understanding of plagiarism; poor academic skills; a range of teaching and learning factors; personality factors; and external pressures. These findings are compared with other findings about reasons for student plagiarism in Australasia. The implications of these findings are considered for universities and individual academics seeking to better engage with their students to minimize or marginalize plagiarism.  相似文献   

Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer     

Camillia Matuk  Jiayuan Zhang  Irina Uk  Marcia C. Linn 《科学教学研究杂志》2019,56(7):905-936

Inquiry instruction often neglects graphing. It gives students few opportunities to develop the knowledge and skills necessary to take advantage of graphs, and which are called for by current science education standards. Yet, it is not well known how to support graphing skills, particularly within middle school science inquiry contexts. Using qualitative graphs is a promising, but underexplored approach. In contrast to quantitative graphs, which can lead students to focus too narrowly on the mechanics of plotting points, qualitative graphs can encourage students to relate graphical representations to their conceptual meaning. Guided by the Knowledge Integration framework, which recognizes and guides students in integrating their diverse ideas about science, we incorporated qualitative graphing activities into a seventh grade web-based inquiry unit about cell division and cancer treatment. In Study 1, we characterized the kinds of graphs students generated in terms of their integration of graphical and scientific knowledge. We also found that students (n = 30) using the unit made significant learning gains based on their pretest to post-test scores. In Study 2, we compared students' performance in two versions of the same unit: One that had students construct, and second that had them critique qualitative graphs. Results showed that both activities had distinct benefits, and improved students' (n = 117) integrated understanding of graphs and science. Specifically, critiquing graphs helped students improve their scientific explanations within the unit, while constructing graphs led students to link key science ideas within both their in-unit and post-unit explanations. We discuss the relative affordances and constraints of critique and construction activities, and observe students' common misunderstandings of graphs. In all, this study offers a critical exploration of how to design instruction that simultaneously supports students' science and graph understanding within complex inquiry contexts.  相似文献   

Fostering empathy in undergraduate health science majors through the reconciliation of objectivity and subjectivity: An integrated approach     

Dunbar RL  Nichols MD 《Anatomical sciences education》2012,5(5):301-308

The demand for empathetic health care practitioners requires an academic curriculum suited to that need. Here we describe a series of integrated activities that were designed to foster empathy in undergraduate health science majors. By combining content and pedagogical approaches from the humanities and sciences, we asked students to reconcile objective and subjective modes of understanding the human body as a learning object. Preliminary evaluations of student behavior, written student responses, and survey results are offered as support for our conclusion that the integration of a humanities perspective into the Anatomy classroom at University of Minnesota Rochester can facilitate the process of developing student empathy through the reconciliation of objective and subjective modes. Furthermore, students were able to apply this understanding to images on the page or screen, to living human learning objects and human cadavers. Although to claim that these activities in themselves can stymie the stasis/decline of empathy that health science students report would be patently false, we conclude that similar approaches could offer an avenue by which other educators might develop similar activities that, in aggregate, might have a lasting effect from the undergraduate through the graduate level of training in the health sciences. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献   

Mentorship Matters: Does Early Faculty Contact Lead to Quality Faculty Interaction?     

Marcia V. Fuentes  Adriana Ruiz Alvarado  Jennifer Berdan  Linda DeAngelo 《Research in higher education》2014,55(3):288-307

This study seeks to understand the factors that contribute to a type of student–faculty interaction known to have particular benefits for students, faculty mentorship. Using three-time-point data from the Cooperative Institutional Research Program at the University of California, Los Angeles, this study employed structural equation modeling to investigate the relationship between contact and communication with faculty in the first year of college and faculty mentorship in the senior year. Results suggest that early interaction with faculty serves as a socialization process in college that leads students to have more meaningful interactions with faculty later in college, in the form of mentorship. The study extends the field’s understanding of faculty mentorship and offers important implications for institutional practices.  相似文献   

An investigation of factors associated with letter-sound knowledge at kindergarten entry     

Francis L. Huang  Laura S. Tortorelli  Marcia A. Invernizzi 《Early childhood research quarterly》2014

Letter-sound knowledge is necessary for children to begin reading and writing, and kindergarteners who know only a few letter sounds are at risk for later reading difficulties. This study examines the letter-sound knowledge of 1197 first-time kindergarteners who were economically disadvantaged, in light of six hypotheses about letter-sound knowledge acquisition: (1) the letter-name structure effect hypothesis, (2) the letter-sound ambiguity hypothesis, (3) the letter-name knowledge hypothesis, (4) the own-name advantage hypothesis, and 5) the phonological awareness facilitation hypothesis, as well as the (6) interactions between phonological awareness and letter-name structure. Results using three-level multilevel modeling indicate that letter sounds have varying levels of difficulty and several letter- and child-related factors are associated with naming a letter sound correctly. Implications for instruction are discussed.  相似文献   

Reader and nonreader conception of the spoken word     

Marcia D. Horne  James E. Powers  Patricia Mahabub 《Contemporary educational psychology》1983,8(4):403-418

The development of the concept of word in readers and nonreaders was investigated. Five reader and nonreader male students from four age groups (6.5–7.5; 7.6–8.5; 8.6–9.5; 9.6–10.5) were tested using the procedures developed by J. Downing and P. Oliver (Reading Research Quarterly, 1973–1974, 9, 581–586). Results from an analysis of variance indicated significant effects for reading levels (p < .001), age (p < .05), stimuli (p < .01), and a significant interaction between reading level and stimulus class (p < .05). Evidence indicates nonreaders may be confused about the differences between a short word and phonemes, syllables, sentences, and long words.  相似文献   

Affect theory and policy mobility: challenges and possibilities for critical policy research     

Marcia McKenzie 《Critical Studies in Education》2017,58(2):187-204

ABSTRACT

This article contributes to a growing literature on policy mobilities by proposing that affect be considered in analyses of the movements and transformations of policy over time and space. In particular, collective affective conditions, the role of affect in terms of infrastructures and actors of policy apparatuses and the mediating influences of affective bodily encounters are discussed in relation to why and how policies move. The article suggests that policy mobilities research could be strengthened by further examining how affect is inherent in familiar considerations of policy actors and networks, and tools and infrastructures such as policy documents, meetings, and data, and their contributions to policy flows. In addition, encompassing affective atmospheres and structures of feeling, as well as affect in the specific relationships between people and with place, are indicated as important for the study of policy mobility and immobility, including in shaping policy uptake and resistance. Examples from educational research are used to elaborate these considerations of affect for policy mobilities and to suggest possible topical and methodological implications for critical policy research.  相似文献   

Factors affecting persistence of Deaf college students     

Michael S. Stinson  Marcia J. Scherer  Gerard G. Walter 《Research in higher education》1987,27(3):244-258

A study of attrition after the first year of college was conducted with the 1984 entry class of the National Technical Institute for the Deaf. A path-analytic model of 9 factors affecting student persistence was tested using LISREL (N = 233). The results indicate that social integration is an important factor in college persistence. Grade point average is not a critical factor in first year attrition. While provocative, the reasons behind these findings may be specific to NTID. For example, many students come to NTID specifically for its social community. It is concluded, therefore, that while these results were somewhat different from those of studies with hearing students, they support the proposition that studies of college attrition cannot be generalized across institutions.  相似文献