谁拥有智力?   总被引：3，自引：0，他引：3  

霍华德·加德纳  李茵  陈向明 《北京大学教育评论》2004,2(1):63-70

传统的智力理论狭窄化甚至曲解了人类智力 ,但概念边界的过度扩展又使得智力概念失去真义。智力是单一的还是由多种能力构成 ?智力是否由遗传决定 ?智力的任何成分是否都可以准确测量 ?这三个尚未解决的问题主导着关于智力问题的讨论。在作者看来 ,这些问题已超出了学术讨论的范畴。  相似文献   

Measurement Problems     

Howard Wainer 《Journal of Educational Measurement》1993,30(1):1-21

History teaches the continuity of science; the developments of tomorrow have their genesis in the problems of today. Thus any attempt to look forward is well begun with an examination of unsettled questions. Since a clearer idea of where we are going smoothes the path into the unknown future, a periodic review of such questions is prudent. The present day, lying near the juncture of the centuries, is well suited for such a review. This article reports 16 unsolved problems in educational measurement and points toward what seem to be promising avenues of solution.  相似文献   

Faculty dynamation: Guided empowerment     

Weaver  Richard L.  Mullins  Darrell G.  Cotrell  Howard W.  Michel  Thomas A. 《Innovative Higher Education》1990,14(2):93-105

Dynamation is the integrative process whereby the sum total of all learning, knowledge, experiences, and feelings are brought to bear on productive, creative action and problem solving. In this paper, we describe some of the benefits of dynamation, outline a general approach to it-including the importance of friendship (the core of the empowerment process)- and explain several key incentives that will encourage faculty, through dynamation, to engage in growth activities. Throughout the article we discuss ten techniques developers can use. Our focus is on informal facilitator-enhanced (guided) empowerment. That is, we look at growth that is likely to result when developers work with faculty with the goal of growth, change, and development.Richard L. Weaver II is a professor in the Department of Interpersonal and Public Communication at Bowling Green State University. Darrell Mullins is an assistant professor in the Communication Department at the University of Wisconsin at Whitewater. Howard W. Cotrell is an associate professor in the Instructional Media Center at Bowling Green State University. Thomas A. Michel is an assistant professor in the Graduate School of Business at Fordham University, Bronx, New York.  相似文献   

Two studies of low income parents' involvement in schooling     

Bonnie Klimes-Dougan  Jose A. Lopez  Perry Nelson  Howard S. Adelman 《The Urban Review》1992,24(3):185-202

An interview and an intervention study are reported. Interview findings extend research on the positive relationship of parent involvement to school success. That is, although most of the low income families reported low-moderate participation, a postive relationship was found between parent involvement and school adjustment as early as kindergarten. With respect to negative valuing and barrier interpretations of low participation, the data support the latter; all but a few parents reported positive attitudes toward school involvement, while the majority indicated significant barriers. In comparing Latino and non-Latino groups, the former reported more barriers. Within the Latino group, parents whose children had made a good school adjustment indicated the most participation. Non-English proficient parents reported more barriers than those proficient in English but comparable degrees of involvement. In the intervention study, a simple strategy resulted in more treatment than control parents attending a school event. Differences in attendance were related to ethnicity and language.This work was carried out in conjunction with a dropout prevention demonstration project conducted as a collaborative effort of the School Mental Health unit (Janelle Munn, Director) and Dropout Prevention unit (Pete Martinez, Director) of the Los Angeles Unified School District and the School Mental Health Project at UCLA (Howard Adelman and Linda Taylor, Co-directors). Partial support for the project came from the U.S. Department of Education. The authors, of course, assume full responsibility for the contents, but we want to take this opportunity to acknowledge the contributions of participating schools and project staff (especially Mary Beth DiCecco and Alison McAlpine). And although she declined author credit, this work could not have been accomplished with the many contributions of Linda Taylor, the project director. We would also like to thank Regina DeWitter, Teresa Gonzales, Kathy Eides and the many other UCLA students who assisted in various phases of the research.  相似文献   

Effects of group rearing on the control exerted by an imprinting stimulus     

Stephen J. Gaioni  Peter DePaulo  Howard S. Hoffman 《Learning & behavior》1980,8(4):673-678

Prior research suggests that group rearing may attenuate a young bird’s tendency to approach and follow an imprinting stimulus. The present work examined the effect of group rearing on a different measure of attachment, suppression by the imprinting stimulus of distress calling induced by abrupt reductions in group size. In Experiment 1, ducklings were reared in groups of 12 or 3 over Days 1–6 posthatch, and each group received a total of 3.5 h of exposure to an imprinting stimulus. Subsequent tests revealed that, when the groups of ducklings were separated into smaller subgroups: (1) the fewer the ducklings in a subgroup, the more distress calls emitted; (2) a given number of birds separated from a larger group emitted more distress calls than an equal number from a smaller group; and (3) regardless of the subgroup size, fewer distress calls occurred when the imprinting stimulus was present than when it was absent. A second experiment revealed that when a group of 12 birds was first confronted with an imprinting stimulus on Day 6 posthatch, they reacted with an increase in distress calling and corner huddling (an aversive reaction). After several hours of exposure to the stimulus, however, its presence exerted a powerful suppressive effect on distress calling. It is concluded that the social bonds between the members of a brood do not preclude the formation of a social attachment to an imprinting stimulus subsequently encountered.  相似文献   

Maternal Representations of Attachment during Pregnancy Predict the Organization of Infant-Mother Attachment at One Year of Age   总被引：4，自引：0，他引：4  

Peter Fonagy  Howard Steele  Miriam Steele 《Child development》1991,62(5):891-905

While strong retrospective and concurrent associations between maternal and infant patterns of attachment have been noted, this is one of the first reports of a prospective investigation of such associations. The Adult Attachment Interview was administered to 100 mothers expecting their first child, and, at 1-year follow-up, 96 of these were seen with their infants at 12 months in the Strange Situation. Maternal representations of attachment (autonomous vs. dismissing or preoccupied) predicted subsequent infant-mother attachment patterns (secure vs. insecure) 75% of the time. These observed concordances, as well as the discordances, are discussed in terms of the uniquely powerful contribution the Adult Attachment Interview makes to the study of representational and intergenerational influences on the development of the infant-mother attachment.  相似文献   

Acquisition of behavioral control by the auditory features of an imprinting object     

Leonard A. Eiserer  Howard S. Hoffman 《Learning & behavior》1974,2(4):275-277

Presentations of a visible moving object immediately suppressed ongoing distress vocalization in newly hatched ducklings, but presentations of only the auditory features of the object initially had no effect. However, as the ducklings received more and more exposure to the visible moving object, the object’s auditory features gradually acquired the ability to suppress distress calls themselves. These auditory features failed to develop suppressive properties in ducklings which received prolonged exposure to those features but never saw the object in motion. The gradual acquisition of behavioral control by the auditory features of a moving object is taken to represent the essence of the imprinting process.  相似文献   

Learner control in full and lean CAI programs     

Robert D. Hannafin  Howard J. Sullivan 《Educational technology research and development : ETR & D》1995,43(1):19-30

This study investigated the effects of two types of control over instruction (learner and program) and two modes of instructional programs (lean and full) on the achievement, option use, and time-in-program of 274 high-ability and low-ability students from grades 9 and 10. The basic instructional program in geometry was delivered by computer. Subjects under learner control scored significantly higher on the program posttest than those under program control, spent significantly more time in the program, and liked it better. Learner-control subjects appeared to “trust” their given version of the program, viewing many more optional screens in the full version than those in the lean one. High-ability learners adapted their study behavior to the lean version under learner control by choosing significantly more optional screens than their low-ability counterparts. This research was conducted while he was a graduate student at Arizona State University where Howard J. Sullivan is a professor in Learning and Instructional Technology.  相似文献   

Learner preferences and prior knowledge in learner-controlled computer-based instruction     

Theodore J. Kopcha  Howard Sullivan 《Educational technology research and development : ETR & D》2008,56(3):265-286

This study examined the effects of prior knowledge, learner preference for control, and type of control (learner or program) on the achievement of middle-school students in a computer-based instructional program on adding and subtracting integers. Students were blocked by preference-for-control scores and randomly assigned to either a learner-control or program-control version of instruction. A significant three-way interaction (prior knowledge × preference scores × type of control) revealed that students with high prior knowledge achieved better on the posttest when their preference for control was matched with the type of control they received, whereas students with low prior knowledge achieved better when their preference was mismatched. A significant three-way interaction on attitude reflected the same pattern found in the interaction for achievement scores. The overall results indicate that matching learner preference to the type of program they receive is an effective strategy for high-prior-knowledge students but not for those with low prior knowledge.

Howard SullivanEmail:

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Books and articles of academic interest     

Peter Shaw  Howard Dickman 《Academic Questions》1991,4(4):98-99

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