Continuity and intensity of shock in one-way avoidance learning in the rat     

Stephen E. Dieter 《Learning & behavior》1976,4(3):303-307

Six groups of rats (n = 16) differed with respect to the continuity of shock (continuous or discontinuous) and the shock intensity (.3, .8, or 1.6 mA) used during 65 one-way avoidance-conditioning trials. In general, a facilitative effect on one-way avoidance learning was obtained for continuous as opposed to discontinuous shock and for strong as opposed to weak shock. For both variables, the results are opposite to those obtained in discriminated shuttlebox-avoidance and barpress avoidance tasks. The data support an interpretation of the effect of continuity of shock which holds that discontinuous shock is, in effect, less intense than continuous shock. This interpretation allows the effects of the continuity-of-shock variable to be incorporated within the effective reinforcement theory of avoidance learning which has been proposed to account for shock-intensity effects in various avoidance tasks.  相似文献   

Links between socio-emotional skills,behavior, mathematics and literacy performance of preschool children in Serbia     

Aleksić  Gabrijela  Merrell  Christine  Ferring  Dieter  Tymms  Peter  Klemenović  Jasmina 《European Journal of Psychology of Education - EJPE》2019,34(2):417-438

European Journal of Psychology of Education - Young children’s socio-emotional skills are important for understanding their own and others’ behaviors and interactions. No study in...  相似文献   

Seasonal bias in editorial decisions? A study using data from chemistry     

Lutz BORNMANN  Hans‐Dieter DANIEL 《Learned Publishing》2011,24(4):325-328

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Student attitudes that predict participation in peer assessment     

Yan Zou  Christian Dieter Schunn  Fuhui Zhang 《Assessment & Evaluation in Higher Education》2018,43(5):800-811

Peer assessment has been widely applied to actively engage students in learning to write. However, sometimes students resist peer assessment. This study explores reviewers’ attitudes and other underlying factors that influence students’ participation in online peer assessment. Participants were 234 Chinese undergraduates from two different academic backgrounds: engineering majors (n = 168) and English majors (n = 66). Gender, academic background and prior experience with peer assessment were all related to participation levels. Moreover, factor analyses revealed three attitudinal factors: (1) positive attitude (a general endorsement of the benefits of peer assessment), (2) interpersonal negative (concerns about the negative effects on interpersonal relationships), and (3) procedural negative (doubts about the procedural rationality of peer assessment). Among the attitudinal factors, procedural negative was negatively associated with participation, as expected. Interestingly, interpersonal negative was associated with greater participation, and positive attitude was associated with lower participation, in part because students worked hard on each review rather than doing many reviews superficially. Implications for instruction are discussed.  相似文献   

Pädagogische Begleitung: Handlungsform und Systemmerkmal     

Dieter Nittel  Nikolaus Meyer 《Zeitschrift für Erziehungswissenschaft》2018,21(5):1063-1082

This contribution aims to lay down the theoretical potential of accompaniment as a phenomenon and developing this point further from a pedagogical perspective. The core assumption is that accompaniment represents both a pedagogically relevant phenomenon of action as well as an essential characteristic of the system. In this sense, accompaniment can be understood as creating a possibility for looking at phenomena of education on a micro and a macro level. Thus, the assumption follows that a central signature of the social system – namely that of inclusion – has already been incorporated by the pedagogically organized system of lifelong learning a long time ago. This finding has far-reaching consequences for levelling the hierarchy between different layers of the education and learning systems.  相似文献   

Zur Pädagogischen Problematik internationaler Seminare im Rahmen der Entwicklungshilfe     

Dieter Danckwortt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(4):460-463

Ohne ZusammenfassungAm 19. September 1964 hatte die Deutsche Stiftung für Entwicklungsländer mit ihrem Seminarzentrum in Berlin-Tegel einen Grund zum Feiern: Ihr 50. Seminar ging zu Ende, diesmal mit dem Thema des Aufbaus der Forstwirtschaft in afrikanischen Ländern. Zur Gratulation war der Generaldirektor der FAO von Rom nach Berlin gekommen. Der Autor dieses Berichts hat die ersten drei Jahre das Seminarzentrum geleitet und sich speziell mit den pädagogischen Fragen der Begegnung unter Führungskräften verschiedener Kulturen beschäftigt.  相似文献   

Editorial: Research and engineering education     

Dieter Seitzer 《European Journal of Engineering Education》2000,25(2):111-113

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Imbke Behnken/Jürgen Zinnecker (Hrsg.): Kinder. Kindheit. Lebensgeschichte. Ein Handbuch     

Dieter Lenzen 《Zeitschrift für Erziehungswissenschaft》2002,5(1):168-170

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Functioning and participation problems of students with ASD in higher education: which reasonable accommodations are effective?     

Dorien Jansen  Katja Petry  Eva Ceulemans  Ilse Noens  Dieter Baeyens 《欧洲特需教育杂志》2017,32(1):71-88

Abstract

Students with autism spectrum disorder (ASD) experience various functioning and participation problems in higher education, which may cause difficulties such as drop out or low grade point averages. However, it remains unclear how often and during which teaching and evaluation methods the functioning and participation problems occur and which reasonable accommodations are effective in dealing with them. These gaps in the literature are addressed in this survey-based study. In total, 43 students with ASD, 30 student counsellors and 43 students without a disability of institutions of higher education in Flanders (Belgium) participated in the study. The results show that students with ASD most frequently experience problems with verbal and non-verbal communication, are oversensitive to change and have difficulty distinguishing the gist of the syllabus from the details. Furthermore, it is shown that, on average, these problems arise mostly during classical teaching and evaluation methods. Finally, the perceived effectiveness of reasonable accommodations is dependent on the functioning and participation problem experienced by the student with ASD in higher education. In conclusion, both personal and environmental characteristics should be taken into account when selecting and implementing reasonable accommodations for these students.  相似文献   

Book reviews     

Myriam Bacquelaine  Horst Möhle  C. C. Liu  Pertti Luntinen  Ellen Sessar-Karpp  Tsunenobu Ban  Dieter Lenzen  Arieh Lewy 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1990,36(3):369-383

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