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1.
Reed P 《Learning & behavior》2003,31(2):205-211
The effect of various relationships between a response (an investment made in the context of a game) and an outcome (a return
on the investment) on judgments of the causal effectiveness of the response was examined. In Experiment 1, response rates
and causal judgments were higher for a differential-reinforcement-of-high-rate (DRH) schedule relative to a variable-ratio
(VR) schedule with the same probability of outcome following a response. Response rates were also higher for a DRH than for
a variable-interval schedule matched for reinforcement rate. In Experiment 2, response rates and causal judgments were lower
for a differential-reinforcement-of-low-rate schedule relative to a VR schedule with the same probability of outcome following
a response. These results corroborate the view that schedules are a determinant of both response rates and causal judgments,
and that few current theories of causal judgment explicitly predict this pattern of results. 相似文献
2.
Like many readers of this journal, I have long been an advocate of having science students introduced to philosophy of science.
In particular, influenced by the Philosophy for Children movement founded by Matthew Lipman, I have advocated such an introduction
as early as possible and have championed early secondary school as an appropriate place. Further, mainstream science curricula
in a number of countries have, for some time now, supported such introductions (albeit of a more limited sort) under the banner
of introducing students to the “Nature of Science”. In this paper, I explore a case against such introductions, partly in
role as “Devil’s Advocate” and partly exploring genuine qualms that have come to disturb me. Generally speaking, my judgement
is that no justification is available in terms of benefit to the individual or to society of sufficient weight to outweigh
the loss of freedom of choice involved in such forced learning. One possible exception is a minimalist and intellectually
passive “Nature of Science” introduction to some uncontroversial philosophical views about science.
An earlier version of this paper was presented to the Seventh International Conference on the History and Philosophy of Science and Science Teaching, University of Winnipeg, Winnipeg and subsequently published in its proceedings (see my 2003). I am grateful to those who engaged in discussion of the paper upon its presentation. I am also grateful to the advice of
this journal’s anonymous referees. 相似文献
3.
Tony?Rickards Perry?Den?BrokEmail author Darrell?Fisher 《Learning Environments Research》2005,8(3):267-287
This study reports the first development in Australia of science teacher typologies of teacher–student interpersonal behaviour.
Students' perceptions of teacher–student interpersonal behaviour were measured using the Questionnaire on Teacher Interaction
(QTI). Earlier work with the QTI in The Netherlands has revealed eight different interpersonal styles, which were later confirmed
with an American sample of secondary school teachers. The present study investigated the extent to which typologies found
in earlier studies also apply to a sample of Australian secondary school science teachers. Data were first checked to examine
whether the eight profiles found in The Netherlands and the USA were also present in the Australian data. A cluster analysis
using various clustering methods and procedures was used to determine Australian typologies and compare these with earlier
Dutch findings. Results of the cluster analyses were verified by analyses of variance, by plotting QTI scale scores graphically,
and by presenting a set of sector graphics to two independent researchers and having them sort these into different profiles
as found in the statistical analyses. The resultant typologies and implications for professional development and research
are presented. 相似文献
4.
Two experiments were conducted to investigate how individuals with persistent pain would respond to instructional materials designed to promote the modality and redundancy effects. It was predicted that persistent pain would reduce the positive impact of narrated text due to reduced working memory capacity. One hundred thirty-seven full-time teachers from six schools in Australia participated in the study. Pain and pain-free participants were identified and matched through a demographics questionnaire before being randomly assigned to selected instructional formats. In both experiments, participants viewed system-paced multimedia presentations depicting how lightning works. In Experiment 1, it was found that for pain-free participants, illustrations plus narrated text led to significantly higher learning outcomes than illustrations plus written text (a modality effect). However, for pain participants, no advantage was found for the illustrations plus narrated text format. In Experiment 2, it was found that for pain-free participants, illustrations plus narrated text led to significantly higher learning outcomes than illustrations plus narrated text plus identical written text (a redundancy effect). For pain participants, a reverse effect was found, suggesting that the replicated written text format was not redundant but beneficial for these individuals. Furthermore, despite low scores on standardized pain measures, individuals with persistent pain achieved significantly lower learning outcomes than pain-free participants in both experiments. It was concluded that clinically low levels of pain could significantly interfere with information retention and transference. For individuals with persistent pain, the use of narrated explanatory text could be a disadvantage due to its transitory nature. 相似文献
5.
A seven channel polystyrene (PS) microchip has been constructed using a micromilling machine and a high-temperature assembling. Protein A (PA) has been immobilized by a passive sorption on the microchannel walls. Two bioaffinity assays with human immunoglobulin G (hIgG) as a ligand have been carried out. (i) PA as the receptor and fluorescently labeled hIgG (FITC-hIgG) as the ligand, (ii) PA as the receptor with hIgG as the quantified ligand and fluorescently labeled goat anti-human IgG (FITC-gIgG) as the secondary ligand. One incubation step of the assays took only 5 min instead of hours typical for enzyme-linked immunosorbent assay applications. Calibration curves of the dependence of a fluorescence signal on the hIgG concentration in a sample have been obtained in one step due to a parallel arrangement of microchannels. A mathematical model of the PA-FITC-hIgG complex formation in the chip has been developed. The values of the kinetic constant of the PA-FITC-hIgG binding (kon=5.5 mp>3 p> molp>−1 p> sp>−1 p>) and the equilibrium dissociation constant of the formed complex (Kd≤3×10p>−6 p> mol mp>−3 p>) have been obtained by fitting to experimental data. The proposed microchip enables fast evaluation of kinetic and equilibrium constants of ligand-receptor bioaffinity pairs and the ligand quantification. As the use of microfluidic chips for immunoassays is often limited by price, we used procedures and chemicals that allow for an inexpensive construction and operation of the microdevice, e.g., temperature assembling as a fabrication technique, detection via an ordinary digital camera, nonspecific polystyrene as a substrate, passive sorption of biomolecules as an immobilization technique, etc. 相似文献
6.
Thirteen Ph.D. students took part in interviews focussed on the nature of their own learning of mathematics. In analysing these interviews an unexpected category emerged concerning the students awareness of others as having particular types of learning goal. In this paper we explore the three levels which we discerned within this category and link them to the notion of cognitive empathy. We suggest that differences in ones own cognitive style are linked to differences in the ability to empathise with those who have alternative learning goals. We also consider how these two features – cognitive style and cognitive empathy – may come to be linked. 相似文献
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Benjamin Bartl Martin Zapletal Štěpán Urbánek Monika Krejčí Slavíková Jiří Trejbal Zdeněk Hrdlička 《文物保护研究》2013,58(3):138-145
ABSTRACTp>Mechanical properties of aged beeswax were studied by an indirect measurement, using hydrogenated beeswax as a model material. The adequacy of the model was evaluated by comparison of its chemical composition and thermal properties with those of samples of historical beeswax. It was found that the gradual decrease in content of unsaturated compounds in beeswax contributes significantly to changes of its mechanical properties. As a consequence, beeswax artefacts become increasingly prone to mechanical damage during natural ageing. Understanding the difference between mechanical properties of recent and historical beeswax is primarily important from the point of view of safe handling and storage of such artefacts. Besides, this knowledge could help conservation scientists, e. g. when preparing model samples for testing new conservation methods. 相似文献