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1.
Two experiments evaluated history effects on induced and operant variability. College students typed three-digit sequences
on a computer keyboard. Sequence variability was induced (by no reinforcement or variation- independent reinforcement) or
reinforced (by variation- or repetition-dependent reinforcement). Conditions with induced and operant variability were presented
according to a reverse between-groups design. In Experiment 1, we examined transitions from the variation or repetition contingencies
to no reinforcement, and vice versa. In Experiment 2, the variation or repetition contingencies were followed or preceded
by variation-independent reinforcement. The results showed that (1) a history of no reinforcement impaired operant variability
learning; (2) induced variability levels were higher and lower after a history of reinforcement for variation and repetition,
respectively; (3) repetition was more easily disrupted by no reinforcement and independent reinforcement than was variation;
and (4) response variability and stability were a function of past and current reinforcement conditions. These results indicate
that reinforcement history influences both induced and operant variability levels. 相似文献
2.
Alessandra Arce Hai Frank Simon Marc Depaepe 《Paedagogica Historica: International Journal of the History of Education》2015,51(6):744-767
This article seeks to analyse, comprehend and apprehend the appropriation processes of Ovide Decroly’s ideas in Brazil through the translation of his books and that of Amélie Hamaïde into Portuguese. The article discusses the following questions. Why did Brazilian intellectuals and teachers need to import Decroly’s ideas to be applied in Brazilian schools? Did the translation of Decroly’s and Hamaïde’s books play an innovative role in Brazilian society? Did the release of these books bring about changes, and did it stabilise and legitimise discourses that were already present in Brazil? Who were the translation agents of those books? First, discussions concerning travelling knowledge and cultural translation, as well as translation and the role of translation agents, are introduced. The translated books and their (production) contexts are then presented, comparing and analysing the source books and the translations. The analyses aim at understanding this journey and answering these questions, and it will be shown that Decroly’s ideas were torn apart into “pieces of knowledge” gaining life and autonomy throughout the journey, and turning into facts. It is advocated that his ideas were appropriated as “indigenous foreigners” in Brazil. 相似文献
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Executive functions (EF) can be promoted by classroom interventions. Our study investigated whether (a) an intervention conducted by teachers improves EF in children; (b) there are effects on behaviour and academic achievement; and (c) there are stable benefits in a one-year follow-up. Fifty-eight first-graders, divided into experimental (EG = 28) and control (CG = 30) groups, were assessed in EF, reading and arithmetic tests. Parents and teachers answered EF and behaviour functional scales. The intervention was conducted by teachers in the classroom context. EG children showed greater gains in EF and outperformed controls on reading and arithmetic measures. The EG maintained better performance in the one-year follow-up and showed transfer effect for behaviour measures. The EF intervention may be a useful tool for promoting improved adjustment and academic achievement. 相似文献
5.
Alessandra Minello 《International Studies in Sociology of Education》2013,23(2):127-147
This paper aims to investigate to what extent the growing presence of children with immigrant background in the Italian school system has an impact on the educational expectations of Italian students in eighth grade. Educational expectations are individuals’ plans for their future educational career, adjusted to the subjectively estimated probabilities of achieving a given outcome. Multilevel analyses are performed using data from ITAGEN2 (Italian Second Generation) survey, the first nationwide survey on natives, first- and second-generation immigrants. Results demonstrate that attending a school with a high proportion of children of immigrants has no impact on realistic expectations about secondary education. In addition, students attending schools with high level of interethnic integration are more prone to having high educational expectations. 相似文献
6.
Ruth Tsuria Aya Yadlin-Segal Alessandra Vitullo Heidi A. Campbell 《The Communication Review》2017,20(2):73-97
This article reviews digital methodologies in the context of digital religion. We offer a tripod model for approaching digital methods: (a) defining research within digital environments, (b) the utilization of digital tools, and (c) applying unique digital frames. Through a critical review of multiple research projects, we explore three dominant research methods employed within the study of digital religion, namely, the use of textual analysis, interviews, and ethnography. Thus, we highlight the opportunities and challenges of using digital methods. 相似文献
7.
Harris argues that peer relationships are the chief determinants of personality development. Harris's thesis makes the behavioral genetic investigation of peer groups particularly timely. The present study examined genetic and environmental contribution to self-reported peer-group characteristics in two samples of adolescent siblings: 180 adoptive and nonadoptive sibling pairs from the Colorado Adoption Project, and 386 sibling pairs from the Nonshared Environment and Adolescent Development Study. Substantial genetic influence emerged for college orientation, with the remaining variance accounted for by nonshared environment. For delinquency, however, the majority of the variance was explained by nonshared environment. Although genetic influence was implicated for peer popularity in twin analyses, genetic factors were not important in explaining individual differences in nontwin siblings. These results suggest that although some dimensions of peers are somewhat mediated by genetic factors, nonshared environmental influence is substantial. 相似文献
8.
Elena Seminati Alessandra Marzari Oreste Vacondio Alberto E. Minetti 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):216-231
Repetitive stresses and movements on the shoulder in the volleyball spike expose this joint to overuse injuries, bringing athletes to a career threatening injury. Assuming that specific spike techniques play an important role in injury risk, we compared the kinematic of the traditional (TT) and the alternative (AT) techniques in 21 elite athletes, evaluating their safety with respect to performance. Glenohumeral joint was set as the centre of an imaginary sphere, intersected by the distal end of the humerus at different angles. Shoulder range of motion and angular velocities were calculated and compared to the joint limits. Ball speed and jump height were also assessed. Results indicated the trajectory of the humerus to be different for the TT, with maximal flexion of the shoulder reduced by 10 degrees, and horizontal abduction 15 degrees higher. No difference was found for external rotation angles, while axial rotation velocities were significantly higher in AT, with a 5% higher ball speed. Results suggest AT as a potential preventive solution to shoulder chronic pathologies, reducing shoulder flexion during spiking. The proposed method allows visualisation of risks associated with different overhead manoeuvres, by depicting humerus angles and velocities with respect to joint limits in the same 3D space. 相似文献
9.
Allen Leung Anna Baccaglini-Frank Maria Alessandra Mariotti 《Educational Studies in Mathematics》2013,84(3):439-460
In this paper, we discuss discernment of invariants in dynamic geometry environments (DGE) based on a combined perspective that puts together the lens of variation and the maintaining dragging strategy developed previously by the authors. We interpret and describe a model of discerning invariants in DGE through types of variation awareness and simultaneity, and sensorimotor perception leading to awareness of dragging control. In this model, level-1 invariants and level-2 invariants are distinguished. We discuss the connection between these two levels of invariants through the concept of path that can play an important role during explorations in DGE, leading from discernment of level-1 invariants to discernment of level-2 invariants. The emergence of a path and the usefulness of the model will be illustrated by analysing two students’ DGE exploration episodes. We end the paper by discussing a possible pathway between the phenomenal world of DGE and the axiomatic world of Euclidean geometry by introducing a dragging exploration principle. 相似文献
10.
To understand the challenges and their causes in interactions between Western supervisors and international doctoral students, we conducted a self-study of our experiences as a Chinese international student and her Dutch supervisor during her doctoral research project. We found the supervisor and the student to differ in their expectations of the learning goals and procedure for the doctoral program. We analyze three types of misunderstandings, regarding how formal the supervision should be, how feedback and assessment should be provided and understood (e.g. strict versus implicit critiques, open praise for excellence versus praise to encourage), and how the student is expected to learn (e.g. expecting answers versus providing questions, learning from modeling versus learning by trial and error). We also illustrate how implicit these misunderstandings were in daily supervision interactions and how deeply they were rooted in the cultural (i.e. power distance, individualism, masculinity, and indulgence) and educational (i.e. education oriented toward qualification versus personal development, level of competition, and degree of teacher regulation) differences between the supervisor and the student. 相似文献