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1.
Knud Knudsen 《Scandinavian Journal of Educational Research》2013,57(4):319-334
A hypothesis in the literature suggests that the well‐documented education‐tolerance relationship is upwardly biased because of social desirability in responses. The main argument is that highly educated individuals have a better understanding of which opinions are less socially acceptable and will tend to hide their true reactions when certain items are brought up in survey interviews. They present themselves as more tolerant than they in fact are, making the relationship appear artificially large. This article reviews the possibility of such a bias in the effect of educational background on intergroup attitudes. A model is developed that takes into account potential distortions, when no direct measures for social desirability are available. We make use of the LISREL framework for specifying competing hypotheses about education and social‐desirability mechanisms. Alternative measurement models are compared in analyses based on data from a recent Norwegian survey on attitudes toward new immigrants. When hypothesized additional links are allowed for, the estimated effect of education on intergroup attitudes does not go down. Thus, the main results question the assumption usually made. 相似文献
2.
Sarah Gentrup Camilla Rjosk Petra Stanat Georg Lorenz 《Zeitschrift für Erziehungswissenschaft》2018,21(4):867-891
Several studies have shown that teachers’ achievement expectations for their students may be biased to some extent by students’ ethnic or social background as well as gender. The present study investigates whether these biases in teachers’ expectations of students’ performance in early language and mathematics are partly explained by differences in teachers’ perceptions of students’ motivation and learning behaviour. The analyses are based on data from a sample of N?=?901 first-grade students from N?=?66 classrooms with 69 teachers. The results support the hypothesis for biases associated with social background and gender. Ethnic bias, however, occurred independently of differences in perceived motivation and learning behaviour. We discuss the relevance of stereotypical assumptions for teaching as well as educational disparities. 相似文献
3.
The mutual exclusivity bias in children's word learning 总被引：2，自引：0，他引：2
W E Merriman L L Bowman 《Monographs of the Society for Research in Child Development》1989,54(3-4):1-132
Nearly every recent account of children's word learning has addressed the claim that children are biased to construct mutually exclusive extensions, that is, that they are disposed to keep the set of referents of one word from overlapping with those of others. Three basic positions have been taken--that children have the bias when they first start to learn words, that they never have it, and that they acquire it during early childhood. A review of diary and test evidence as well as the results of four experiments provide strong support for this last view and indicate that the bias develops in the months following the second birthday but does not gain full strength or become accessible to consciousness until sometime after the third birthday. Several studies also show that, after this point, it can still be counteracted by information in input or by a strong belief that something belongs to the extension of a particular word. The full body of evidence is compatible with the view that mutual exclusivity is the default option in children's and adults' procedures for integrating the extensions of new and old words. We present several arguments for the adaptive value of this kind of bias. 相似文献
4.
A S Chamove 《Child development》1978,49(1):43-50
36 monkeys from 3 different rearing conditions were subdivided into 3 groups and then paired daily for 20 weeks either with others that were (a) socially sophisticated 9-month-old monkeys; (b) partial isolates, reared alone from birth for 9 months; or (c) socially naive 3-month-old infant monkeys. When 12 9-month-old partial isolates were thus split and tested, social play was greater in isolates paired with sophisticated therapists and least in isolates paired with isolate therapists. Fear showed the reverse pattern. Hostility was greatest in those infants, isolates, and sophisticates when paired with isolates and least in all groups when paired with infants. Of the nonisolate groups the infants were affected by their pairing the most, showing reduced social play when paired with the isolates, but increasing play when with sophisticates. Evidence is found against a learning or instrumental model of aggression production, and a novel theory is advanced suggesting that infants are genetically predisposed to acquire specific behavioral characteristics shown by the mother. 相似文献
5.
Bennett G. Galef 《Learning & behavior》1989,17(4):468-474
After interacting with rat demonstrators that had eaten a novel, palatable diet, many observer rats exhibited either attenuation or total blockade of their subsequent acquisition of a lithium-chloride-induced aversion to that diet. In natural circumstances, such social attenuation of aversion learning could prevent new recruits to a population (weanlings or recent immigrants) from learning maladaptive aversions (“food phobias”) to tainted or spoiled samples of normally safe foods that others of their social group were eating. 相似文献
6.
Ritu Dangwal Preeti Kapur 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(1):5-22
The current paper provides insight into the learning strategies adopted by children working at Minimally Invasive Education (MIE) Learning Stations. Previous research has clearly indicated the attainment of basic computer literacy by groups of young children in the age groups of 7–14 years. This learning takes place due to the emergence and development of group social processes, an aspect crucial for achieving basic computing skills. The paper describes the process of socially shared understanding and learning as being crucial to individual learning. It is to be noted that this approach of socially shared learning does not challenge the analysis of the individual level of processing; it maintains that individual learning is vital in any learning context, but insufficient to build the psychology of learning. MIE research is of the view that young children learn through interaction with others, particularly peers as it provides an important context for social and cognitive learning. For it is in this way that children make sense of their own experience and environment. Hence, schools are not the only privileged sites of learning. 相似文献
7.
Social learning strategies 总被引：2，自引：0，他引：2
Laland KN 《Learning & behavior》2004,32(1):4-14
In most studies of social learning in animals, no attempt has been made to examine the nature of the strategy adopted by animals
when they copy others. Researchers have expended considerable effort in exploring the psychological processes that underlie
social learning and amassed extensive data banks recording purported social learning in the field, but the contexts under
which animals copy others remain unexplored. Yet, theoretical models used to investigate the adaptive advantages of social
learning lead to the conclusion that social learning cannot be indiscriminate and that individuals should adopt strategies
that dictate the circumstances under which they copy others and from whom they learn. In this article, I discuss a number
of possible strategies that are predicted by theoretical analyses, includingcopy when uncertain,copy the majority, andcopy if better, and consider the empirical evidence in support of each, drawing from both the animal and human social learning literature.
Reliance on social learning strategies may be organized hierarchically, their being employed by animals when unlearned and
asocially learned strategies prove ineffective but before animals take recourse in innovation. 相似文献
8.
Capuchin monkeys were trained on a series of learning-set problems which required discrimination between stimulus arrays having ABA and BBA configurations. Transposition was later tested by presenting training configurations with CCC or ABC configurations. Considerable negative transposition and a small amount of positive transposition occurred, a result suggesting that the original learning set was based at least partly on perceived differences in the homogeneity of the ABA and BBA configurations. Fast-learning subjects manifested more persistent random responding and less position responding than did slow-learning subjects. This difference suggests that random responding during the initial stages of learning may be used as an index of attention. 相似文献
9.
One way children are remarkable learners is that they learn from others. Critically, children are selective when assessing from whom to learn, particularly in the domain of word learning. We conducted an analysis of children’s selective word learning, reviewing 63 papers on 6,525 participants. Children’s ability to engage in selective word learning appeared to be present in the youngest samples surveyed. Their more metacognitive understanding that epistemic competence indicates reliability or that others are good sources of knowledge has more of a developmental trajectory. We also found that various methodological factors used to assess children influence performance. We conclude with a synthesis of theoretical accounts of how children learn from others. 相似文献
10.
This paper provides teachers with an opportunity for thinking about the kinds of ‘people’ constructed in their classes, the kinds of ‘dances’ choreographed and the ways space is organised for learning. We argue that this is essential for teachers to think about if they are to enact socially just professional practices. In this study, we explore the ways in which students learn to be particular kinds of people. We understand this as happening through their participation in communities of practice. Becoming a member of a community of practice, of a classroom and of a school is a process of developing a particular identity, modes of behaviour and ways of knowing. It is through these ‘normalising’ practices that power is constituted, boundaries constructed and certain ‘kinds of people’ are recognised, represented and constituted, whilst others are not. All individuals are implicated in these processes and active in the construction of their own as well as others’ identities. This paper locates this discussion using social relations of gender and ethnicity, and considers how diversity and difference are actively constituted and play out in one primary school classroom. How students participate in the spatial practices and the construction of pedagogical spaces, what identities are available to them in these spaces and which they take up, is explored. The metaphor of dance is used to analyse these spaces, a metaphor which helps us to understand the complexity of classroom relationships and the way macro‐social practices are both reflected and reconstituted in classroom practices. We argue that the ways teachers think about how they place students, space students and construct students are crucial for student and teacher learning. 相似文献
11.
Corina J. Logan Alexis J. Breen Alex H. Taylor Russell D. Gray William J. E. Hoppitt 《Learning & behavior》2016,44(1):18-28
New Caledonian crows make and use tools, and tool types vary over geographic landscapes. Social learning may explain the variation in tool design, but it is unknown to what degree social learning accounts for the maintenance of these designs. Indeed, little is known about the mechanisms these crows use to obtain information from others, despite the question’s importance in understanding whether tool behavior is transmitted via social, genetic, or environmental means. For social transmission to account for tool-type variation, copying must utilize a mechanism that is action specific (e.g., pushing left vs. right) as well as context specific (e.g., pushing a particular object vs. any object). To determine whether crows can copy a demonstrator’s actions as well as the contexts in which they occur, we conducted a diffusion experiment using a novel foraging task. We used a nontool task to eliminate any confounds introduced by individual differences in their prior tool experience. Two groups had demonstrators (trained in isolation on different options of a four-option task, including a two-action option) and one group did not. We found that crows socially learn about context: After observers see a demonstrator interact with the task, they are more likely to interact with the same parts of the task. In contrast, observers did not copy the demonstrator’s specific actions. Our results suggest it is unlikely that observing tool-making behavior transmits tool types. We suggest it is possible that tool types are transmitted when crows copy the physical form of the tools they encounter. 相似文献
12.
构建策略型学习者问题解决能力培养模式 总被引：4，自引：0，他引：4
有关问题解决和学习策略的研究是当今教学心理学中的重要的研究领域,随着社会的发展和科技进步,面对知识经济的挑战,社会对具有创新精神与实践能力的人才需要的不断增长,学会学习已成为全社会关注的焦点。帮助受教育者学会学习,掌握有效的学习策略,使之成为策略型学习者,增强其问题解决能力,已成为每个教育工作者亟待解决的一个重要课题。 相似文献
13.
An established, captive colony of 74 rhesus monkeys (Macaca mulatta) was group-tested on a simultaneous visual discrimination problem and three reversals of the initial discrimination. The task incorporated important aspects of rhesus foraging behavior. Although other studies of communal groups of nonhuman primates have reported rapid learning, subjects in the present study showed no evidence of one-trial acquisition of the initial problem or of rapid learning-set formation across the reversal series. Instead, mean and individual performance, on all variables measured, improved gradually, both within and across series. Subjects appeared to “learn how to learn,” consistent with findings of traditional studies of individual discrimination learning. Our finding of gradual learning in group-living animals argues that the source of rapid learning in previous reports is not attributable to social influence or ecological relevance, but may reflect specific procedural or species differences between studies. 相似文献
14.
《Journal of moral education》2012,41(2):77-78
Abstract Critical thinking about moral decisions considers the consequences of options for the achievement of people's goals. Attempts to think critically lead to error and bias, so intuitive rules are needed to guard against these errors and to save time. Intuitive rules, however, lead to errors and biases of their own. I propose that students be taught to approximate critical thinking itself and that they learn rules of thumb to guard against its pitfalls. In particular, students need to learn certain powerful devices of consequentialist reasoning, such as consideration of precedent setting and of the possibility of error in thinking itself. They also need to learn about the common biases of thinking, especially the bias to favour what one already believes, or what is nearby in time and space. 相似文献
15.
Seeking to extend curricula in a Psychology of Aging course, an online Internet test that assesses user's implicit attitudes was used as part of a learning activity to enhance students' awareness of age-bias in social perceptions. A pretest-posttest methodology examined the efficacy of this learning activity in three separate investigations. Overall, results suggest the learning activity increases students' awareness of cognitive biases in their perceptions of others. Further, self-enhancement motivation and alliance with a group that has suffered prejudice or discrimination were found to mediate bias ratings. The need to recognize age as a diversity issue and promote positive representations of older adults is discussed. 相似文献
16.
《The Journal of educational research》2012,105(4):247-255
Abstract This study investigated teachers' sense of efficacy and biases in their decisions to refer students to special education. Teachers (N = 240) read a case study about a student with academic difficulties and judged the appropriateness of the student's regular class placement and whether they would refer the student. Teachers were randomly assigned to one of six conditions, in which student socioeconomic status (SES) and etiology of the learning problem were varied. Findings revealed that teachers who perceive themselves as ineffectual consider regular education inappropriate for underachieving students from low-SES families; teachers who believe that they are effective do not differentiate students by SES. Further, teachers referred students whose learning problems had an unspecified etiology more than those whose problems were medically or environmentally based. Thus, teachers' referral decisions appear to be biased by variables unrelated to the specific academic difficulties of the student. 相似文献
17.
Celeste Meijs Fleur R. Prinsen Maarten F. de Laat 《Educational Media International》2016,53(2):85-102
Learning from others has been reported as a productive approach for teacher Professional Development (PD) and is seen as a valuable addition to formal PD. Specific insights into whether social learning suits teachers is still lacking. Therefore, the aim of the current study was to develop and apply an instrument to assess social learning mindedness of teachers. A questionnaire called the “Quiz: Social learning, how does it suit me?” was developed and its reliability and factor structure were explored. A total of 110 teachers, ranging from primary school to pre-university education filled out the Quiz. Results indicated that the teachers were already quite social learning minded; they were positively oriented towards social learning. Social learning mindedness encompassed five underlying factors including counteracting social-learning preferences, teachers’ opinions and preferences related to learning from colleagues/others, their orientation towards collaboration in new approaches to PD, an autonomy factor, and a more general attitude towards knowledge dissemination. Mostly, teachers like to explain and share their knowledge, like to collaborate with others to enhance their knowledge and ask others for advice if they have a problem. At the same time, they want some control over their PD (e.g. the outcomes). The teachers in this sample did not show much preferences that would counteract social learning, leading to the conclusion that social learning suits teachers as a form of PD. The Quiz, which is accessible online (in Dutch), is a useful tool for teachers to quickly get acquainted with social learning. 相似文献
18.
Kenneth Tobin 《International Journal of Science Education》2013,35(5):475-484
A review of research relating to the problem of using research findings to improve classroom practice is presented. There are two aspects to this problem: familiarizing teachers with relevant research and identifying an aspect of teaching that needs to be improved. Research conducted in local settings appears to have most relevance to teachers and is more likely to be accepted by them. Studies indicate that research can have an impact on practice as long as teachers are involved in identification of problems in their class and are provided with a context in which they can learn the strategies to be implemented and understand why they are likely to improve teaching. Teachers need opportunities to practice teaching in peer groups where errors can be made without jeopardizing student learning; receive performance feedback; practice the strategies in their own classes; observe others teach; and discuss teaching with others. Strategy analysis, coaching and peer coaching are techniques which enable most of these criteria to be met and to facilitate science teaching improvement. 相似文献
19.
Andreas Rausch Thomas Schley Julia Warwas 《International Journal of Lifelong Education》2015,34(4):448-467
Contemporary office work is becoming increasingly challenging as many routine tasks are automated or outsourced. The remaining problem solving activities may also offer potential for lifelong learning in the workplace. In this study, we analyzed problem solving in an office work setting using an Internet-based, semi-standardized diary to collect data close to the process. Thirteen employees in commercial departments of an automotive supplier participated voluntarily; they recorded 64 domain-specific problem cases in total. Typical problems were moderately complex but rather urgent. They were detected by means of monitoring, augmented feedback or feedback from others. The problems detected provoked states of high arousal, including both negative and positive emotions. We found that seeking support from others was the most common approach to problem solving, and that in general problem solving offered considerable learning possibilities. Experts were confronted with more complex problems than novices, they more often solved problems using their domain-specific knowledge, but they also preferred social support. Surprisingly, experts reported higher negative emotional states after having detected a problem than novices. The results, the diary method and the limitations of the study are discussed. 相似文献
20.
Student Motivation to Learn via Computer Conferencing 总被引：1，自引：0，他引：1
This study investigates why some university students appear motivated to learn via computer conferencing (CC) whereas others do not, exploring the correlations of three key aspects of student motivation—reasons for engaging in academic learning (goal orientation), beliefs that they can acquire the ability to use CC (self-efficacy), and beliefs that learning to use CC will help them learn the course material (outcome expectations)—with satisfaction and with the frequency of CC contributions. Participants (n = 79) came from 4 graduate-level face-to-face courses and 1 undergraduate DE course. The results suggest that students who believe that CC will help them learn the course material are more likely to express satisfaction and to be active online, that students who believe that they are capable of learning how to use CC are more likely to be active online, and that students who are concerned about their relative performance compared to others tend to send fewer messages to conferences where online activity is not graded. Practical implications for instructors and suggestions for future research are described. 相似文献