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1.
Separate groups of rats were trained and tested on asymmetrically and symmetrically reinforced successive delayed matching-to-sample (DMTS) or delayed discrimination (DD) tasks in Experiment 1. Each rat received training and testing on symmetrically reinforced DMTS and DD tasks in Experiment 2. The only difference between each task was that the rats had to respond correctly to a light or tone test stimulus, S2, if it matched a light or tone sample stimulus, S1, in DMTS, but could respond to either S2 if S1 had been a particular stimulus in DD. Only correct leverpresses were reinforced in the asymmetrically reinforced version of each task. Both correct presses and correct omissions were reinforced in the symmetrically reinforced version of each task. Response biases to leverpress during tests for delayed responding to S1 were reduced in both symmetrically reinforced tasks, but only in the DD task did such contingencies produce consistently poorer performance in responding to either S, in Experiment 1. Declines in accuracy of performance that occurred in both experiments were greater to the visual than to the auditory S1 only in the DMTS tasks with increased intervals between S1 and S2. A third experiment, in which rats had to respond to S2 if it matched S1 (DMTS) or if S2 mismatched S, (DMmTS), was carried out. Modality of S1 similarly affected accuracy of delayed responding in each task, as in the first two experiments. Methodological and theoretical implications of these results are discussed in terms of Honig and Thompson’s (1982) dual-process theory of working memory. 相似文献
2.
The usual procedure in delayed-matching-to-sample (DMTS) experiments is that the most recently presented sample stimulus is correct on choice tests. The present paper reports two experments in which the first of two samples was always correct. Theories based on trace strength, such as the Roberts and Grant trace strength competition model, predict that such a procedure will yield below chance performance, because on the average the more recently presented stimulus will have the greater trace strength. In contrast, D’Amato and others have proposed that DMTS performance is mediated by a temporal discrimination process and, since either stimulus may act as S+ in a discrimination problem, monkeys should be capable of learning to choose either the secondor the first of two sample stimuli. Performance did not exceed chance in either experiment. The generality of these results is tentatively explored. 相似文献
3.
Previous research in directed forgetting in pigeons has focused on the effect of single forget cues (F-cues) interpolated within the retention interval in delayed matching-to-sample (DMTS). The present series of experiments focuses on the ability of a remember cue (R-cue) to cancel the effects of a previously presented forget cue both when the forget cue occurs within the retention interval and when the forget cue precedes sample presentation. In the first experiment, an R-cue decreased the effect of an F-cue within the same retention interval in successive DMTS if the R-cue immediately followed the F-cue, but not if the second cue was delayed until the end of the retention interval. In Experiment 2, the double-cue effect was extended to choice DMTS. In addition, when a novel stimulus replaced the R-cue in the double-cue probe trials, matching performance was not restored, indicating that through its conditioning history the R-cue had gained control over memory processes in a direction opposite to that of the F-cue. Experiment 3 presents evidence that presample R- and F-cues can also effectively gain control over matching performance. Matching to R-cued samples was superior to matching to F-cued samples. When F-cued samples were followed immediately by R-cues, matching performance was not restored to R-cue levels, suggesting differential encoding of the R-cued and F-cued samples. 相似文献
4.
H. L. Roitblat 《Learning & behavior》1980,8(3):341-351
The delayed matching-to-sample (DMTS) task was used in three experiments to investigate how pigeons code information about sample stimuli. In all experiments, each trial consisted of a signaled presentation of a sample stimulus for a fixed duration followed, after some delay, by the presentation of three comparison stimuli. After incorrect first choices, the bird was allowed a second choice between the remaining two stimuli. It was found, in Experiment 1, that the probability of a second choice error declined with increasing sample duration. This result is consistent with a gradual short-term memory encoding process but not with a simple two-state all-or-none process. In the second experiment, it was found that the distribution of first-choice errors was affected by the particular sample occurring on a trial. This result is inconsistent with a two-stage discrete state memory/attention model based on the assumption that encoding of the sample and attention to the comparison stimuli are both independent all-or-none processes. The third experiment involved symbolic DMTS, in which the sample stimuli varied along a dimension different from that along which the comparison stimuli varied. With increasing delay between sample and comparison stimulus presentations, the pigeons were more likely to confuse test stimuli than to confuse sample stimuli. The results of these experiments lead to the conclusion that pigeon DMTS performance depends on a gradual encoding process in which a representation isomorphic with the test stimuli is generated and maintained. 相似文献
5.
Short-term memory (STM) for haptic information was examined in a delayed matching-to-sample (DMTS) task. Three rhesus monkeys were tested in DMTS with all possible combinations of different-size spheres and cubes as the sample and comparison stimuli. The results showed that the decrease in percentage correct as a function of the retention intervals was relatively independent of the size and shape of the sample and comparison stimuli. In general, at each retention interval, percentage correct was higher when the (1) comparison stimuli differed in both size and shape than when the comparison stimuli differed in only size or shape, (2) size differences between the comparison stimuli increased, and (3) samples were spheres rather than cubes. This pattern of results suggests that dimensions of the haptic stimuli influenced discrimination but had little effect on the animals’ STM. In Experiment 2, the same three monkeys responded to the sample and comparison stimuli with the same hand or responded to the sample with one hand and the comparison stimuli with the opposite hand. The decrease in percentage correct across retention intervals was comparable for all possible hand combinations. These results suggest that the loss of information from STM is comparable when the sample and comparison stimuli are both felt with the same hand or with opposite hands. 相似文献
6.
Two experiments investigating odor production and utilization in rats under the effects of Thorazine and Elavil injections, respectively, are reported. In Experiment 1, significantly slower speeds shown by the Thorazine-injected subjects indicated that this drug depressed performance. It is felt that depressed performance allowed these subjects to attend and respond to odor cues earlier in Phase 1 than did saline-injected control animals. Reversing the injection conditions (Phase 2) failed to disrupt already-established patterning. During the first phase of Experiment 2, Elavil-injected subjects failed to establish patterned responding, whereas such responding was readily established by saline-injected subjects. Reversing the injection conditions (Phase 2) resulted in the rapid development of double-alternation patterning by the subjects that were shifted from Elavil to saline and in the maintenance of such responding by the animals shifted from saline to Elavil. 相似文献
7.
Dorothy Munkenbeck Fragaszy 《Learning & behavior》1981,9(1):127-134
Squirrel monkeys (Saimiri sciureus) and titi monkeys (Callicebus moloch) were tested in three two-choice visual discrimination experiments. Although, on average, squirrel monkeys performed more accurately than titis, the range of response accuracies in the two species overlapped considerably in all three experiments and changes in response accuracy over test sessions and across experiments were similar in the two species. Thus, the species shared several behavioral characteristics expected of New World primates in this setting. Squirrel monkeys’ performance appeared to be more affected than titis’ by task difficulty, and squirrel monkeys were individually less consistent than titis. These differences were associated with higher activity levels and briefer overt attentiveness to the repetitive task in squirrel monkeys and, conversely, with lower activity levels, slower working speeds, and sustained interest in the task in titis. The associated differences are discussed in relation to each species performance in other laboratory settings and the characteristic patterns of foraging and use of space in nature. 相似文献
8.
Bobbie A. Henderson 《Early Childhood Education Journal》1983,11(1):10-11
CIA does not stand for what you ordinarily would think, The Central Intelligence Agency! These initials can be quite meaningful to caregivers and definitely beneficial to school-agers who are involved in before and after school care. CIA—Creativity, Imagination and Anticipation! These are key words and functions which can enhance a school-age program. 相似文献
9.
The global context of contemporary higher education demands international benchmarks. Quality assurance of teaching and learning would benefit from the insights gained from cross-cultural assessments. If cross-cultural assessments are used it is imperative that equivalence is assured, requiring attention to the technical standards used. In this paper we draw on our experiences implementing the Organisation for Economic Cooperation and Development’s Assessment of Higher Education Learning Outcomes (AHELO) Feasibility Study across 17 countries. We consider the key standards required in a number of core technical areas to achieve equivalence. We discuss how different elements were achieved in the AHELO Feasibility Study. These include the development of assessment materials for use across languages; selection and engagement of students; delivery of assessment materials and analysis of assessment data. 相似文献
10.
Shayna Rusticus Anne Worthington Derek Wilson Karen Joughin 《Learning Environments Research》2014,17(3):423-435
The Medical School Learning Environment Survey (MSLES) was used with a sample of 311 undergraduate medical students in British Columbia, Canada, to assess the seven scales of Medical Breadth of Interest, Personal Breadth of Interest, Emotional Climate, Flexibility, Meaningful Learning Experience, Organization, Nurturance and Student–Student Interaction. Confirmatory factor analysis was used to support the validity of the MSLES when used with this sample. 相似文献
11.
Brian A. Woodcock 《Science & Education》2014,23(10):2069-2093
“The Scientific Method” as it has been portrayed in popular and introductory contexts has been declared a myth. The variation that one finds in introductory presentations of “The Scientific Method” is explained by the fact that there is no canonical account among historians and philosophers of science. What, in particular, is wrong with “The Scientific Method”? This essay provides a fairly comprehensive survey of shortcomings of “The Scientific Method”. Included are corrections to several misconceptions that often accompany such presentations. Rather than treating “The Scientific Method” as a useful approximation or an ideal, the myth should be discarded. Lessons can be learned for introductory pedagogical contexts from considering the shortcomings of the myth. 相似文献
12.
T. Gary Waller 《Learning & behavior》1973,1(1):65-67
Rats were first either trained to criterion or given overtraining on an orientation discrimination and then were given an extradimensional shift to a position discrimination. Overtraining on the visual discrimination facilitated performance on the position discrimination. Implications for mediational theories of discrimination learning were indicated. 相似文献
13.
Ronald F. Mervis 《Learning & behavior》1974,2(3):238-240
TwoLemur catta were tested in a WGTA on three two-choice color discrimination problems involving paired comparisons of red, green, and blue. Four illumination combinations between the two discriminanda served to make brightness irrelevant, hue being the only salient cue. All color problems were learned within criterion limits of 21 out of 25 correct choices during 16 consecutive test sessions, indicating good color vision for this diurnal prosimian. 相似文献
14.
Within mathematics education research, the responses to the Programme for International Student Assessment’s (PISA’s) international testing regime tend to accept its framework and results as necessary points of reference, even when offering a critical reinterpretation or challenging national policy discourses based on PISA. In this article, we offer a different approach to the critique of PISA, drawing on theoretical tools provided by Bernstein and Foucault, to ask what the PISA regime achieves. Our understanding of this achievement encompasses both the production of knowledge structures and the production of students, teachers and other agents as subjects. We propose that the theoretical approach we offer provides a methodological entry point into analysis of the texts comprising the PISA mathematics regime. Analysis of a single PISA item is used to illustrate the insights that may be gained from such a theoretical lens. Such insights into the logic of PISA have the potential to allow us better to understand and hence contest the role that PISA and other large-scale assessment regimes may play in global and local policy discourses. 相似文献
15.
In order to address the requirements of future education in different fields of academic professional activity, a model called Academic Apprenticeship Education was initiated in Finland in 2009. The aim of this article is to analyse the development of expert networks in the context of a 1-year Academic Apprenticeship Education model in the field of energy efficiency, which is a new and rapidly developing knowledge-intensive field. We examined the creation of networking ties among all course participants, the process of networking in small groups, and individual participants’ networking activity. Data was collected by administering a social networking questionnaire in the beginning and at the end of the training to all course participants (n = 87) and analysed using social network analysis and repeated measures ANOVA. In addition, semi-structured interviews were conducted with organizers of the training to examine how the operational practices of the training supported networking. The results indicated that there was little change in the networking ties among all course participants. However, those small groups that were able to communicate appeared to create internal linkages. At the individual level, more new ties emerged for private sector actors than for public sector actors. In conclusion, we propose that a consolidated educational model should be created for the Academic Apprenticeship Education model in general. The quality of education might be better assured if the current ad hoc networks were not the only way to organise knowledge exchange among participants. 相似文献
16.
Ben A. Williams 《Learning & behavior》1989,17(4):418-432
Rats were trained on a series of reversals of a successive discrimination in which the percentage of S+ trials ending in food was varied. Changes in the discrimination index occurred more slowly with 50% reinforcement than with 100% reinforcement when the number of training trials was equated across conditions, but were approximately invariant when the conditions were equated with respect to the number of obtained reinforcements. Presentation of free reinforcement during the intertrial intervals reduced the overall rate of discrimination acquisition, but left this invariance unaffected. Invariance in reinforcements necessary to attain acquisition also occurred when different discriminations correlated with different percentages of reinforcement were intermixed within experimental sessions. The failure of the invariance effect to be disrupted by either manipulation suggests that previous accounts of the invariance effect in terms of “comparator” models of conditioning (e.g., Gibbon & Balsam, 1981) are inadequate. 相似文献
17.
Three groups of college students were given instructions using different testing techniques to determine whether the superior performance obtained with Programmed Student Achievement (PA) was due to a Hawthorne Effect. PA students, operating under the consequence of failing the course if they failed to evidence criterion performance (100% mastery) on weekly quizzes, exhibited superior performance, relative to control groups, on the weekly quizzes and on an unannounced retention test. The results seem to preclude any attempt to interpret the effectiveness of Programmed Student Achievement on the basis of a Hawthorne Effect. 相似文献
18.
Steven F. Schomberg Darwin D. Hendel Caroline L. Bassett 《Innovative Higher Education》1983,7(2):95-104
This article describes one institution's use of the College Outcome Measures Project (COMP) in comparing outcomes for graduates of traditional and non-traditional programs. The study was designed to answer three questions concerning the use of COMP in evaluating traditional and non-traditional programs. Results obtained in a study of 96 University of Minnesota graduating seniors suggest greater potential usefulness in distinguishing among institutions than in comparing outcomes of programs within an institution. The authors conclude that as new approaches and instruments for measuring college outcomes become available, criteria for instrument selection need to be shared among individuals charged with conducting outcome studies. 相似文献
19.
20.
Sandra Schmiedeler Frank Niklas Wolfgang Schneider 《European Journal of Psychology of Education - EJPE》2014,29(3):467-482
The concept of “Home Learning Environment” (HLE) covers activities in a family providing intellectual stimulation for a child, such as reading to him or her or visiting libraries. Numerous studies have shown an association between HLE and children's cognitive development. In this longitudinal study, we focus on HLE as a predictor for children's behavioral development, namely, for later symptoms of attention-deficit hyperactivity disorder (ADHD), controlling for relevant aspects like socioeconomic status (SES), or television viewing behavior. We analyzed the development of ADHD symptoms from kindergarten to the end of grade 2 and possible associations with HLE, SES, and television exposure, using a German community sample (N?=?924). Results indicated that ADHD symptoms were negatively and significantly correlated to HLE for all five measurement points as well as to SES (except T4) and to television exposure for T1 to T4. Observing later development, only early HLE but not SES or television exposure served as a significant predictor for ADHD symptoms at school, when age, sex, and ADHD symptoms in kindergarten were controlled for. A structural equation model showed that HLE acted as a mediator between SES and later ADHD symptoms. Our results highlight the importance of the concept of home learning environment also for children's behavioral development. As a consequence, parents should be supported in offering their children a more favorable learning environment. 相似文献