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1.
The efficacy of conditioned inhibition in a novel conditioned stimulus/conditioned inhibitor (CS/CI) compound was tested in 6-, 10-, and 14-week-old kittens. The conditioned response was suppression of respiration elicited by a 5.1-sec CS paired with a brief, mild footshock. During original inhibitory training, a CI was presented 2 sec after the onset of the CS, and the stimuli coterminated 3 sec later without the shock. As previously reported, the CI trained in this paradigm is more potent in older kittens but passes a summation test in all age groups (Dess & Soltysik, 1989). In the transfer test, the order of the CS and CI was reversed, so that the CI preceded the CS with no stimulus overlap. Transfer of inhibition to this new compound was virtually absent in the 6-week-old kittens and nearly perfect in the 14-week-old kittens. The CI alone (before CS onset) elicited a strong fear response in the youngest kittens, moderate fear in the 10-week-old group, and very little fear in the oldest group. The transferability of inhibitory training to a different temporal configuration of the CS and CI is absent at 6 weeks of age and fully developed 8 weeks later. 相似文献
2.
Dominic M. Dwyer Hannah L. Pincham Thida Thein Justin A. Harris 《Learning & behavior》2009,37(4):305-310
Learned flavor preferences can be strikingly persistent in the face of behavioral extinction. Harris, Shand, Carroll, and
Westbrook (2004) suggested that this persistence may be due to flavor preference conditioning’s producing a long-lasting change
in the hedonic response to the conditioned stimulus (CS+) flavor. In the present study, the CS+ flavor was presented in simultaneous
compound with 16% sucrose, whereas the CS− flavor was presented with 2% sucrose. During subsequent two- and one-bottle tests,
the CS+ and CS− flavors were presented in 2% sucrose. Hedonic reactions during training and test were assessed using an analysis
of the microstructure of licking behavior. Conditioning resulted in greater consumption of the CS+ than of the CS− that did
not extinguish over repeated two- and one-bottle tests. The mean lick cluster size was higher for the CS+ than for the CS−
only on the first cycle of tests. Since lick cluster size can be used as an index of stimulus palatability, the present results
indicate that although the hedonic reaction to the CSs did change, this was not maintained across repeated tests. Thus, changes
in the hedonic response to the conditioned flavors cannot explain the resistance to the extinction of learned flavor preferences. 相似文献
3.
One argument for early intervention for reading difficulties is that it can sustainably improve children’s reading competence trajectory (the ‘inoculation model’), but there are virtually no studies on sustained effects at the end of compulsory schooling. This study reports on a 10-year follow-up of a widely used early literacy intervention, Reading Recovery. UK schools adopting Reading Recovery enrol selected teachers for a year’s training, after which they provide one-to-one tutoring and typically act as literacy advisors. In a quasi-experimental, intention to treat, design, 293 6-year-olds with reading difficulties in 42 London schools were assigned to Reading Recovery (RR), standard provision in Reading Recovery schools (RRS) or standard provision in comparison schools (CS). Children were traced at ages 14 (204) and 16 (271) and data collected from the National Pupil Database. At age 14 and 16, significantly fewer RR than CS pupils were officially identified as having special educational needs, a potential consequence of reading difficulties. Using multi-level modelling and controlling for baseline reading and Free School Meal status (an indicator of poverty), at age 16 the RR group significantly outperformed the CS group on academic qualifications (GCSEs) (d = 0.52). However, the RRS group also performed significantly better than the CS group (d = 0.37), consistent with the fact that standard provision for weaker readers in RR schools differed from that provided in CS. Thus, these results support the long-term effects of early intervention but raise questions about the importance of whole-school effects and systemic intervention. 相似文献
4.
Michail Kalogiannakis 《Education and Information Technologies》2010,15(1):3-17
The introduction of ICT (Information and Communication Technologies) presents new challenges for teachers and often meets
with their belief that ICT, as well as other changes present a factor, which can cause several changes in school. Although
there have been many education reforms regarding teachers’ training policy in recent years and the number of training programs
has been increased, they have not been able to satisfy teachers’ needs to a substantial degree. In this research the results
from an exploratory study conducted within the framework of a national training programme in Greece on ICT known as "In-service
teacher training in the use of ICT in Education" are presented. Based on a specially constructed questionnaire intended for
the educators, this research elicits teachers’ attitudes towards this programme. Some of the main results point out the preparedness
of these teachers to use ICT in the daily school practice. Furthermore, they expressed their wish for further in-training
programmes concerning the pedagogical development of the ICT use in class practice. 相似文献
5.
Water-deprived rats were used to investigate the effects of training a CS in more than one context on conditioned lick suppression. In each experiment, partial reinforcement of the CS was intermingled with unsignaled presentations of the US. In Experiment 1, subjects were either trained in one context alone, trained consecutively in two contexts (such that all training in one context occurred prior to any training in the second context), or trained alternately in two contexts. Following training, the first context, the second context, or neither context was extinguished. Testing of the CS occurred in a third (neutral) context. To the extent that either training context became established as a comparator stimulus for the CS, the comparator hypothesis (Miller & Matzel, 1988) predicts an increase in excitatory responding to the CS following extinction of that context. Subjects trained in a single context exhibited appreciable fear of the CS only when the CS’s training context had been extinguished. Additionally, subjects trained consecutively in the two contexts showed increased fear of the CS following extinction of the second, but not the first training context (i.e., a recency effect). Subjects trained alternately in the two contexts showed no increased fear of the CS as a result of either context alone being extinguished. In Experiment 2, subjects trained alternately in two contexts showed increased fear of the CS only when both training contexts were extinguished, suggesting that both training contexts had become comparator stimuli. These data indicate that multiple training contexts can either compete or act synergistic-ally in modulating responding to a Pavlovian trained CS as a function of the order of training in the different contexts. 相似文献
6.
Attention to Faces Expressing Negative Emotion at 7 Months Predicts Attachment Security at 14 Months 
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下载免费PDF全文 Mikko J. Peltola Linda Forssman Kaija Puura Marinus H. van IJzendoorn Jukka M. Leppänen 《Child development》2015,86(5):1321-1332
To investigate potential infant‐related antecedents characterizing later attachment security, this study tested whether attention to facial expressions, assessed with an eye‐tracking paradigm at 7 months of age (N = 73), predicted infant–mother attachment in the Strange Situation Procedure at 14 months. Attention to fearful faces at 7 months predicted attachment security, with a smaller attentional bias to fearful expressions associated with insecure attachment. Attachment disorganization in particular was linked to an absence of the age‐typical attentional bias to fear. These data provide the first evidence linking infants' attentional bias to negative facial expressions with attachment formation and suggest reduced sensitivity to facial expressions of negative emotion as a testable trait that could link attachment disorganization with later behavioral outcomes. 相似文献
7.
Bom Mo Chung 《Asia Pacific Education Review》2000,1(1):5-11
The predicaments which the industrial age of the twentieth century has left with us are briefly discussed, namely nature in
peril, man in crisis and nation at risk. It is argued that these predicaments are brought upon us by the predominantly analytic
thinking of the past century represented in the various forms of dichotomize such as mind and matter, man and nature, East
and West, etc. It is, then, asserted that the twenty-first century should an age of synthesis, which the education for synthesis
are specifically highlighted and discussed: the philosophy of the whole person, the building of sequentially broader self-identities,
and strategies of conflict solution.
Editor’s note Address presented at the First International Conference
Editor’s note Address presented at the First International Conference
Editor’s note Address presented at the First International Conference
Editor’s note Address presented at the First International Conference
Editor’s note Address presented at the First International Conference 相似文献
8.
Four experiments were performed to explore the role of context in operant extinction. In all experiments, leverpressing in
rats was first reinforced with food pellets on a variable interval 30-s schedule, then extinguished, and finally tested in
the same and a different physical context. The experiments demonstrated a clear ABA renewal effect, a recovery of extinguished
responding when conditioning, extinction, and testing occurred in contexts A, B, and A, respectively. They also demonstrated
ABC renewal (where conditioning extinction and testing occurred in contexts A, B, and C) and, for the first time in operant
conditioning, AAB renewal (where conditioning, extinction, and testing occurred in contexts A, A, and B). The latter two phenomena
indicate that tests outside the extinction context are sufficient to cause a recovery of extinguished operant behavior and,
thus, that operant extinction, like Pavlovian extinction, is relatively specific to the context in which it is learned. AAB
renewal was not weakened by tripling the amount of extinction training. ABA renewal was stronger than AAB, but not merely
because of context A’s direct association with the reinforcer. 相似文献
9.
The physical and social image of the scientist among school children, student teachers, and teachers over the last 50 years
was investigated. Interest has also been shown in the perception of the personality behind the physical stereotype. Nevertheless,
the value judgments of science and scientists and the positive and negative mind–sets attaching to these judgments in our
society were less investigated, either in Israel or abroad. In this investigation models given to science and scientists in
the classical literature and by some popular science writers were investigated, together with contemporary learners’ views.
The populations consist of 125 high school students from Israel. Several tools were used during this investigation to decipher
the images of science: Closed questionnaire, writing an essay, and semistructured collective interviews. Classical authors
have pessimistic views about science and the scientists. Most models are unfavorable, and criticize the scientists: The mad
and monstrous scientist (Frankenstein), the scientist who is alienated from human life (The Physicists), the scientist who is cut off from reality, the “geek” (Gulliver’s Travels), the scientist whose irresponsible research is harmful to the environment (Jurassic Park), the scientist who hungers for knowledge at any cost (Faust). The positive images found especially in the popular science literature: the scientist who cures diseases (Microbe Hunters), the scientist who has professional integrity (Galaxies), the scientist who keeps to the rules of the scientific method to obtain objective results (Wrinkles in Time).
We found that some expressions relating to fear of science which have appeared in the classics since the beginning of the 18th century were found in a similar way with students of the 21st century, while others expressed that same fear in different ways. There was also an identification with Swift’s “unsociable
and unemotional” scientists. Alongside the existence of expressions of fear of science, and mainly ambivalent opinions of
students toward science, the dominant picture that stands out in this study is that our contemporary students are pro science,
and regard science as a useful area of society. 相似文献
10.
Ontogenetic differences in processing light-tone compounds were discovered in preweanling (17-day-old) and adult (60–80-day-old) rats. Suppression of general activity was used as an index of the magnitude of conditioned fear following a single training session in which a CS+ was paired with mild footshock. In Experiment 1, rats were trained on discriminations in which the CS? consisted of a light and the CS+ was either a tone alone (simple discrimination) or a light-tone compound (simultaneous feature-positive discrimination). Adults and preweanlings given each type of discrimination were then tested for fear of the CS? and a target stimulus (tone alone or light-tone compound). Adults in all groups displayed greater fear of the target than of the CS?. Preweanlings, however, discriminated the CS? from the target only when the target was the same as the original CS+. Experiment 2 revealed that age-related differences in conventional stimulus generalization is not a likely explanation for the pattern of results found in Experiment 1. Experiment 3 revealed age-related differences in expressed fear of a serial feature-positive discrimination; adults, but not preweanlings, showed greater fear of the compound than of the CS?. Alternative interpretations of the results from these experiments are discussed, and the general conclusion is that adults appear more inclined to process elements of a compound stimulus selectively, whereas preweanlings seem more likely to process the compound unselectively, with roughly equivalent processing of each element. 相似文献
11.
Shailesh A. Shirali 《Resonance》2008,13(12):1156-1172
In this article we examine the role of mappings in elementary geometry. After making some comments about the Erlangen programme
initiated by Felix Klein in 1872, wherein he proposed a way of studying geometries based on the underlying transformation
groups, we see how theorems like Von Aubel’s theorem and Napoleon’s theorem can be proved in an elegant manner using similarity
mappings, and how some construction problems may be solved using isometries. At the end we present a recent proof by Alain
Connes of “Morley’s Miracle”, based on affine transformations.
Shailesh Shirali heads a Community Mathematics Center at Rishi Valley School (KFI). He has a deep interest in teaching and
writing about mathematics at the high school/post school levels, with particular emphasis on problem solving and the historical
aspects of the subject. 相似文献
12.
Deborah Russell Carter Renee K. Van Norman Claire Tredwell 《Early Childhood Education Journal》2011,38(5):349-355
There is growing concern over the number of young children who display challenging behavior and preschool teachers are reporting
children’s challenging behavior as their greatest concern. Program-wide Positive Behavior Support (PWPBS) is a promising model
for supporting appropriate behavior and decreasing challenging behavior in early childhood programs. Implementation in early
childhood settings is relatively new and guidance on how to implement PWPBS in early childhood settings is growing. This article
documents the implementation process for an early childhood program serving children from 6 weeks to 5 years of age, shares
lessons learned and offers practical advice for getting started with PWPBS. 相似文献
13.
Research suggests that sadness expressions may be more beneficial to children than other emotions when eliciting support from caregivers. It is unclear, however, when children develop the ability to regulate their displays of distress. The current study addressed this question. Distress facial expressions (e.g., fear, anger, and sadness) were examined in 24-month-old toddlers throughout 4 episodes as well as specifically during looks to their mothers. Consistent with hypotheses and the literature, toddlers expressed sadness more frequently and with more intensity than target emotions only during looks to their mothers. These findings indicate that toddlers as young as 24 months of age are using particular emotional displays to elicit support from the social environment. 相似文献
14.
Teacher education programs help teachers gain knowledge and skills, develop ‘new’ attitudes, and impact their beliefs about
teaching, thereby favorably affecting teaching outcomes. In the absence of national standards and formal studies in Lebanon
of existing teacher preparation programs, findings of this study could greatly contribute to needed research in the field
and inform policy makers. This study examines a pre-service education program at a private university in Lebanon for the purpose
of assessing the program’s learning outcomes. Qualitative data were collected from questionnaires, pre and post surveys, and
reflective journals focusing on perceptions of an effective teacher before and after training to detect any development from
50 student–teachers enrolled in the senior practicum classes during the scholastic year when the study was conducted. Fifteen
student journals were examined for their reflections on principles, facts and techniques acquired, changes in behavior after
training, and the relation of learned theory to work field in light of what they had experienced during their 180 h of fieldwork
and seminars at the university. Results were then compared to the program’s stated learning outcomes to assess whether they
were achieved. Findings indicated that training positively affects student–teachers, but still more rigorous steps should
be taken to ensure that all learning outcomes are met. Implications for program training improvement and recommendations for
future research are made. 相似文献
15.
Asiye Ivrendi 《Early Childhood Education Journal》2011,39(4):239-247
The present study examined predictive power of behavioral self-regulation, family and child characteristics on children’s
number sense. The participants consisted of 101 kindergarten children. A subsample of 30 children was randomly chosen for
the reliability procedures of Assessing Number Sense and Head, Toes, Knees and Shoulders instruments. Thus, data from 71 children
were used for further analysis. Multiple regressions using stepwise method were computed for determining whether self-regulation,
family income, parents’ level of education, gender, and age related to and were predictive of scores on number sense. Results
of the study indicated that behavioral self-regulation, mothers’ education level, gender and age are significant predictors
of number sense, and behavioral self-regulation was the most influential predictor, followed by mothers’ education level,
gender and age. Findings are discussed in terms of influential factors of number sense in early childhood. 相似文献
16.
Hui-Chin Yeh Yu-Fen Yang 《Educational technology research and development : ETR & D》2011,59(3):351-368
Teachers are encouraged to plan their teaching based on students’ needs from the student-centered perspectives. Of the many
teacher training programs, teacher–student role reversal is regarded as one of the most effective avenues to help teachers
identify students’ learning difficulties and further provide adaptive instruction. However, as the role reversal process is
difficult to document in the face-to-face environment due to its interactive and dynamic property, very few studies on teacher–student
role reversal have been empirically conducted. Studies on this issue thus were mainly presented in the form of position papers
or experience sharing entries. The purpose of this study was to explore prospective teachers’ (PT) role reversal experience
within the computer-supported (CS) environment. In the CS environment, 14 PT were invited to play the role as student Writers,
Editors, and Commentators. The results showed that the teacher–student role reversal activities provided the PTs with a first-hand
experience to formulate and reformulate their professional knowledge through reflection. By reflecting on their role-reversal,
the PTs could identify the difficulties that impeded students’ writing and generated the insights on how they could better
scaffold their students’ writing, editing, and revising process. With the feature of the process data, the CS environment
was found to effectively support teacher–student role reversal as the PTs employed the process data, such as action logs or
written texts, to reflect on their role play process to probe into the students’ writing problems and develop insights into
pedagogy. 相似文献
17.
Dennis L. Molfese Victoria J. Molfese Sasha Key Arlene Modglin Spencer Kelley Shona Terrell 《Annals of dyslexia》2002,52(1):99-119
This paper focuses on methods useful for identifying differences in the development of language reading abilities in children
that rely on measures of brain responses and behavioral assessments. Findings from longitudinal and cross-sectional studies
using brain and behavior measures are described, along with findings from research designed to influence changes in brain
and behavioral responses through training. The findings show differences in event-related potentials (ERP) responses recorded
at birth that are related to a child’s later performance on language and reading tasks. Such findings point to a strong biological
influence on the development of language and reading skills. However, other findings show that the influence of biological
factors on brain processing can be modified through learning. In fact, several studies show that even brief periods of stimulation
and opportunities for learning can produce changes in the brain’s ERP repsonses. Such findings suggest that new approaches
to evaluating the effectiveness of interventions might change the rate and likelihood of developmental changes. 相似文献
18.
Two lick suppression experiments with rats were conducted in order to determine the nature of the temporal information that is encoded as a result of Pavlovian conditioned inhibition training (conditioned stimulus {CS} A→unconditioned stimulus {US}/AX→noUS). After inhibition training, the conditioned inhibitor (X) was paired with the US in order to measure inhibition, as assessed through retarded behavioral control by CS X. Three temporal relationships were manipulated: the A-US interval, the X-A interval of inhibition training, and the X-US interval of the retardation test pairings. Retardation was greatest when the X-US temporal relationship matched the time at which the US was expected (but not delivered) on the X-A inhibition training trials. Thus, the present experiments provide evidence with retardation tests that, during conditioned inhibition training, subjects encode the temporal location of the omitted US relative to the inhibitory CS. These findings complement those of previous studies using summation tests of conditioned inhibition (Barnet & Miller, 1996; Denniston, Blaisdell, á Miller, 1998; Denniston, Cole, & Miller, 1998). 相似文献
19.
Reading with Orthographic and Segmented Speech (ROSS) programs use talking computers to deal with deficits in word recognition and phonological awareness. With ROSS, children
read stories on a computer screen. Whenever they encounter a word they find difficult, they can request assistance by targeting
the word with a mouse. The program highlights the word in segments and then pronounces the segments in order. In previous
studies, children improved in reading, but children with relatively lower initial phonological awareness (PA) gained less
than the others. In order to maximize the benefits from ROSS for all children, the current study aimed to improve PA before
and while reading with ROSS, by using some programs based on theAuditory Discrimination in Depth method (Lindamood and Lindamood 1975), and others focusing on phoneme manipulation with speech feedback for all responses.
The study compared the effects of this training with training in Comprehension Strategies (CS) based on Reciprocal Teaching
techniques (Palincsar and Brown 1984), among second- to fifth-grade students with problems in word recognition. While both
groups received equal instructional time in small-groups and with the computer, the groups differed in how much time they
spent reading words in context. Whereas PA children spent half their computer time on PA exercises involving individual words
and half reading words in context with ROSS, the CS group spent all their computer time reading words in context with ROSS.
Both groups made significant gains in decoding, word recognition, and comprehension; however the PA groups gained significantly
more than the CS group on all untimed tests of phoneme awareness, word recognition, and nonsense word reading. The CS children
performed better on a test of time-limited word recognition; they also achieved higher comprehension scores, although only
while reading with a trainer. The PA children’s improved decoding skill led to greater accuracy, but slower responses with
difficult words, after one semester’s training. 相似文献
20.
The influence of video clubs on teachers’ thinking and practice 总被引：1，自引：0，他引：1
Elizabeth A. van Es Miriam Gamoran Sherin 《Journal of Mathematics Teacher Education》2010,13(2):155-176
This article examines a model of professional development called “video clubs” in which teachers watch and discuss excerpts
of videos from their classrooms. We investigate how participation in a video club influences teachers’ thinking and practice
by exploring three related contexts: (a) teachers’ comments during video-club meetings, (b) teachers’ self-reports of the
effects of the video club, and (c) teachers’ instruction across the year. Data analysis revealed changes in all three contexts.
In the video-club meetings, teachers paid increased attention to student mathematical thinking over the course of the year.
In interviews, teachers reported having learned about students’ mathematical thinking, about the importance of attending to
student ideas during instruction, and about their school’s mathematics curriculum. Finally, shifts were also uncovered in
the teachers’ instruction. By the end of the year, teachers increasingly made space for student thinking to emerge in the
classroom, probed students’ underlying understandings, and learned from their students while teaching. 相似文献