Fitness, Probability and the Principles of Natural Selection   总被引：4，自引：0，他引：4  

Bouchard  Frederic; Rosenberg  Alex 《The British journal for the philosophy of science》2004,55(4):693-712

  相似文献   

The effects of verbal reinforcement and contingency management in increasing and stabilizing responses in reading behaviours: A report     

Alex Maggs  Kerry Stirling 《International Journal of Disability, Development & Education》1976,23(1):46-52

Verbal reinforcement and contingency management Was used to increase the response rate correct in a class group of twenty‐nine boys in year 7 of schooling. The response rate increased by six times over a period of thirty school days, on data using daily measurements. On the Gap achievement test, the mean reading age prior to the study was 8.0 years. After the thirty day period of instruction it was 10.0 years.  相似文献   

The Role of Play in the Pedagogy of ICT   总被引：1，自引：0，他引：1  

Alex?MorganEmail author  Steve?Kennewell 《Education and Information Technologies》2005,10(3):177-188

Today’s children meet a wide range of technology in their everyday lives, and they become competent users of devices such as mobile phones and games machines without any formal instruction. It appears that highly complex ICT processes and techniques can be learned through informal methods which are very much learner directed—unfocussed exploration, creative invention, trial-and-error, cooperation with friends and asking people who are more experienced. Indeed, the children themselves tend to see their activity as play rather than learning.This paper describes a project carried out in a number of informal learning situations. The children involved were relatively disadvantaged economically, and the majority were not very confident in using a PC. Most had access to both a games machine and a mobile phone, however, and rated themselves as very confident with these. The project aimed to find out how they developed competence in using unfamiliar hardware and software, and how much they learned from self-directed study in a loosely structured learning environment. In order to investigate these issues, groups of children were introduced to new software tools and left to ‘play’ with the software in order to explore the possibilities and discover new features. The children were observed and their questions answered, and the researcher also discussed their experiences with them afterwards.Despite their lack of previous experience with PCs and the particular software used for the project, the children were generally successful in gaining specified competencies with the software. Several children reflected that they were learning in the same way as they had learned to use mobile phones, although there was no evidence for transfer of specific techniques. This indicates that the role of higher order learning skills is important, and evidence emerged that the influence of self-efficacy may be more important in gaining success than previous experience with PC technology. This factor is suggested as the focus for further investigation.  相似文献   

Three- to Four-Year-Old Children Rapidly Adapt Their Predictions and Use Them to Learn Novel Word Meanings     

Naomi Havron  Alex de Carvalho  Anne-Caroline Fiévet  Anne Christophe 《Child development》2019,90(1):82-90

Adults create and update predictions about what speakers will say next. This study asks whether prediction can drive language acquisition, by testing whether 3- to 4-year-old children (n = 45) adapt to recent information when learning novel words. The study used a syntactic context which can precede both nouns and verbs to manipulate children's predictions about what syntactic category will follow. Children for whom the syntactic context predicted verbs were more likely to infer that a novel word appearing in this context referred to an action, than children for whom it predicted nouns. This suggests that children make rapid changes to their predictions, and use this information to learn novel information, supporting the role of prediction in language acquisition.  相似文献   

Informing Website Navigation Design with Team-Based Card Sorting     

Alex Sundt  Teagan Eastman 《Journal of Web Librarianship》2019,13(1):37-60

In 2016, Utah State University (USU) Libraries redesigned the library website’s main menu and underlying information architecture (IA) in response to a number of known usability problems and limitations. Card sorting studies were conducted with a group of USU undergraduate students and a mixed group of faculty and graduate students to help develop a better understanding of users’ mental models of library-related research and service tasks. Participants worked in teams to sort, rank and label cards pertaining to the content and feature of the library’s website. Afterwards, participants discussed and performed usability tasks on each other’s categories. Results were used to inform the design of a new IA and menu structure, while best practices from usability studies and trends in academic library website design were used to help with menu and link labeling. The final design was validated through follow-up discussions with staff, usability tests, and category/reverse category tests.  相似文献   

Testing Factorial Invariance of the Amotivation Inventory-Physical Education Across Gender for Urban Adolescents     

Bo Shen  Alex Garn  Nate McCaughtry  Jeffrey Martin  Mariane Fahlman 《Measurement in physical education and exercise science》2013,17(3):208-220

Lack of motivation, or amotiation, is emerging as a critical issue in high school physical education. The Amotivation Inventory-Physical Education (Shen, Winger, Li, Sun, & Rukavina, 2010) was developed to measure the multidimensional nature of amotivation construct in physical education. This study was designed to examine the consistency of the metric properties of Amotivation Inventory-Physical Education scores by evaluating their factorial structure for invariance across gender in a sample of 985 urban inner-city high school adolescents. Latent mean invariance was also tested. Results revealed that constraining factor loadings and intercepts in sequential configural, metric, and scalar invariances had no meaningful impact on model fit. However, gender might play a role in the magnitude of factor scores. Findings suggest that the four-factor structure of the Amotivation Inventory-Physical Education is a satisfactory representation of motivational deficits for urban inner-city adolescents and provide significant validity evidence for the scale scores in urban high school settings.  相似文献   

How minimal grade goals and self-control capacity interact in predicting test grades     

Alex Bertrams 《Learning and individual differences》2012,22(6):833-838

The present research examined the prediction of school students' grades in an upcoming math test via their minimal grade goals (i.e., the minimum grade in an upcoming test one would be satisfied with). Due to its significance for initiating and maintaining goal-directed behavior, self-control capacity was expected to moderate the relation between students' minimal grade goals and their actual grades. Self-control capacity was defined as the dispositional capacity to override or alter one's dominant response tendencies. Prior to a scheduled math test, 172 vocational track students indicated their minimal grade goal for the test and completed a measure of self-control capacity. The test grade was assessed at a second time of measurement. As expected, minimal grade goals more strongly predicted the actual test grades the higher the students' self-control capacity. Implications can be seen in terms of optimizing the prediction and advancement of academic performance.  相似文献   

Sense of place in environmental education     

Alex Kudryavtsev  Richard C. Stedman  Marianne E. Krasny 《Environmental Education Research》2012,18(2):229-250

Although environmental education research has embraced the idea of sense of place, it has rarely taken into account environmental psychology-based sense of place literature whose theory and empirical studies can enhance related studies in the education context. This article contributes to research on sense of place in environmental education from an environmental psychology perspective. We review the components of sense of place, including place attachment and place meanings. Then we explore the logic and evidence suggesting a relationship between place attachment, place meanings, pro-environmental behavior, and factors influencing sense of place. Finally, based on this literature we propose that in general environmental education can influence sense of place through a combination of direct place experiences and instruction.  相似文献   

A theory of action account of an across-school collaboration policy in practice     

Sinnema  Claire  Hannah  Darren  Finnerty  Alex  Daly  Alan 《Journal of Educational Change》2022,23(1):33-60

Journal of Educational Change - Educational systems worldwide promote the use of collaborative networks to foster teacher learning and improve practice in the pursuit of educational change to...  相似文献   

Supporting (or not) the career development of culturally and linguistically diverse migrants and refugees in universities: insights from Australia     

Dunwoodie  Karen  Due  Clemence  Baker  Sally  Newman  Alex  Tran  Connie 《International Journal for Educational and Vocational Guidance》2022,22(2):467-490

International Journal for Educational and Vocational Guidance - The present study used a mixed-methods approach to understand the challenges faced by Australian higher education institutions in...  相似文献