Translating research on initial reading instruction into classroom practice     

Bonnie Grossen  Doug Carnine 《Interchange》1990,21(4):15-23

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Editorial     

Bonnie Brennen  Folker Hanusch  Oscar Westlund 《Journalism Practice》2018,12(1):1-3

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In young children's counting,procedures precede principles   总被引：1，自引：0，他引：1  

Robert S. Siegler 《Educational Psychology Review》1991,3(2):127-135

A substantial body of data on young children's counting is now available. Portions of these data can be explained by social context interpretations, such as those advanced by Elbers, but other parts of the data cannot be. The most urgent need is for models that illuminate how primitive conceptual understanding of cardinality and ordinality contributes to learning of counting procedures, and how experience with the counting procedures, in turn, enriches children's conceptual understanding.  相似文献   

Do monkeys choose to choose?     

Bonnie M. Perdue  Theodore A. Evans  David A. Washburn  Duane M. Rumbaugh  Michael J. Beran 《Learning & behavior》2014,42(2):164-175

Both empirical and anecdotal evidence supports the idea that choice is preferred by humans. Previous research has demonstrated that this preference extends to nonhuman animals, but it remains largely unknown whether animals will actively seek out or prefer opportunities to choose. Here we explored the issue of whether capuchin and rhesus monkeys choose to choose. We used a modified version of the SELECT task—a computer program in which monkeys can choose the order of completion of various psychomotor and cognitive tasks. In the present experiments, each trial began with a choice between two icons, one of which allowed the monkey to select the order of task completion, and the other of which led to the assignment of a task order by the computer. In either case, subjects still had to complete the same number of tasks and the same number of task trials. The tasks were relatively easy, and the monkeys responded correctly on most trials. Thus, global reinforcement rates were approximately equated across conditions. The only difference was whether the monkey chose the task order or it was assigned, thus isolating the act of choosing. Given sufficient experience with the task icons, all monkeys showed a significant preference for choice when the alternative was a randomly assigned order of tasks. To a lesser extent, some of the monkeys maintained a preference for choice over a preferred, but computer-assigned, task order that was yoked to their own previous choice selection. The results indicated that monkeys prefer to choose when all other aspects of the task are equated.  相似文献   

IV: When Things Get Hard     

Malke Rosenfeld  Meg Robson Mahoney  Kim Jordan  Spoon Jackson  Bonnie Gabel  Holly Adams 《Teaching Artist Journal》2014,12(4):243-251

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经济萎靡,全球品牌纷纷讨好中国年轻消费者     

贾庆文 《英语沙龙》2010,(1)

在全球经济危机的大背景下,许多国际知名品牌在各国市场的产品销量都遭遇了不同程度的下滑,但是在中国,情况却恰恰相反。低迷的经济形势丝毫阻挡不了中国消费者的消费热情,年轻一族仍是消费行为的主力军。全球知名品牌为什么一致看好中国?除了庞大的年轻消费群体外,背后还有许多耐人寻味之处。  相似文献   

What leads children to adopt new strategies? A microgenetic/cross-sectional study of class inclusion     

Siegler RS  Svetina M 《Child development》2006,77(4):997-1015

Learning of class inclusion by 5-year-olds in response to empirical and logical explanations of an adult's answers was examined. Contrary to the view that young children possess an empirical bias, 5-year-olds learned more, and continued learning for longer, when given logical explanations of correct answers than when given empirical explanations. Once children discovered how to solve the problems, they showed few regressions. Many children in the microgenetic experiment followed the path of change anticipated from previous cross-sectional studies, but children in the cross-sectional part of the study seemed to follow a different path. Reasons for the superior effectiveness of the logical explanations were discussed.  相似文献   

Chapter news. San diego chapter     

Bonnie Jimenez 《Performance Improvement》1985,24(8):C11-C11

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Coming of Age: A National Study of Adult Museum Programs     

Bonnie Sachatello‐Sawyer  Robert Fellenz 《Curator: The Museum Journal》2000,43(2):147-156

The Education Department at the Museum of the Rockies and the Kellogg Center for Adult Learning Research at Montana State University conducted a national study of adult museum programs from 1996–1999. A total of 508 adult program participants, 75 instructors, and 143 planners of adult programs in museums were interviewed either via telephone or in person. The study sought to answer three questions: (1) From participants' perspectives, what constitutes an excellent museum program for adults? (2) What teaching strategies are employed in successful and innovative museum programs? and (3) Does the informal learning environment of a museum offer anything unique to the adult learning experience? This research effort is one example of how university museums advance our understanding of informal education theory and its application to practice.  相似文献   

Technology—it's all in the sales pitch!     

Bonnie Sue Spencer 《Performance Improvement》1995,34(4):35-36

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