Stimulus control of foodcup approach following fixed ratio reinforcement     

Richard B. Day  John R. Platt 《Learning & behavior》1974,2(2):148-152

Rats were trained on fixed ratio (FR) schedules requiring either 5 or 10 leverpresses to produce reinforcement and an intertrial interval (ITI). Half of the Ss at each ratio requirement were extinguished on an FR 5 and half on an FR 10 schedule of ITI presentation. Fewer foodcup approaches were made on the FR 10 than on the FR 5 extinction schedule, regardless of acquisition FR. Leverpresses per approach were fewer on the FR 5 than on the FR 10 extinction schedule and were fewer following FR 5 than following FR 10 acquisition. Data suggested the existence of interoceptive as well as exteroceptive stimulus control of foodcup approach and were discussed in terms of their implications for a response-unit account of extinction.  相似文献   

Examining Trauma-Informed Teaching and the Trauma Symptomatology of Court-Involved Girls     

Crosby  Shantel D.  Day  Angelique  Baroni  Beverly A.  Somers  Cheryl 《The Urban Review》2019,51(4):582-598

Young women living in urban contexts, particularly those with involvement in the foster care and juvenile justice systems, experience significant barriers to academic well-being as a result of childhood trauma. To date, little research has been done to evaluate evidence-based, trauma-informed educational interventions to improve outcomes among these students. This study used survey data from a multi-year trauma-informed teaching intervention to quantitatively measure the well-being of trauma-exposed girls in an urban, trauma-informed school setting. The study explored whether girls at a trauma-informed school demonstrated significant changes in trauma symptomatology and whether these changes varied by race/ethnicity. As hypothesized, participants experienced a statistically significant decrease in trauma symptoms over the observation period. However, there were no significant differences in trauma symptom change based on race/ethnicity. Policy and practice implications are discussed.

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A review of the characteristics of intermediate assessment and their relationship with student grades     

Indira N. Z. Day  Floris M. van Blankenstein  Michiel Westenberg  Wilfried Admiraal 《Assessment & Evaluation in Higher Education》2018,43(6):908-929

In-course assessment, such as midterms, quizzes or presentations, is often an integral part of higher education courses. These so-called intermediate assessments influence students’ final grades. The current review investigates which characteristics of intermediate assessment relate to these grades. In total, 88 articles were reviewed that examined the relationship between intermediate assessment and student grades. Four main characteristics were identified: the use of feedback, whether the assessment is mandatory, who is the assessor, and the reward students get for participating. Results indicate that corrective feedback leads to the most positive results, but elaborate feedback may benefit lower achieving groups. No difference in results was found for mandatory versus voluntary intermediate assessments. Peer assessment seemed to be beneficial, and rewarding students with course credit improves grades more than other rewards. Three scenarios are presented on how teachers can combine the different characteristics to optimise their intermediate assessment.  相似文献   

Family interaction associated with abuse of children over 5 years of age     

Jean G. Moore  Beryl M. Day 《Child abuse & neglect》1979,3(1):391-400

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Eliciting and developing student's schema of classroom practices using a video-disc system     

Gareth Harvard  Mick Day  Richard Dunne 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(1):4-18

In this paper we explore the potential of videodisc technology to develop student teachers'capacity to examine their judgements and reasoning critically about typical classroom events. We describe how the type of setting for such activities is committed to and successful at provoking quality collaborative learning. The videodisc system offers a range of exemplars of teaching which are carefully managed to challenge and extend students'existing ideas. We have adapted the key learning constructs of scaffolding and modelling of various strategies so that the intellectual processes of analysis and reconstruction are persistently attended to. In this way, we are designing a more powerful learning environment to support students in acquiring professionally relevant knowledge.  相似文献   

Editorial     

Christopher Day 《Teachers and Teaching》2016,22(8):893-895

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Characterizing the Achievement Motivation Orientation of Children From Low- and Middle-Income Families     

Crystal A. Day  Barbara M. Burns 《Early education and development》2013,24(1):105-127

Research Findings: The current study examined achievement motivation orientation in preschool-age children from low- and middle-income families. Participants were 126 children who were attending an urban Head Start site or a private preschool. Children's motivation orientation was assessed as being performance oriented or mastery oriented using a challenging puzzle task (Smiley &; Dweck, 1994 Smiley , P. A. , &; Dweck , C. S. ( 1994 ). Individual differences in achievement goals among young children . Child Development , 65 , 1723 – 1743 .[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). Children's verbalizations during the task were coded into performance concern, disengaged, and negative self-evaluation categories. Logistic regression and Mann-Whitney U analyses were conducted to examine differences between income groups in motivation orientation and verbalizations. Patterns of motivation orientation in preschool-age children from low- and middle-income families did not differ after controlling for differences in age and puzzle-solving ability. However, children from low-income families made a significantly higher proportion of performance-related verbalizations while working on the task. Practice or Policy: The findings support the examination of children's private speech as a way to assess cognitive processes underlying achievement motivation. In addition to providing a novel way to identify differences in achievement motivation that may be useful for teachers and researchers, the findings suggest the potential utility of designing interventions that promote positive private speech as a way of supporting mastery-oriented motivation in young children.  相似文献   

Teaching the ultimate crime: Genocide and international law in the criminal justice curriculum     

L. Edward Day Ph.D.  Margaret Vandiver Ph.D.  W. Richard Janikowski J.D. 《Journal of Criminal Justice Education》2013,24(1):119-131

The rapid expansion of international law and the establishment of an international criminal court have resulted in new justice institutions that should not be ignored in criminal justice curricula. Genocide, as the focal point of an entire course or a unit within other courses, provides instructors with an organizational framework for addressing a wide variety of topics related to international law. This paper discusses how the crime of genocide can be integrated into criminal justice curricula and the opportunities it provides for examining international law, history, current events, and the interdependence of criminal justice system components. A course on genocide taught to advanced undergraduate and beginning graduate students is described and evaluated.  相似文献   

The impact of witnessing athletic injury: A qualitative examination of vicarious trauma in artistic gymnastics     

Melissa C. Day  Nina Schubert 《Journal of sports sciences》2013,31(8):743-753

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The influence of 2 weeks of low-volume high-intensity interval training on health outcomes in adolescent boys     

Alan R. Barker  Josephine Day  Aaron Smith  Bert Bond  Craig A. Williams 《Journal of sports sciences》2013,31(8):757-765

Abstract

The present study aimed to establish whether 2 weeks of high-intensity interval training would have a beneficial effect on aerobic fitness, fat oxidation, blood pressure and body mass index (BMI) in healthy adolescent boys. Ten adolescent boys (15.1 ± 0.3 years, 1.3 ± 0.2 years post-estimated peak height velocity) completed six sessions of Wingate-style high-intensity interval training over a 2-week period. The first session consisted of four sprints with training progressed to seven sprints in the final session. High-intensity interval training had a beneficial effect on maximal O₂ uptake (mean change, ±90% confidence intervals: 0.19 L · min^?1, ±0.19, respectively), on the O₂ uptake at the gas exchange threshold (0.09 L · min^?1, ±0.13) and on the O₂ cost of sub-maximal exercise (–0.04 L · min^?1, ±0.04). A beneficial effect on the contribution of lipid (0.06 g · min^?1, ±0.06) and carbohydrate (–0.23 g · min^?1, ±0.14) oxidation was observed during sub-maximal exercise, but not for the maximal rate of fat oxidation (0.04 g · min^?1, ±0.08). Systolic blood pressure (1 mmHg, ±4) and BMI (0.1 kg · m², ±0.1) were not altered following training. These data demonstrate that meaningful changes in health outcomes are possible in healthy adolescent boys after just six sessions of high-intensity interval training over a 2-week period.  相似文献