Reward pretraining and discrimination learning set     

Douglas L. Medin 《Learning & behavior》1974,2(4):305-308

Pigtailed monkeys were trained on discrimination problems involving objects that had been previously paired with reward, previously paired with nonreward, or objects not associated with any pretraining. In two separate studies, no differences on these various problem formats were observed, but performance improved considerably with practice. These results are contrary to the theories for learning set formation of Spence and Medin.  相似文献   

Appendix: Summary of Versions of the Dimensional Change Card Sort Used     

Philip David Zelazo  Ulrich Müller  Douglas Frye  Stuart Marcovitch 《Monographs of the Society for Research in Child Development》2003,68(3):120-123

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Language preferences of freshman chemistry students: An exploratory study     

Douglas M. Hill  Sheldon R. Baker  Lawrence H. Talley  Malcolm D. Hobday 《科学教学研究杂志》1980,17(6):571-576

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Balancing the Environment: Computational Models as Interactive Participants in a STEM Classroom     

Pierson  Ashlyn E.  Brady  Corey E.  Clark  Douglas B. 《Journal of Science Education and Technology》2020,29(1):101-119

Journal of Science Education and Technology - This paper describes the work done by sixth grade students to achieve and sustain productive and personally meaningful lines of inquiry with...  相似文献   

Raising and levelling the learning bar in central and Eastern Europe     

J. Douglas Willms  Thomas M. Smith  Yanhong Zhang  Lucia Tramonte 《Prospects》2006,36(4):411-418

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Current conceptions of literacy – insights from work with children and older learners with sensory needs     

Linda Watson  Graeme Douglas  Liz Hodges  Mike McLinden  Nigel Hall 《Journal of Research in Special Educational Needs》2004,4(2):82-90

There have been many efforts to conceptualise literacy, both in terms of its essence and component parts, but it has proved difficult to define. This paper considers work that is undertaken with children and older learners with sensory needs in order to promote the early stages of literacy. Recent government initiatives aimed at fostering literacy development have caused teachers of children with sensory needs to re-examine their practice. The paper discusses early literacy as part of children's attempts to communicate and describes children with sensory needs engaging in a range of activities that are termed 'literacy' by those working with them. By taking into account these activities, the authors endeavour to throw light on the broader questions around concepts of literacy.  相似文献   

I. The Development of Executive Function     

Philip David Zelazo  Ulrich Müller  Douglas Frye  Stuart Marcovitch 《Monographs of the Society for Research in Child Development》2003,68(3):1-27

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Bumble Boosters: Students Doing Real Science     

Golick  Douglas A.  Schlesselman  Diana M.  Ellis  Marion D.  Brooks  David W. 《Journal of Science Education and Technology》2003,12(2):149-152

Bumble Boosters was a lottery grant funded cooperative project between the University of Nebraska – Lincoln Department of Entomology, the Lincoln Public Schools Science Focus Program, and the Lincoln Folsom Children's Zoo. The primary education goal of the project was to create a community of learners to conduct authentic research on bumble bees in Nebraska. Participants were actively engaged in collecting bumble bees and placing nesting domiciles. Internet technology was employed to facilitate networking between project participants. Systematic evaluation was conducted during and after the project.  相似文献   

II. Study 1: Memory and Executive Function     

Philip David Zelazo  Ulrich Müller  Douglas Frye  Stuart Marcovitch 《Monographs of the Society for Research in Child Development》2003,68(3):28-47

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References     

Philip David Zelazo  Ulrich Müller  Douglas Frye  Stuart Marcovitch 《Monographs of the Society for Research in Child Development》2003,68(3):124-136

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