Omission training and positive conditioned suppression in the rat     

C. M. Locurto  John Tierney  Stephen Fitzgerald 《Learning & behavior》1981,9(2):261-268

Suppression of operant responding during a conditioned stimulus (CS) was studied in two procedures. In both procedures, operant leverpressing was maintained by a variable-interval 1-min food-delivery schedule, and insertion of a second lever served as the CS. In the first procedure, autoshaping, food followed each CS presentation irrespective of a subject’s behavior during the CS. In the second procedure, omission training, contact with the CS canceled the delivery of food scheduled for the end of that CS. In the first experiment, subjects were exposed to omission training followed by autoshaping; these procedures were reversed in the second experiment. In each experiment, the omission contingency resulted in fewer CS contacts and less suppression of operant responding during the CS than did autoshaping. These differences were more notable in subjects receiving the sequence autoshaping→omission training (Experiment 2). Direct observations in Experiment 2 revealed that, for subjects that were contacting the CS frequently when the omission contingency was introduced, reductions in signal contacts were accompanied by redistributions of behavior. The form of these redistributions depended upon behavior allocation at the time the omission contingency was imposed.  相似文献   

“Literacy Lift-Off”: an experimental evaluation of a reading recovery programme on literacy skills and reading self-concept     

Edel Higgins  Johanna Fitzgerald  Siobhán Howard 《Educational Psychology in Practice》2015,31(3):247-264

Worldwide, considerable emphasis is currently being placed on the provision of appropriate classroom-based preventative interventions and in-class literacy support, in preference to withdrawal methods of educational support. Many schools in Ireland are currently implementing Literacy Lift-Off in their classrooms. Literacy Lift-Off is an adaption of the well-known Reading Recovery programme. The current study aims to establish whether Literacy Lift-Off improves students’ literacy skills. It further seeks to determine what impact Literacy Lift-Off has on students’ reading self-concept levels. Ninety-two students aged between five years and six years six months (52 boys, 40 girls) attending four Senior Infant classes were recruited for this study. Two class groups were randomly chosen to act as an intervention cohort (n = 47) and two class groups were randomly chosen to act as a wait-list control cohort (n = 45). This experimental study evaluated the Literacy Lift-Off intervention on students’ letter identification, word attack skills, word reading, and reading self-concept beliefs. Intervention students were compared with control students who did not receive the Literacy Lift-Off intervention at pre-test and post-test levels. Results showed that while both groups showed significant change on all dependent variables from pre-intervention to post-intervention, those in the experimental group showed significantly more improvement on word attack skills, word reading and reading self-concept beliefs. This study showed that a whole-class reading recovery programme can be effective in improving literacy skills and reading self-concept.  相似文献   

Special issue on doctoral research in computer science education     

Sue Fitzgerald  Mark Guzdial 《Computer Science Education》2013,23(3)

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The participation of pre‐primary and primary schools in the EU Socrates‐Comenius Action One Programme for school education     

John Ewing Fitzgerald 《Irish Educational Studies》2013,32(1):116-128

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The state of the field of educational administration     

Tanya Fitzgerald  Helen M. Gunter 《Journal of educational administration and history》2008,40(2):81-83

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Background and initial audience characteristics of the closed-caption television system     

C Jensema  M Fitzgerald 《American annals of the deaf》1981,126(1):32-36

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Classically conditioned heart rate in rats following preconditioning exposure to the CS     

Robert D. Fitzgerald  John Hoffman 《Learning & behavior》1976,4(1):58-60

The influence of preexposure to the CS on classically conditioned heart rate was examined in three groups of rats receiving either 0, 10, or 50 CS-alone trials prior to the beginning of acquisition training. The conditioned response was a deceleration in heart rate for all groups. Compared to the 50 group, the 0 and 10 groups both showed a lower overall level of conditioning performance and a slower rate of development of the conditioned response. It was suggested that the presence of the nonhabituated orienting response may have interfered with the conditioning process.  相似文献   

A business model perspective for ICTs in public engagement     

Panagiotis Panagiotopoulos  Mutaz M. Al-Debei  Guy Fitzgerald  Tony Elliman 《Government Information Quarterly》2012

Public institutions, in their efforts to promote meaningful citizen engagement, are increasingly looking at the democratic potential of Information and Communication Technologies (ICTs). Previous studies suggest that such initiatives seem to be impeded by socio-technical integration barriers such as low sustainability, poor citizen acceptance, coordination difficulties, lack of understanding and failure to assess their impact. Motivated by these shortcomings, the paper develops and applies a business model perspective as an interceding framework for analysis and evaluation. The underlying principle behind this approach is that it is not technology per se which determines success, but rather the way in which the business model of the technological artifact is configured and employed to achieve the strategic goals. The business model perspective is empirically demonstrated with the case of an online petitioning system implemented by a UK local authority. The case illustrates the importance of considering ICTs in public engagement from a holistic view to make them more manageable and assessable.  相似文献   

The pendulum swings: but where? Part II     

Helen M. Gunter  Tanya Fitzgerald 《Journal of educational administration and history》2012,44(1):1-3

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Intimate partner violence prevention: using interactive drama for intimate relationship education with young people in Samoa     

Emma Heard  Lisa Fitzgerald  Sina Vaai  Maxine Whittaker  Tonumaipe‘a J. Aiolupotea  Fiona Collins 《Sex education》2013,13(6):691-705

ABSTRACT

Globally, young people experience physical, sexual and emotion abuse within their intimate relationships. There is a need to explore creative, participatory sexual and relationship education that provides spaces for critical reflection regarding gender norms and approaches within intimate relationships. This study explores an interactive theatre intervention aimed at uncovering and analysing social and cultural influences affecting experiences and approaches within intimate relationships among young people in Samoa. Focus groups were conducted with the audience before and after a public, interactive theatre production. Focus groups aimed to capture shifts in understandings and perceptions as well as overall experiences related to participating in the production. Post production, participants showed a deepened of understandings related to social and cultural factors influencing approaches and actions within intimate relationships. Participants engaged in dialogue around new possible approaches to initiating and maintaining intimate relationships free from violence. Embodied learning opportunities appeared to contribute to feelings of empowerment to try out new responses in everyday life. Study findings highlight a role for drama in intimate relationship education and advocate for the inclusion of intersectionality informed approaches that uncover diversity within a group and acknowledge interactions between individuals’ social position(s) within complex social and cultural contexts.  相似文献