Recovery from blocking achieved by extinguishing the blocking CS     

Aaron P. Blaisdell  Lisa M. Gunther  Ralph R. Miller 《Learning & behavior》1999,27(1):63-76

Extinction-induced attenuation of single-phase and two-phase blocking was examined with rats in a conditioned lick-suppression task. In Experiment 1, which compared the effectiveness of single- and two-phase blocking, it was found that single-phase blocking was facilitated by the initiation of training with an A-US trial rather than an AX-US trial. Single-phase (but not two-phase) blocking was attenuated as a result of 200 extinction trials with the blocking stimulus (Experiment 2). Experiment 3 revealed recovery from two-phase blocking after 800 extinction trials with the blocking stimulus. Recovery from both types of blocking was specific to the blocked CS trained in compound with the extinguished stimulus (Experiment 4). This is the first article to report that the blocking deficit can be reversed by extinguishing the blocking stimulus. These results are discussed in light of acquisition models (i.e., retrospective revaluation) and expression models (i.e., the comparator hypothesis).  相似文献   

Semiotic work in the science classroom     

Bezemer  Jeff  Kress  Gunther 《Cultural Studies of Science Education》2020,15(1):71-74

Cultural Studies of Science Education - This review is on Lilian Pozzer and Wolff-Michael Roth’s “A cultural-historical perspective on the multimodal development of concepts in science...  相似文献   

Maxine Greene and the pedagogy of social imagination: An intellectual genealogy     

Hannah Spector  Robert Lake  Tricia Kress 《Review of Education, Pedagogy & Cultural Studies》2017,39(1):1-6

  相似文献   

FOURTH ANNUAL CONFERENCE OF THE NATIONAL COUNCIL FOR JEWISH EDUCATION     

Jeffrey S. Kress  Steven M. Cohen  Aryeh Davidson 《Journal of Jewish Education》2013,79(3):191-194

Successful career development involves balancing the values and expectations held by oneself and by others regarding one's position and the roles played as part of the position. Due to the nature of their work, rabbis face special challenges with regard to balancing professional roles and expectations. Results from a study of Conservative rabbis are reported here, including the variety of roles played by rabbis, the value and expectations placed by rabbis regarding each of these roles, and his or her perception of the value and expectations placed by lay leaders on these roles. Implications related to rabbinic identity and education are discussed.  相似文献   

CLASSROOM CLIMATE IN AN ORTHODOX DAY SCHOOL: The Contribution of Emotional Intelligence,Demographics, and Classroom Context   总被引：1，自引：1，他引：0  

Ian J. Cohen  Jeffrey S. Kress  Maurice J. Elias 《Journal of Jewish Education》2013,79(1):21-33

I had completed a long list of wonderful ideas for the Synagogue School of the 21st Century, and was about to sit down and write my paper, when my eye glanced upon the Spring-Summer 1990 issue of Jewish Education. When I noticed the articles of Alvin Schiff and Rela Geffen Monson, I read through them before beginning to write: Lo and behold, everything I had written down and was already there — in Jewish Education under the title, “Toward the Year 2000.”  相似文献   

Diversity,Community, and Pluralism in Jewish Community Day High Schools     

Jeffrey S. Kress 《Journal of Jewish Education》2016,82(4):293-310

Students in “community” (nondenominational) Jewish high schools represent a diversity of denominational affiliations, including those who affiliate with more than one denomination and those that affiliate with none. These schools strive to create communities in which students with varying Jewish beliefs and practices are, at the very least, respected and comfortable. At the same time, schools work to avoid internal Jewish communal fragmentation. In this article, the approach to diversity in three such high schools is compared. Each school, in addition to presenting an approach distinct from the others, has created opportunities for communal Jewish engagement through the enactment of practices that are rooted in Judaism and in the ethos of the school, and allow individualization within universal participation. Further, the range of approaches to Jewish diversity exhibited raises questions about pluralism as it relates to the Jewish educational goals of these schools.  相似文献   

Word length and word frequency affect eye movements in dyslexic children reading in a regular (German) orthography     

Ute Dürrwächter  Alexander N. Sokolov  Jens Reinhard  Gunther Klosinski  Susanne Trauzettel-Klosinski 《Annals of dyslexia》2010,60(1):86-101

We combined independently the word length and word frequency to examine if the difficulty of reading material affects eye movements in readers of German, which has high orthographic regularity, comparing the outcome with previous findings available in other languages. Sixteen carefully selected German-speaking dyslexic children (mean age, 9.5 years) and 16 age-matched controls read aloud four lists, each comprising ten unrelated words. The lists varied orthogonally in word length and word frequency: high-frequency, short; high-frequency, long; low-frequency, short; low-frequency, long. Eye movements were measured using a scanning laser ophthalmoscope (SLO). In dyslexic children, fixation durations and the number of saccades increased both with word length and word frequency. The percentage of regressions was only increased for low-frequency words. Most of these effects were qualitatively similar in the two groups, but stronger in dyslexic children, pointing to a deficient higher-level word processing, especially phonological deficit. The results indicate that reading eye movements in German children are modulated by the degree of difficulty, and orthographic regularity of the language can determine the nature of modulation. The findings suggest that, similar to Italian but unlike English readers, German children prefer indirect sub-lexical strategy of grapheme-phoneme conversion.  相似文献   

Controlling innovative projects with moral hazard and asymmetric information     

Rouven Bergmann  Gunther Friedl 《Research Policy》2008,37(9):1504-1514

We study optimal incentive contracts offered to a research and development (R&D) manager, who can propose an innovative project and is in charge of conducting this project. The manager has private information about the project profitability and he exerts unobservable levels of different kinds of effort in order to increase the feasibility of successfully completing the project in terms of meeting product specifications. In particular, we analyze a situation, in which two interrelated performance measures on different hierarchical levels are available for contracting purposes. We show how asymmetric information about the project and further characteristics of the project influence the weights of the performance measures. We also make a number of empirical predictions about the composition of compensation contracts for R&D managers.  相似文献   

“Little daylight”: An old tale transfigured     

Adrian Gunther 《Children‘s Literature in Education》1995,26(2):107-117

Adrian Gunther teaches and researches  相似文献   

The strong poetry of place: a co/auto/ethnographic journey of connoisseurship,criticality and learning     

Tricia M. Kress  Robert Lake 《Cultural Studies of Science Education》2018,13(4):945-956

Through a co/auto/ethnographic approach informed by a theoretical bricolage of critical pedagogy, place-based education, science education, human geography, feminism, and indigenous ways of knowing, the authors demonstrate the power of place in and as pedagogy. Using rich personal narratives, they reclaim their stories as an urban island-dweller and nomadic music-dweller, and they illuminate place as an epistemological, ontological and axiological anchor for the Self in the neoliberal wasteland. Specifically, the authors attend to their familial lineages and reasons for migrating from Southern Europe to the USA’s Northeast section, the Northern Mid-Western and to the Southeast. They examine their and their families’ connections with place in relation to the ideological fictions embedded within their shared narrative of “for a better life,” which is the story that was told to them about their families’ migrations. They probe under the surface by asking, “better than what,” “according to whom,” and “why?” In doing so, they peel back the veil of hegemony and expose the ways that economic disadvantage impacted their families’ relationships with their homelands. The article concludes by conceptualizing critical connoisseurship as a means for guiding students to tap into the embodied knowledge of place in order to notice, question, appreciate and critically reflect upon curricular content and subject matter and resist neoliberalism’s removal of person from place and local knowledge.  相似文献