Preference for 50% reinforcement over 75% reinforcement by pigeons     

Cassandra D. Gipson  Jér?ome J. D. Alessandri  Holly C. Miller  Thomas R. Zentall 《Learning & behavior》2009,37(4):289-298

When pigeons are given a choice between an initial-link alternative that results in either a terminal-link stimulus correlated with 100% reinforcement or a stimulus correlated with 0% reinforcement (overall 50% reinforcement) and another initial-link alternative that always results in a terminal-link stimulus correlated with 100% reinforcement, some pigeons show a preference for the initial-link alternative correlated with 50% reinforcement. Using this procedure, in Experiment 1, we found a relatively modest preference for 100% over 50% reinforcement. In Experiment 2, we decreased the reinforcement density for the second initial-link alternative to 75% and found a significant preference for the 50% reinforcement initial-link alternative. It may be that this “maladaptive” behavior results from a positive contrast between the expectation of reinforcement correlated with the 50% reinforcement initial-link alternative and the terminal-link stimulus correlated with 100% reinforcement. But apparently, the complementary negative contrast does not develop between the expectation of reinforcement correlated with the 50% reinforcement initial-link alternative and the terminal-link stimulus correlated with 0% reinforcement that often follow. Such paradoxical choice may account for certain human appetitive risk-taking behavior (e.g., gambling) as well.  相似文献   

STRATEGIES TO EXPAND A PENPAL PROGRAM FROM SIMPLE LETTERS INTO A FULL INTERGENERATIONAL EXPERIENCE     

Holly Way Kiernan  Pearl M. Mosher-Ashley 《Educational gerontology》2013,39(4):337-345

The Senior Pen Pal Program offered in the first grade classroom at Mulready Elementary School in Hudson, MAis an example of a successful intergenerational program. The program has evolved from a letter exchange to include the assignment of books about senior citizens, regular correspondence, and structured group visits between participants. Some of the seniors visit the classroom and lead activities. The senior center is visited by the students and an intergenerational concert is held during the holidays.  相似文献   

OUTCOMES OF ELDERHOSTEL PARTICIPATION     

Huey B. Long  Dawn Zoller‐Hodges 《Educational gerontology》2013,39(2):113-127

A qualitative phenomenological study was conducted to determine in what ways and to what extent elderly women perceived a change in their knowledge, attitudes, or behaviors as result of participation in an Elderhostel program. In‐depth interviews were conducted with 12 participants of five Elderhostel programs in a western state. Glaser and Strauss's (1967) method for developing grounded theory was used to analyze the interview information. Interviews produced six general‐outcome themes and 11 subthemes. General‐outcome themes were appreciations, Elderhostel support, social contact, travel, learning, and follow‐up activities. The 11 subthemes were cultural appreciation, other appreciation, self‐appreciation, historical appreciation, Elderhostel loyalty, recruitment of others, social contact, travel, content learning, general learning, and follow‐up activities. The particular educational needs of the elderly described by McCluskey (1971)—coping, influence, expressive, and contributive needs—were met for these women through their Elderhostel participation. Some higher education goals (e.g., cognitive learning, direct satisfaction and enjoyment of higher education, and advancement of knowledge in social welfare) were also met by this program.  相似文献   

Substance Abuse Recovery and Schooling: The Role of Recovery High Schools and Collegiate Recovery Communities     

Andrew J. Finch  Holly L. Karakos 《Peabody Journal of Education》2014,89(2):159-164

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Relations among reading skills and sub-skills and text-level reading proficiency in developing readers     

Roxanne F. Hudson  Joseph K. Torgesen  Holly B. Lane  Stephen J. Turner 《Reading and writing》2012,25(2):483-507

Despite the recent attention to text reading fluency, few studies have studied the construct of oral reading rate and accuracy in connected text in a model that simultaneously examines many of the important variables in a multi-leveled fashion with young readers. Using Structural Equation Modeling, this study examined the measurement and structural relations of the rate and accuracy of variables important in early reading: phonemic blending, letter sounds, phonograms, decoding, single-word reading, reading comprehension, and text reading as well as reading comprehension among second grade readers. The effects from phonemic blending fluency and letter sound fluency to decoding were completely mediated by phonogram fluency, decoding fluency, single-word reading fluency, and reading comprehension had direct effects on the text reading fluency of the second grade students. Understanding the relationship among the many component skills of readers early in their reading development is important because a deficiency in any of the component skills has the potential to affect the development of other skills and, ultimately, the development of the child as a proficient reader.  相似文献   

Affirming communicator style of supervisor and subordinate use of upward influence tactics: An analysis of nonmanagerial and managerial employees     

Holly A. Edge  M. Lee Williams 《Communication Research Reports》2013,30(2):201-208

This investigation focuses on how subordinates perceive their supervisor's affirming communicator style (i.e., friendly, attentive, and relaxed) and the upward influence tactics they select. Results demonstrated that: 1) both managerial and nonmanagerial employees are less likely to use hard influence tactics (i.e., assertiveness) when communicating with supervisors with an affirming style, 2) managerial employees are more likely than nonmanagerial employees to use hard upward influence tactics (i.e., coalition, upward appeal, and assertiveness), 3) nonmanagerial employees perceive supervisors who communicate with an affirming style as being more participative decision makers, and 4) both managerial and nonmanagerial employees are more satisfied with supervisors who communicate with an affirming style.  相似文献   

Creating value with performance improvement principles and practices     

Holly Burkett 《Performance Improvement》2010,49(4):2-2

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Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all     

Lani Florian  Holly Linklater 《Cambridge Journal of Education》2010,40(4):369-386

As the concept of ‘inclusive education’ has gained currency, students who would previously have been referred to specialist forms of provision, having been judged ‘less able’, are now believed to belong in mainstream classrooms. However, it is often argued that teachers lack the necessary knowledge and skills to work with such students in inclusive classrooms. This paper reports findings of a study of a new initial teacher education course that starts from the premise that the question is not whether teachers have the necessary knowledge and skills to teach in inclusive classrooms, but how to make best use of what they already know when learners experience difficulty. The theoretical rationale for the development of the course is outlined and examples of how teachers might engage in more inclusive practice are presented.  相似文献   

Unlocking the Philosophy of Science     

Holly Andersen 《Metascience》2008,17(3):407-410

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A Review of “Petroleum Resources With Emphasis on Offshore Fields”     

Holly Prall 《The Journal of environmental education》2013,44(2):139-141

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