When more is less: Extending training of the blocking association following compound training attenuates the blocking effect     

Pineño O  Urushihara K  Stout S  Fuss J  Miller RR 《Learning & behavior》2006,34(1):21-36

Three conditioned lick suppression experiments with rats were performed to assess the influence, following compound training of two stimuli (A and X) with the same outcome (AX-O trials), of extending training of the blocking association (i.e., A-O) on responding to the target stimulus (X) at test. In Experiment 1, backward blocking was attenuated when the blocking association was extensively trained. Experiment 2 showed that forward blocking was also attenuated by extensive further training of the blocking association following the AX-O trials. Experiment 3 contrasted candidate explanations of the results of Experiments 1 and 2 and demonstrated that these results are consistent with the framework of the extended comparator hypothesis (Denniston, Savastano, & Miller, 2001).  相似文献   

Standards-based performance assessment for the evaluation of student teachers: a consequential validity study     

Carmen Montecinos  Sylvia Rittershaussen  María Cristina Solís  Inés Contreras  Claudia Contreras 《Asia-Pacific Journal of Teacher Education》2010,38(4):285-300

The instrument Samples of Teaching Performance (STP) was developed to assess student teachers' capacity to plan, deliver and evaluate a unit of instruction. The current study reports consequential validity data collected from supervisors (n?=?20) and student teachers (n?=?62) from three elementary and five secondary teacher preparation programs in Chile that participated in the field-testing of the STP. Student teachers described how this assessment had honed their sense of professionalism and promoted learning of the skills assessed. Supervisors reported enlarging the topics discussed with student teachers and making some changes to the supervisory process. These findings are complemented by an analysis of the STP scores obtained by 24 student teachers, which showed better development of instructional skills when compared to pedagogical reasoning and reflection. These results raise questions about the structure of student teaching to support the implementation of standards-based assessments that entail tasks at different levels of cognitive complexity.  相似文献   

Enhancing self-regulation and approaches to learning in first-year college students: a narrative-based programme assessed in the Iberian Peninsula     

Pedro Rosário  José C. Núñez  Julio González-Pienda  Antonio Valle  Luísa Trigo  Carina Guimarães 《European Journal of Psychology of Education - EJPE》2010,25(4):411-428

A programme to enhance first-year college students’ self-regulated learning strategies is proposed and assessed in two samples, one from the University of Oviedo (Spain) and the other from the University of Minho (Portugal). Each sample was divided into two groups (experimental and control). The Spanish sample comprised 44 students in the experimental group and 40 in the control group, whereas in the Portuguese sample, the number of students was 48 and 44, respectively. The narrative-based intervention programme is organised around a set of fictional letters from a first-year college student in which he reports his own academic experiences. Each letter focuses on a learning strategy as an opportunity to teach and enhance the students’ deep approaches to learning and their self-regulated learning processes. In both samples, findings confirm the programme efficacy to teach efficient learning strategies and to promote self-regulation. Implications for college students and for teaching are discussed.  相似文献   

国民政府时期河北知识分子职业研究     

逯慧娟  郭艳波 《石家庄学院学报》2010,12(2):60-63,81

国民政府时期,由于现代教育的发展,河北知识分子在职业的选择上总体趋势和全国其他地方大体相仿,无论是国外留学生还是国内各类院校毕业生,选择职业大都集中在教育及自由职业领域。和科举制刚刚废除时相比,这一时期知识分子择业更加理性与多元,但是由于经济发展水平的滞后以及传统观念的作祟,职业领域仍然存在许多问题,难以形成合理的职业格局。  相似文献   

ETHNORELIGIOUS IDENTITY AS LOCUS FOR DIALOGUE BETWEEN PUERTO RICAN CATHOLICS AND AMERICAN JEWS     

Ana María Díaz‐Stevens 《Religious education (Chicago, Ill.)》2013,108(4):473-479

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Cosas que usted no tuvo ocasión de preguntar sobre el aprendizaje y la enseñanza del lenguaje escrito a alumnos con NEE     

Rosa María Bellés  Rosa Falguera  Glòria Ginabreda 《Cultura y Educación》2013,25(17):97-117

En formato coloquial y de entrevista las autoras nos cuentan su proceso de reflexión didáctica para lograr una innovación general del modo y perspectiva para enseñar el lenguaje escrito, pasando desde un método tradicional basado en la enseñanza de un repertorio fonético y gráfico, a una enseñanza basada en la interacción y comprensión del propio proceso de escribir y leer, que resultó estar también perfectamente al alcance de los niños con necesidades educativas especiales.  相似文献   

Secondary Students’ Thinking about Familiar Phenomena: Learners’ explanations from a curriculum context where ‘particles’ is a key idea for organising teaching and learning     

Alejandra García Franco 《International Journal of Science Education》2013,35(14):1917-1952

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Reseñas     

M.a Puy Pérez Echeverría 《Infancia y Aprendizaje》2013,36(37):125-126

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Juventud,divino tesoro     

María Puy Pérez  Juan Ignacio Pozo 《Infancia y Aprendizaje》2013,36(37):117-124

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