Testing social learning in a wild mountain parrot,the kea (<Emphasis Type="Italic">Nestor notabilis</Emphasis>)     

Gajdon GK  Fijn N  Huber L 《Learning & behavior》2004,32(1):62-71

Huber, Taborsky, and Rechberger (2001) reported an experiment in which the efficiency with which captive keas opened a complex food container was increased by observation of a skilled conspecific. However, only testing social learning in free-ranging animals can demonstrate social learning in natural conditions. For that purpose, a tube-lifting paradigm was developed and tested on keas both in captivity and in Mount Cook National Park, New Zealand. The task was to remove a tube from an upright pole in order to gain access to a reward inside the tube. The top of the pole was higher than a standing kea, so that, to remove the tube, an individual had to simultaneously climb onto the pole and manipulate the tube up the pole with its bill. Because only 1 naive bird managed to remove a tube twice in 25 halfhour sessions and disappeared after success, another bird was trained to solve the task and to provide demonstrations for others. Even under such conditions, only 2 of at least 15 birds learned to remove the tube in 28 sessions. There was no indication that observer birds’ use of bill and feet when exploring the tube changed as the number of observations of tube removal increased in a way that would, in principle, increase the likelihood of tube removal. The results suggest a dissociation of social learning potential as assessed in laboratory animals, and social transmission of foraging techniques in natural populations.  相似文献   

The Role of Content Knowledge and Problem Features on Preservice Teachers’ Appraisal of Elementary Mathematics Tasks     

Helena P. Osana  Guy L. Lacroix  Bradley J. Tucker  Chantal Desrosiers 《Journal of Mathematics Teacher Education》2006,9(4):347-380

The objective of this study was to examine the nature of preservice teachers’ evaluations of elementary mathematics problems using the Mathematical Tasks Framework (MTF), a model designed to discriminate among tasks according to their cognitive complexity. We also tested the relationship between mathematics content knowledge and problem length on the preservice teachers’ evaluations. Twenty-six undergraduate students enrolled in an elementary mathematics methods course at a large urban university were introduced to the MTF and cognitive complexity during a class lecture and were subsequently required to sort 32 mathematics problems according to the framework. Results demonstrated that overall, the preservice teachers had more difficulty accurately classifying problems considered to represent high levels of cognitive complexity compared to problems that were less complex. Those with strong mathematics content knowledge, as measured by a standardized test, were able to sort the problems more accurately than those with weaker content knowledge. Two open-ended items assessing content knowledge were not related to sorting performance. Finally, the preservice teachers were influenced by the surface characteristic of task length; the data indicated that the teachers tended to label short problems as less cognitively demanding and long problems as more so. Implications for preservice professional development include an increased emphasis on mathematics content knowledge as well as expert modeling of the identification of deep conceptual principles at the heart of the mathematics curriculum.  相似文献   

Found Things: Genre,Narrative, and Identification in a Networked Activist Organization     

Natasha N. Jones 《Technical Communication Quarterly》2016,25(4):298-318

This article examines the inter-relational role of genre and narrative in a social justice organization. Employing an interdisciplinary approach, this test presents a process-centered approach using genre ecology modeling and narrative maps. This approach can help scholars understand how genre and narrative dialectically promote collaboration and coordination while simultaneously promoting the process of consubstantiality and rhetorical identification in networked organizations.  相似文献   

Giving Feedback on Peers’ Concept Maps in an Inquiry Learning Context: The Effect of Providing Assessment Criteria     

Dmoshinskaia  Natasha  Gijlers  Hannie  de Jong  Ton 《Journal of Science Education and Technology》2021,30(3):420-430

Journal of Science Education and Technology - Giving and receiving peer feedback is seen as an important vehicle for deep learning. Defining assessment criteria is a first step in giving feedback...  相似文献   

What role do students’ enjoyment and perception of ability play in social disparities in subject choices at university?     

Natasha Codiroli Mcmaster 《British Journal of Sociology of Education》2019,40(3):357-377

Prior research has shown that students from less educated families are less likely to study both science, technology, engineering and mathematics (STEM) subjects and arts and humanities subjects. This article used a large representative sample of university students in England to explore the relationship between students’ enjoyment, perception of ability and socio-economic disparities in subject choices. Although these attitudes differed by students’ parents’ education level, and were associated with subject choices, disparities in choices persisted when accounting for these differences. Students with less educated parents were less likely to choose arts and humanities and more likely to study social sciences, law and business, over STEM, even when their enjoyment and perception of ability in subjects were similar. Students whose parents had higher levels of education were more likely to choose STEM over arts and humanities as their enjoyment of STEM increased, suggesting different underlying processes informing student choices by social background.  相似文献   

Giving feedback on peers’ concept maps as a learning experience: does quality of reviewed concept maps matter?     

Dmoshinskaia  Natasha  Gijlers  Hannie  de Jong  Ton 《Learning Environments Research》2022,25(3):823-840

Learning Environments Research - Giving feedback to peers can be a powerful learning tool because of the feedback provider’s active cognitive involvement with the products to be reviewed. The...  相似文献   

Low-income minority mothers’ and fathers’ reading and children's interest: Longitudinal contributions to children's receptive vocabulary skills     

Jenessa L. Malin  Natasha J. CabreraMeredith L. Rowe 《Early childhood research quarterly》2014

Using data from a diverse sample of low-income African American and Latino mothers, fathers, and their young children who participated in Early Head Start (n = 61), the current study explored the association between parents’ reading quality (i.e. metalingual talk) while reading with their 2-year-old children and their children's receptive vocabulary skills at pre-kindergarten. It further examined whether children's interest in reading mediated this association. There were three main findings. First, most mothers and fathers in our sample read relatively often to their children (a few times a week) and used some metalingual talk; fathers used more than mothers. Second, controlling for parental education, mothers’ and fathers’ early reading quality significantly predicted children's receptive vocabulary skills at pre-kindergarten. Third, children's interest in reading mediated the association between mothers’ and fathers’ reading quality and children's receptive vocabulary scores. These findings have important implications for programs aimed at fostering low-income children's vocabularies and suggest that both mothers and fathers need to be included in programs.  相似文献   

Extinction of enhanced latent inhibition     

Phil Reed  Pany Petrochilos  Natasha Upal  Martin Baum 《Learning & behavior》1997,25(3):283-290

Hungry rats were used in a classical conditioning procedure in which visual stimuli were paired with food. Conditions in which nonreinforced exposure to a nontarget stimulus was followed by exposure to a simultaneous compound nontarget/target stimulus (a blocking procedure) resulted in enhanced latent inhibition to the target relative to exposure to the nontarget, followed by exposure to the target stimulus alone. A third phase of nonreinforced exposure training, in which the target was exposed alone following the compound, reduced levels of latent inhibition relative to results obtained with the blocking procedure. Experiments also suggested that this was not the result of restoration of associability by the omission of an expected presentation of the nontarget stimulus in the final preexposure phase. These results suggest that enhanced latent inhibition is due to summation of a direct-target-no-event association and a second-order association of these elements via target-nontarget and nontarget-no-event association. Exposure to the target after compound exposure extinguished the target-nontarget association and reduced the sources of no-event learning for the target.  相似文献   

‘I Am the Hate that Dare Not Speak its Name’: Dealing with homophobia in secondary schools     

Natasha Adams  Tamsin Cox  Laura Dunstan 《Educational Psychology in Practice》2004,20(3):259-269

This paper describes the outcomes of a small‐scale project involving 19 secondary schools. The project investigated how effectively issues of homophobic bullying and sexualities were addressed through secondary schools' formal policies and areas of the curriculum. Outcomes indicate that sexual orientation was mentioned in two‐thirds of Equal Opportunities policies but was not mentioned specifically in any Anti‐Bullying policies. Staff highlighted the need for training in issues surrounding sexualities, homophobic bullying and clarification of Section 28. Implications for the work of educational psychologists are discussed, including raising awareness and clarifying issues in schools as well as informing whole school development work.  相似文献   

Unpacking the career aspirations of Australian school students: towards an evidence base for university equity initiatives in schools     

Jennifer Gore  Kathryn Holmes  Max Smith  Leanne Fray  Patrick McElduff  Natasha Weaver 《高等教育研究与发展》2017,36(7):1383-1400

Demand for higher education in Australia has doubled since 1989, increasing the number of students from diverse social, economic and academic backgrounds. Equity targets have seen a proliferation of programs and interventions aimed at encouraging school students, particularly those from low socio-economic status backgrounds, to participate in higher education. However, little is known about the specific occupational interests of school students upon which targeted strategies might effectively be designed and implemented. This paper examines school students’ aspirations for specific careers that require a university education, in relation to student background and school-related variables. The analysis draws from a study of 6492 students from Years 3 to 12 in 64 New South Wales public schools. We found a complex array of factors relating to interest in different careers. Year level at school, gender and prior achievement were stronger predictors across many careers than factors such as SES, Indigenous status and school location. We argue that rather than taking a one-size-fits-all approach to encouraging participation in higher education, outreach activities should be targeted to take account of student diversity and inequalities that foster differing aspirations.  相似文献