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11.
Two experiments investigated transfer of the rabbit’s conditioned nictitating membrane response (NMR) from shorter to longer CS-US intervals in conjunction with a change in CS modality, for example, light to tone. In Experiment 1, three experimental groups received initial training with a 400-msec CS-US interval, which produced substantial CR acquisition, and three control groups received initial training with a 2,800-msec CS-US interval, which produced minimal CR acquisition. Subsequently, the experimental and control groups received training with an 800-, 1,800-, or 2,800-msec CS-US trace interval. At the same time, the modality of the CS was changed from tone to light (or vice versa). Experiment 2 contained three groups that received initial exposure to a 400-msec CS-US interval, a 2,800-msec CS-US interval, or just the experimental chambers. Subsequently, all three groups received training with an 800-msec CS-US interval in a different CS modality. The results of both experiments revealed substantial positive transfer across CS modalities from the 400-msec CS-US interval to the 800-msec CS-US interval. There was also significant transfer to the 1,800-msec but not the 2,800-msec CS-US interval. The transfer did not appear immediately on test presentations of the second CS. Rather, the transfer appeared as an enhancement in the rate of CR acquisition after reinforced training with the second CS had commenced. The results are discussed with respect to mechanisms of transfer and facilitation of trace conditioning. 相似文献
12.
Marites O. Monteflor Arthur R. Williams Phoebe D. Williams Nixon O. Go James P. Moriarty Hazel W. Quiñones Sandra K. Bruggeman 《Early Childhood Education Journal》2006,33(5):333-340
Although under-investment in children is an identified problem in low-income developing countries (LDC) and the establishment and use of preschools has been advocated as a partial remedy, the readiness of children and parents for preschool in LDC has been little studied. This paper assesses motivational techniques that parents report using with preschool children in a rural Philippine municipality. The purposes of this study were to examine: (a) whether the motivation strategies used by parents are consistent with a “balanced, holistic approach” to child development and (b) whether the parents’ motivational strategies are associated with school performance. The study suggests some over-weighting by parents of academic achievement, but otherwise more appropriate child-oriented behaviors were observed than reported in some research. Motivation by parents also was associated with preschool performance. 相似文献
13.
Two experiments demonstrated that transfer of training between CSs from different sensory modalities survived substantial reductions in responding to the first CS. In both experiments, animals received three stages of training. Stage 1 entailed CS-US training with a CS from one modality (e.g., light), and Stage 3 entailed CS-US training with a CS from another modality (e.g., tone). The experiments differed in treatment during Stage 2. In Experiment 1, animals either remained in their home cages or received unreinforced exposures to the first CS, which extinguished the original CR. In Experiment 2, the animals received either continued CS-US training or exposure to the CS and US but at a long interval (2,800 msec), which eliminated the original CR. As the baseline for detection of transfer effects, each experimental group had a control group that received Stage 1 training with a 2,800-msec CS-US interval, which produced minimal CR acquisition. The results of both experiments revealed substantial positive transfer across CS modalities regardless of the treatment during Stage 2. The transfer did not appear immediately on test presentations of the second CS in Stage 3. Rather, the transfer appeared as an enhancement in the rate of CR acquisition after reinforced training with the second CS had commenced. The results are discussed with respect to stimulus generalization, neutralization of background stimuli, and learning processes superordinate to specific associations. 相似文献
14.
Carys Evans CJ O’Connor Thomas Graves Florence Kemp Alex Kennedy Phoebe Allen 《Changing English: An International Journal of English Teaching》2020,27(3):244-254
ABSTRACT In response to the Covid-19 pandemic, on 18 March 2020, Prime Minister Boris Johnson announced the immediate closure of schools in England. (The closure was not absolute: schools would remain open for vulnerable children and the children of key workers. In practice, though, very few children have continued to attend.) In what follows, nine English teachers reflect on their experience of teaching under lockdown. 相似文献
15.
John M. Peckenham Teresa Thornton Phoebe Peckenham 《Journal of Science Education and Technology》2012,21(2):287-294
As part of a research project to evaluate the effects of sand and gravel mining on water quality, students were trained to
analyze their own drinking water for simple quality indicators. Indicators analyzed were pH, conductivity, hardness, nitrate,
chloride, and dissolved iron. Approximately 523 analyses were completed by students between 2006 and 2010. A total of 208
sample splits were analyzed in a laboratory to evaluate student accuracy and precision for pH, hardness, chloride, and nitrate.
Overall students produced very good quality data for pH and conductivity. Hardness, chloride, and nitrate, all of which were
quantified using titrations, were less precise and accurate than laboratory samples. The student results overall were useful
with the limits of method uncertainties. As an experiment to teach students about water quality the results are very good.
Validation of results for use in additional research indicates that additional quality control or new methods will be needed
to improve the accuracy of student analyses. 相似文献
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17.
Jody Mellor Nicola Ingram Jessie Abrahams Phoebe Beedell 《British Educational Research Journal》2014,40(1):135-149
In this article we argue that despite methodological and analytical advancements in the field of social class research, these developments have not led to a wholehearted discussion about class positionality and situatedness in relation to interviewer–participant dynamics. Despite—or perhaps due to—this methodological gap, there remains an unspoken expectation that class matching, particularly when investigating working‐class groups and practices, is desirable as it engenders empathy on the part of the interviewer which allows for openness on the part of the participant. The team of four interviewers reflect upon their varying experiences of conducting interviews about class with a group of middle‐ and working‐class students at university, arguing that even if class matching between participant and researcher were possible, shared class position does not necessarily equate with similar life experiences, or enable a strong rapport nor a more ethical analysis or understanding of working‐class people's lives. We explore some of the complexities regarding the class‐related positions of the researchers and the participants and consequently advocate that class researchers engage in reflexive practices in order to explore the myriad ways in which the researcher's own class history and current class position both advantage and disadvantage the research process, often in unpredictable ways. 相似文献
18.
Phoebe Godfrey 《Equity & Excellence in Education》2013,46(3):204-218
The presence of the Little Rock Nine at Little Rock's Central High in September 1957 as a result of Brown vs. the Board of Education evoked anger, fear, and even panic among some parts of the white community, and many white women and girls responded with near hysteria. This article seeks to answer why. What was it about integration that provoked such a response from many Whites, and especially from white females? By briefly examining both the history of white racism and the socio-political context of the 1950s, this article argues that what Little Rock Whites, and in particular white females, were responding to was the fear of miscegenation. Yet this was not exactly the same fear of miscegenation that had spread throughout the South in the post-Civil War period in which white woman were supposedly at peril from the “black male rapist.” This fear of miscegenation, it is argued, had a new twist and that new twist came from the white women and girls themselves. Based on an analysis of the actions of individual white female Central High students from the perspectives of race, class, and gender, this article argues that not only were race relations in a state of flux but so were gender and class relations, giving Little Rock's “sweet little (white) girls” a pivotal role in the events surrounding the desegregation of Central High. 相似文献
19.
Lostroh CP 《CBE life sciences education》2007,6(4):285-288
Many institutions offer courses that last less than a quarter and are a student's sole academic responsibility for that short term. There is an unfortunate and incorrect perception that such short classes cannot be used to teach substantively. At Colorado College, we teach all of our courses in 3.5 wk, including majors' courses in molecular cell biology and related fields. The article presents strategies for exploiting short terms as excellent venues for deep learning in the biological sciences. 相似文献
20.
The present experiments examined transfer of training from visual to auditory sensory modalities in classical conditioning of the rabbit’s nictitating membrane response. Experiment 1 examined transfer from initial training with a single visual CS to subsequent auditory discrimination training, and Experiment 2 examined transfer from visual discrimination training to auditory discrimination training. The major findings were that (1) initial conditioning of a visual CS facilitated the overall rate of CR acquisition to the auditory CSs separate from the requirements for discrimination learning (Experiments 1 and 2), and (2) initial visual discrimination training facilitated auditory discrimination learning (Experiment 2). Thus, the animals appeared to encode separately both contiguous CS-US relations and CS+ versus CS? relations during initial visual training. The results are discussed with respect to theories of extradimensional transfer. 相似文献