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41.
Rista C. Plate Jacqueline M. Fulvio Kristin Shutts C. Shawn Green Seth D. Pollak 《Child development》2018,89(1):205-218
Individuals track probabilities, such as associations between events in their environments, but less is known about the degree to which experience—within a learning session and over development—influences people's use of incoming probabilistic information to guide behavior in real time. In two experiments, children (4–11 years) and adults searched for rewards hidden in locations with predetermined probabilities. In Experiment 1, children (n = 42) and adults (n = 32) changed strategies to maximize reward receipt over time. However, adults demonstrated greater strategy change efficiency. Making the predetermined probabilities more difficult to learn (Experiment 2) delayed effective strategy change for children (n = 39) and adults (n = 33). Taken together, these data characterize how children and adults alike react flexibly and change behavior according to incoming information. 相似文献
42.
Rats were used in a conditioned taste aversion procedure in order to examine the effects of context exposure duration during
the conditioning sessions on conditioned responding. One flavor was paired with lithium chloride during a long session in
one context, whereas another flavor was conditioned during a short session in another context. Testing occurred in the home
cage. The results showed that conditioning during short sessions produced strong conditioned taste aversions. Conditioning
during long sessions produced strong conditioned taste aversions when the conditioned-stimulus-unconditionedstimulus (CS-US)
pairing occurred at the end of the lengthy session. Other results showed that context-US associations were formed during the
short duration sessions and that these associations supported conditioned responding to the CS trained in that context. The
results are discussed with respect to the different influences that contextual cues can exert on conditioned responding. 相似文献
43.
Riana E. Anderson Shawn C.T. Jones Farzana T. Saleem Isha Metzger Nkemka Anyiwo Kyle Simone Nisbeth Kiana D. Bess Kenneth Resnicow Howard C. Stevenson 《Child development》2021,92(6):2375-2394
Racial discrimination can lead to psychosocial problems for Black adolescents, including internalization (e.g., depression) and externalization (e.g., conduct problems). Black parents (N = 186; Mage = 42.9) of adolescents (ages 10–18) were assessed to investigate how parental worries and racial socialization competency (i.e., confidence, skills, and stress) contribute to the association between parental discrimination experiences and their adolescents’ psychosocial problems. Mediation analyses indicated that the total direct models with discrimination, worries, and problems had good fit, and that the addition of worry mediated the discrimination-problems association. Furthermore, racial socialization competency moderated the association between worry and problems, wherein greater competency was associated with less impact of worry on problems. Findings illuminate potential intervention targets for buffering discrimination’s influence on adolescents’ psychosocial functioning. 相似文献
44.
Shawn VanCour 《Journal of Radio & Audio Media》2016,23(2):395-403
This article considers the Radio Preservation Task Force’s (RPTF) recruitment efforts and current list of member archives, assessing its success in fulfilling its mandate from the Library of Congress’s National Recording Preservation Board to adequately inventory archival collections throughout the country and facilitate preservation of and educational access to materials within these collections. The RPTF’s membership, it argues, represents significant progress in overcoming initial favoritism toward collections of network broadcasting materials, enabling the creation of alternative forms of cultural memory and production of new histories that can speak to issues and constituencies neglected in traditional histories of radio broadcasting. At the same time, it proposes further attention to nonconventional archives that may not take radio or media as their focus, warns against privileging sound recordings at the expense of contextualizing paper documentation, and stresses the need to consider forms of radio content beyond broadcast programming and to actively preserve born-digital materials within the present as well as recordings from the past. While the RPTF has helped expand existing conceptions of the radio archive, significant challenges and opportunities remain for identifying and preserving the full range of American radio heritage for both current and future generations. 相似文献
45.
Penny B. Howell Margaret Rintamaa Shawn Faulkner Mike DiCicco 《The Teacher Educator》2019,54(2):91-104
Utilizing technology to connect three geographically separate institutions within the same state and drawing on Bhabba, and Zeichner’s notions of third space, four teacher educators developed an opportunity for the middle-level teacher candidates from each university to simultaneously observe a live classroom teaching event virtually while participating in a backchannel conversation about the lesson. Upon completion of the live teaching event, candidates engaged in a debriefing session with the classroom teacher. This promising practice allowed candidates to discuss a lesson from multiple perspectives, broadening their views of teaching and learning at the middle level and enabling middle-level teacher educators an opportunity to scaffold (co)construction of knowledge about young adolescents and effective classroom practices. 相似文献
46.
47.
Team‐Based Learning for Students with High‐Incidence Disabilities in High School Social Studies Classrooms 下载免费PDF全文
Shawn Kent Jeanne Wanzek Elizabeth A. Swanson Sharon Vaughn 《Learning disabilities research & practice》2015,30(1):3-14
We examined the effectiveness of implementing team‐based learning (TBL) practices on content acquisition for 11th grade students with high‐incidence disabilities enrolled in general education social studies courses. TBL components focus on collaborative discourse within heterogeneous teams. TBL, which requires critical thinking and the application of content knowledge for problem‐solving, was implemented for three units of instruction. Results indicated no statistically significant differences between groups on a measure of content knowledge, although a moderate effect size was noted (ES = 0.50). Significant and large effects (ES = 1.01) favoring the TBL treatment were noted for items related to content‐area vocabulary. There were no significant differences on items measuring comprehension of historical events, facts, and issues (ES = 0.38). Practical implications for content‐area instruction are discussed. 相似文献
48.
Fabricio E. Balcazar Tina Taylor-Ritzler Shawn Dimpfl Nelson Portillo-Peña Alberto Guzman Rachel Schiff 《Exceptionality》2013,21(2):114-132
This study describes the results of a program developed to improve the transition outcomes of low-income minority youth with disabilities. The program relies on case management support to facilitate interagency collaboration. The participants included 164 graduates from special education and 26 youth from an equivalent comparison group. Two case managers were responsible for providing support to intervention participants. Results indicate that 82% of the intervention participants enrolled in postsecondary education programs compared to only 50% in the comparison group. In addition, 74% of the intervention youth secured employment compared to 23% in the comparison group. Case managers provided 10 main support functions in three areas: job, college, and family/community. Critical functions included assistance with goal setting, transportation, job/college applications, referrals, emotional support, and family mediation. We discuss the implications of the intervention for transition research and practice with minority youth with disabilities. 相似文献
49.
Good sentence construction, the act of writing multiple words into sentence types that make semantic and syntactic sense, is needed for clear and meaningful written expression. The present study investigated the effects of a multi‐component writing intervention, sentence instruction and frequency building to a performance criterion, on the simple sentence construction of intermediate‐grade level students with high‐incidence disabilities. Four special education teachers delivered intervention to small groups of two students, a total of eight students, and assessed for retention. Overall results were positive but inconsistent across the small groups. Three of the four small groups improved their text writing within simple sentences during and following intervention, and moderate to large Tau‐U values for correct word sequences and for incorrect word sequences, respectively, were found. Results suggest that postinstruction writing fluency practice can be an effective part of writing intervention for intermediate‐grade level students with high‐incidence disabilities. 相似文献
50.