Reward sequence and reinforcement level as determinants of S− behavior in differential conditioning     

Steven J. Haggbloom 《Learning & behavior》1980,8(3):424-428

In two differential conditioning experiments, groups of 10 rats each differed with respect to average reward and schedule of reward received in S+. Nonreward (N) occurred on all S? trials. In both experiments, extinction of responding to S? (resistance to discrimination) was extensively regulated by reward sequence and was largely independent of average reward. In Experiment 1, resistance to discrimination was a function of transitions from N to rewarded (R) trials (N-R transitions). In Experiment 2, resistance to discrimination was increased by large reward on the R trial of N-R transitions and decreased by large reward on the R trial of R-N transitions. These schedule effects on resistance to discrimination parallel the effects of comparable schedules on resistance to extinction following partial reinforcement. The results are discussed in terms of sequential theory, reinforcement level theory, and their implications for various schedule manipulations that have previously shown S? behavior to be inversely related to average reward in S+.  相似文献   

Writing from different cultural contexts: How college students frame an environmental SSI through written arguments          下载免费PDF全文

Meena M. Balgopal  Alison M. Wallace  Steven Dahlberg 《科学教学研究杂志》2017,54(2):195-218

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Protagonist gender as a design variable in adapting mathematics story problems to learner interests     

Laura O. Murphy  Steven M. Ross 《Educational technology research and development : ETR & D》1990,38(3):27-37

Junior-high students solved mathematics story problems featuring a male protagonist, a female protagonist, or both. A total of 252 eighth-graders from a rural school and a suburban school participated. Females and especially males strongly preferred own-gender over opposite-gender protagonists. Female performance exceeded male performance overall, regardless of protagonist gender. For the rural sample only, and more so for high-ability than low-ability students, performance was higher for those who received preferred-protagonist problems. Problem-solving performance was strongly related to standardized mathematics achievement scores, but was not significantly related to race or socioeconomic status. The implications of the findings for using preferred contexts as a basis for instructional adaptation in mathematics education are discussed.  相似文献   

Finding Pure Submodels for Improved Differentiation of Bifactor and Second-Order Models     

Renjie Yang  Richard Scheines  Steven P. Reise  Maxwell Mansoff 《Structural equation modeling》2017,24(3):402-413

Several studies have indicated that bifactor models fit a broad range of psychometric data better than alternative multidimensional models such as second-order models (e.g., Carnivez, 2016; Gignac, 2016; Rodriguez, Reise, & Haviland, 2016). Murray and Johnson (2013) and Gignac (2016) argued that this phenomenon is partially due to unmodeled complexities (e.g., unmodeled cross-factor loadings) that induce a bias in standard statistical measures that favors bifactor models over second-order models. We extend the Murray and Johnson simulation studies to show how the ability to distinguish second-order and bifactor models diminishes as the amount of unmodeled complexity increases. By using theorems about rank constraints on the covariance matrix to find submodels of measurement models that have less unmodeled complexity, we are able to reduce the statistical bias in favor of bifactor models; this allows researchers to reliably distinguish between bifactor and second-order models.  相似文献   

Children's Social Goals and Self-Efficacy Perceptions as Influences on Their Responses to Ambiguous Provocation   总被引：6，自引：0，他引：6  

Cynthia A. Erdley  Steven R. Asher 《Child development》1996,67(4):1329-1344

This study examined whether children who vary in their behavioral responses (aggression vs. withdrawal vs. problem solving) to ambiguous provocation but who are similar in their attributional processes differ in their social goals and self-efficacy perceptions. In response to 10 hypothetical situations involving ambiguous provocation, fourth- and fifth-grade students ( n = 781) indicated whether or not the protagonist intended to cause the harm and reported how they would respond to the protagonist's action. Newly developed measures assessed children's situated social goals and self-efficacy perceptions. Results indicated that the aggressive, withdrawn, and problem-solving responders differed in their social goals and self-efficacy perceptions. The strength of the findings, compared to earlier work on children's goals and self-efficacy perceptions, suggests the importance of a situated social-cognitive assessment in which children's thoughts are measured in a specific kind of social situation and are related to their reported behavior in the same type of situation.  相似文献   

The triarchic theory of intelligence and computer-based inquiry learning     

Bruce C. Howard  Steven McGee  Namsoo Shin  Regina Shia 《Educational technology research and development : ETR & D》2001,49(4):49-69

Sternberg's (1985) triarchic theory of human intelligence distinguished among three types of intellectual abilities: analytic, creative, and practical. Our study explored the relationships between student abilities and the cognitive and attitudinal outcomes that resulted from student immersion in a computer-based inquiry environment. In particular, we examined outcome variables related to content understanding, problem solving, and science-related attitudes. Results indicated that more practical abilities predicted greater content understanding and transfer of problem-solving skills. High analytic abilities were predictive of content understanding but not transfer of problem-solving skills. High creative abilities predicted problem solving, but were not predictive of performance on content understanding. In terms of science-related attitudes, students who were dominant in practical abilities had significantly more positive posttest attitudes than those dominant in analytic abilities. The results from this study were used to make recommendations regarding design principles used in the subsequent development of computer-based inquiry environments.  相似文献   

Oscillation and Complexity in Early Infant Behavior   总被引：1，自引：0，他引：1  

Steven S. Robertson 《Child development》1993,64(4):1022-1035

Cyclic fluctuation is a ubiquitous property of spontaneous motor activity in the human fetus and neonate. Oscillation occurs on the scale of minutes, and irregularity is one of its most characteristic properties. To determine whether cyclic motor activity (CM) persists beyound the neonatal period (1 month after birth), and beyound what has been called the period of the fetus ex utero (2–3 months after birth), 30 infants were studied at monthly intervals from 1 to 4 months after birth during active sleep and awake. Spectral analysis was used to quantify the rate, strength, and irregularity of CM. To examine the characteristic irregularity of awake CM more closely, a nonlinear forecasting technique, developed to study chaotic dynamics in other fields, was used to estimate the predictability of spontaneous movement in a state space reconstructed from the time series. The rate and irregularity of CM during active sleep and awake, and its strength during active sleep, did not change across the first 4 postnatal months. However, there was a pronounced drop in the strength of awake CM from 2 months onward, and a concurrent increase in the broad-band power of fluctuations faster than 2 cycles/min. The predictability of awake CM also dropped abruptly between 1 and 2 months, especially for prediction intervals less than 20 sec. The changes at 2 months reflect the introduction of a source of variation with a shorter time constant than fetal-neonatal CM, and which is specific to awake periods. The source of these effects may be moment-to-moment interactions between CM and attention.  相似文献   

Biotechnology at war     

Rose S 《New scientist (1971)》1987,113(1552):33-37

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Spelling improvement for college students who are dyslexic     

Barbara Priddy Guyer  Steven R. Banks  Kenneth E. Guyer 《Annals of dyslexia》1993,43(1):186-193

Academic problems of the dyslexic child often persist in adult life. Such problems as spelling can interfere with the performance of such adult learners in college. Federal legislation requires reasonable accommodation for these students. At some colleges, this consists of allowing use of tape recorders in lectures and sometimes allowing extra time on examinations. Remediation of reading, writing, and spelling among dyslexic college students is often not addressed. This study reports the use of a modified Orton-Gillingham approach in comparison with a nonphonetic approach and with a group receiving no remediation. The results indicate a significant increase in spelling performance for the group receiving the modified Orton-Gillingham remediation. This contrasts with no significant change in the group receiving nonphonetic remediation and in the control group (no remediation), and indicates that adulthood is not too late for appropriate intervention for the dyslexic student. Colleges offering such intervention and the students receiving it will benefit from improved performance.  相似文献   

TPC Program Snapshots: Developing Curricula and Addressing Challenges     

Nancy Allen  Steven T. Benninghoff 《Technical Communication Quarterly》2004,13(2):157-185

This article reports results from a survey of US technical and professional communication undergraduate programs concerning core concepts emphasized and most commonly taught procedures, skills, and tools. Snapshot views of current programs are derived from the results, and the developmental processes and directions of four new programs are described in more detail. The article concludes with challenges for programs to maintain humanistic concerns while also providing effective professional and technical preparation.  相似文献