Motivational mechanisms and schedule-induced behavioral stereotypy     

Vassiliki Papadouka  T. James Matthews 《Learning & behavior》1995,23(4):461-469

In two experiments, behavioral stereotypies elicited by scheduled presentations of food and water were compared. In Experiment 1, pigeons were exposed to a fixed-time 30-sec (FT 30-sec) schedule of food or water deliveries with a brightening keylight stimulus signaling time to the unconditioned stimulus (UCS) on each trial. Food and water presentations both produced terminal autoshaped keypecking that was similarly distributed in the trial but differed in response topography and persistence. Locomotor interim behavior was different in the two motivational conditions: With food presentations, it consisted of a “retreat” to the rear of the chamber after UCS termination, followed by “pacing” in the midportion of trials. The water schedule produced very little locomotor activity with no regular distribution in the trial. Experiment 2, using a random-time 30-sec (RT 30-sec) schedule, showed that the differences in interim locomotor behavior persisted in the absence of temporal predictability of the UCS and the keypecking terminal response. The results are taken to support Timberlake’s (1983a) behavior-system theory.  相似文献   

The manipulative child     

Betty Roschlau  Bess M. Tittle 《Early Childhood Education Journal》1978,6(2):34-37

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Responses of Mentally Retarded Children on a Visual Discrimination Task Involving Concept Formation     

Betty H. Bradley 《International Journal of Disability, Development & Education》1971,18(1):34-41

This study evaluated 3 groups of mentally retarded children on a visual discrimination reading readiness task. Ss included 75 mentally retarded persons residing at the Columbus State Institute divided into 5 MA groups ranging from 3 years to 8 years. Three different groups of 25 Ss were matched on CA, MA, and IQ and two of these were paired on perceptual functioning on the basis of Gellner classifications. The third group included 25 Ss diagnosed as having genetic mechanisms. The task consisted of 100 cards of three coloured pictures with two of them being associated. Results showed the minimally handicapped visual group performed higher than the other two groups. MA was highly related to success especially for the highest MA group. Implications of these data are discussed.  相似文献   

The Case for Women Mentoring Women     

Betty Ann Block  Tara Tietjen-Smith 《Quest (Human Kinetics)》2016,68(3):306-315

ABSTRACT

The authors argue that there will be a critical mass of women in leadership positions in kinesiology and across higher education for substantial gender-based mentoring to take place in the 21st century. First, the current state of women in higher education leadership, trends in mentoring, and the reasons it is important for women who have aspirations to advance in their careers are examined. The authors argue that it is important to have access to gender-based guidance and support that are critical to successful leadership into the future. The authors advocate for a focused, purposeful type of mentoring supported by relational-cultural theory and narrative practice. Men will continue to be important mentors for women, but the authors argue that, at the same time, women also need to have access to the perspectives of other women who have forged the way into higher education administration.  相似文献   

Recipes for fun     

Ann Cole  Carolyn Haas  Elizabeth Heller  Betty Weinberger 《Early Childhood Education Journal》1974,2(2):35-41

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Are all phonemic awareness tests created equally? A comparison of the Yopp‐Singer and the task of auditory analysis skills (TASS)     

Jerry Wilde  Betty Goerss  Jennifer Wesler 《Journal of Research in Reading》2003,26(3):295-303

This study examined two screening instruments designed to measure phonemic awareness (Test of Auditory Analysis Skills‐TAAS and Yopp‐Singer Test of Phoneme Segmentation). Participants included 25 second‐semester kindergarten children who were administered both instruments. The dependent measure (the STAR Reading Test) was administered in February of their First‐Grade year. The investigation was designed to determine if these instruments are both evaluating the same skills and identify which was more effective in predicting success in reading near the end of First Grade. The children's scores from the Yopp‐Singer and the TAAS were correlated (r=0.56, p<0.01) and so were the scores between the TAAS and STAR (r=0.51, p<0.01). Comparison of scores between the Yopp and the STAR produced non‐significant results (r=0.31). Although the TAAS produced a higher correlation with reading achievement than the Yopp‐Singer, the difference between these two measures failed to reach significance (t=1.16). Implications of these findings, along with possible explanations of the results, are discussed.  相似文献   

Remembering Activities Performed Versus Imagined: A Comparison of Children with Mental Retardation and Children with Normal Intelligence     

Kenneth G. Jens  Betty N. Gordon  Anthony J. Shaddock 《International Journal of Disability, Development & Education》1990,37(3):201-213

CHILDREN with mental retardation and children with normal intelligence were asked to perform a series of tasks or to only imagine performing them. They were then asked to remember which tasks had been performed and which had been imagined at an immediate interview and after an eight week delay. There were no overall differences between the two groups in the number of correct responses. However, all children gave more correct responses to specific probes than to open‐ended probes and remembered activities performed better than those imagined. Performance was more accurate for both groups at the immediate interview than at the delayed interview. Responses to questions about activities neither performed nor imagined were good for both groups of children to the initial questions but decreased significantly in response to a follow‐up probe. Accuracy of responses to these misleading questions decreased over the eight week delay.  相似文献   

Videoconferencing     

Barbara J. Ehrhard  Betty L. Schroeder 《TechTrends》1997,42(3):32-34

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The structured flexibility of Orton-Gillingham     

Betty B. Sheffield 《Annals of dyslexia》1991,41(1):41-54

This paper discusses a philosophic basis for Orton-Gillingham teaching and attempts to demonstrate how certain of the features of such multisensory teaching act to remediate language problems exhibited by many dyslexic students. The common basis of the array of programs coming from both Orton and Gillingham is addressed. Some individual strengths and minor differences between Orton and Gillingham variations are examined. The author is grateful to Margaret Rawson who coined the phrase “Structured Flexibility” in her article, “The Structure of English: The language to be learned,” in theBulletin of the Orton Society 20:103.  相似文献   

The effects of a developmentally appropriate music and movement program on motor performance   总被引：1，自引：0，他引：1  

Evridiki Zachopoulou  Aggeliki Tsapakidou  Vassiliki Derri 《Early childhood research quarterly》2004,19(4):631-642

Basic motor skills development is achieved through the implementation of different types of physical education programs. The purpose of this study was to investigate and to compare the effect of a developmentally appropriate music and movement program and of a developmentally appropriate physical education program on the development of jumping and dynamic balance in children ages 4–6 years. Ninety children, 42 girls and 48 boys, participated. Fifty of them were in an experimental group and followed the music and movement program, which lasted 2 months. The rest served as the control group and followed the physical education program, for the same period of time. Children's level in jumping and dynamic balance was assessed with the MOT 4–6 [Zimmer, R. & Volkamer, M. (1987). Motoriktest fuer vier-bis sechsjaehrige kinder. Manual, Belz: Weinheim]. Data were analyzed with the multivariate analysis of variance with repeated measures. The results showed that the experimental group improved significantly in both jumping and dynamic balance. It can be concluded that a developmentally appropriate music and movement program can positively affect jumping and dynamic balance of preschool children.  相似文献