Devaluation of Pavlovian conditioning in the 10-day-old rat     

Philipp J. Kraemer  Heather Hoffmann  Christopher K. Randall  Norman E. Spear 《Learning & behavior》1992,20(3):219-222

This experiment established that for the infant rat, 10 days postpartum, a preference conditioned to an olfactory stimulus (conditioned stimulus) could be substantially-decreased-by subsequently lowering the value of the unconditioned stimulus (heat). This devaluation effect disappeared when a sufficiently long interval elapsed between the devaluation treatment and the test, despite maintained retention of the original conditioned preference over this same interval. This suggests that devaluation in infant rats does not permanently change the animal’s original representation of the unconditioned stimulus, but instead may replace it temporarily with a conflicting representation.  相似文献   

Employer attitudes toward hiring the learning disabled     

E H Minskoff  S W Sautter  F J Hoffmann  R Hawks 《Journal of learning disabilities》1987,20(1):53-57

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Student satisfaction in higher education: a meta-analytic study     

Fernando de Oliveira Santini  Wagner Junior Ladeira  Claudio Hoffmann Sampaio  Gustavo da Silva Costa 《Journal of Marketing for HIGHER EDUCATION》2017,27(1):1-18

This paper discusses the results of a meta-analysis performed to identify key antecedent and consequent constructs of satisfaction in higher education. We offer an integrated model to achieve a better understanding of satisfaction in the context of higher education. To accomplish this objective, we identified 83 studies that were valid and relevant to the research objective of the current study, generating a total of 469 observations. We identified studies published from 1986 to 2016 and analyzed six antecedent dimensions (perceived value of educational services, resources provided to the student, service quality perception, marketing orientation, identity of the higher education institution, university environment) and one consequent dimension related to satisfaction. The 7 dimensions exhibited a total of 51 relationships. We believe that the originality of the findings clearly contributes to future academic research in higher education.  相似文献   

Attenuation of the CS-preexposure effect after a retention interval in preweanling rats     

Philipp J. Kraemer  Heather Hoffmann  Norman E. Spear 《Learning & behavior》1988,16(2):185-190

The effects of flavor preexposure and retention interval were assessed in 6- and 12-day-old rats. Conditioned aversions to a flavor appeared at both ages. The conditioning of the younger pups was unaffected by conditioned stimulus (CS) preexposure and was not evident after a 10-day retention interval. For the 12-day-old rats, preexposure to either the flavor CS or a different flavor attenuated aversion strength when the rats were tested soon after conditioning. Other 12-day-old rats that were tested 10 days after conditioning also expressed substantial aversions, but with a retention interval of this length, the aversions were equivalent for animals preexposed to the CS and those not preexposed before conditioning. This loss of the CS-preexposure effect over a long interval, which has also been observed in adult rats, identifies the locus of this effect as postacquisition and perhaps at the stage of memory retrieval.  相似文献   

Peer acceptance and peer status in relation to students’ special educational needs,migration biography,gender and socio-economic status     

Sebastian Wahl  Mike Trauntschnig  Lisa Hoffmann  Susanne Schwab 《Journal of Research in Special Educational Needs》2022,22(3):243-253

Research within the context of inclusive education is strongly focused on the investigation of students’ special educational needs (SEN). However, a broader understanding of inclusion requires consideration of other factors that may compromise inclusion, especially when it comes to social participation. This study investigates the social participation of 512 students from Austrian secondary mainstream schools. Aside from students’ SEN, their migration biography, gender and socio-economic status (SES) were also considered. Students’ social participation was measured using peer nominations and peer status. The results indicate that, apart from students with SEN, those with a migration biography and low SES are at risk of low social participation. Amongst the popular students, those with SEN were significantly underrepresented. Regarding peer nominations, students with SEN received less positive and more negative nominations compared to those without SEN. Similar effects for negative nominations were found for students with migration biography and extreme SES. The results suggest that being at risk of low social participation is not only a problem for students with SEN but also a problem for those belonging to minority groups. In terms of research and practical implications (e.g., prevention of the negative outcomes of low social participation), the results of the current study suggest considering student diversity in a broader sense. Furthermore, students from other minority groups, such as those with a migration biography or students from low socio-economic status backgrounds (SES), are likely to suffer from social exclusion.  相似文献   

Task-dependent construction of mental models as a basis for conceptual change     

Wolfgang Schnotz  Achim Preuß 《European Journal of Psychology of Education - EJPE》1997,12(2):185-211

Learning can be seen as a task-oriented process which often requires the reorganization of existing knowledge, usually referred to as conceptual change. This paper describes a theoretical framework for the analysis of conceptual change that considers conceptual knowledge as a generative cognitive tool for the creation of more specific mental representations — propositional symbolic structures and analog mental models. According to this view, conceptual change is based on a task-oriented interaction between these different kinds of mental representations. The assumption is made that it is possible to foster conceptual change by presenting to students well-defined tasks that stimulate the construction of elaborated mental models as well as an intensive interaction between these models and the corresponding propositional representations. In order to test this assumption an empirical study was conducted, in which subjects had to express their prior knowledge about a complex subject matter from the field of geography (time differences on the earth), which contained various conceptual deficits. The subjects were then randomly assigned to different groups who received the same learning material but had to solve different learning tasks requiring differently structured mental models. Afterwards, the subjects were asked to express their knowledge about the subject matter again and were tested for understanding with a comprehension test. The results support the view that a task-oriented interaction between propositional structures and mental models can help learners to evaluate the consistency of their conceptual knowledge. Accordingly, conceptual deficits result in the formation of mental models with an inadequate structure. Such deficits can be detected if the respective model is used in a sufficiently variable way, whereas they can remain unnoticed if it is used in a limited manner.  相似文献   

RULER: A Theory-Driven,Systemic Approach to Social,Emotional, and Academic Learning     

Marc A. Brackett  Craig S. Bailey  Jessica D. Hoffmann  Dena N. Simmons 《教育心理学家》2019,54(3):144-161

Social and emotional learning (SEL) is the process of integrating cognition, emotion, and behavior in our lives. In school settings, it involves systemic practices to incorporate SEL into leading, teaching, learning such that adults and children build self- and social awareness, learn to manage their own and other’s emotions and behavior, make responsible decisions, and build positive relationships. Here, we describe RULER, a systemic evidence-based approach to SEL, including its Theory of Change, and key theories that are foundational to the approach. RULER’s implementation model also is described, which involves training for school leaders, educators, and staff; integrating SEL into the curriculum across grade levels; infusing SEL into schoolwide practices and policies; and engaging families and the broader community. RULER’s current and expected outcomes for children and adults are reviewed, including both proximal (e.g., more developed emotion skills and enhanced classroom climate) and distal (e.g., reduced teacher stress and burnout and greater academic performance) outcomes. RULER’s future directions also are discussed.  相似文献   

An intervention study to enhance girls' interest,self‐concept,and achievement in physics classes     

Peter Hussler  Lore Hoffmann 《科学教学研究杂志》2002,39(9):870-888

Many interest studies have shown the decline of students' interest in physics during secondary education, particularly among girls. Research into physics‐related interests of students suggests applying different measures to reduce or reverse that trend such as: (a) suggesting curricular changes that do justice to the specific interests and experiences of girls, (b) improving the ability of teachers to support girls in the development of a positive physics related self‐concept, and (c) changing to an organizational setting that gives girls a better chance to improve their self‐concept about physics. The purpose of this study was to examine whether these hypothetically effective measures lead to an improvement of the situation for girls when implemented in the physics classroom. The intervention took a whole school year of some 60 one‐hour lessons and comprised 12 experimental and 7 control classes of seventh graders (age about 13). Their immediate and long‐term achievements, as well as their change of interest in physics, their subjectively experienced competence, and their physics‐related self‐concept were assessed by written tests at various stages of the intervention. The intervention proved successful and significantly improved most of these indicators for girls (and boys) in the experimental group. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 870–888, 2002  相似文献   

The Administrator's Contribution to Student Cheating     

R. W. Hoffmann 《College Teaching》2013,61(4):150-154

Motivation is a challenge for educators at every level, given the competition from smart phones, social networking, and other outside distractions. The motivation field is rich with resources, Web sites, multimedia, materials, and books on how to identify motivation challenges and address them. Our motivation group at the Center for Teaching and Learning at California State University Northridge read, reviewed, discussed, and can ultimately recommend six great resources on motivation for instructors at every level.  相似文献   

The Academic Setting of the Dishonest Student     

R. W. Hoffmann 《College Teaching》2013,61(3):130-134

ABSTRACT

Constructionist principles provide fertile ground for developing innovative approaches to learning. Using a grounded theory qualitative research design, we analyzed participant reports of their experience in an online course in which they collaboratively authored a book. Our qualitative analysis suggested that participants experienced extraordinary engagement and motivation, which they interpreted as being related to the collaborative process, their own agency in the project, and the externalized value of creating an artifact intended for a public audience. A new metaphor for learning emerged from the study based on the concept of authorship. Our authorship learning construct sees learning as a process of authoring understanding and skills while simultaneously authoring at multiple levels of agency, including authorship of processes, roles, goals, artifacts, meaning, self, group identity, and society.  相似文献