The adjustment of goldfish to reduction in magnitude of reward in massed trials     

R. C. Gonzalez  Marjorie Ferry  Alice S. Powers 《Learning & behavior》1974,2(1):23-26

For a group of goldfish trained in a runway under conditions of highly massed practice, reduction in magnitude of reward produced a gradual decline in performance to the level of a small-reward control group but no suggestion of negative successive contrast. These results are consistent with the suggestion that reward plays a somewhat different role in the learning of fish and rats. They also serve to extend the range of conditions under which the stimulus aftereffects of reward come to control the instrumental behavior of fish.  相似文献   

The Role of Creative Control and Culture in Children's Fantasy/Reality Judgments     

Marjorie Taylor 《Child development》1997,68(6):1015-1017

Young children's ability to differentiate fantasy from reality has been seriously underestimated because of methodological problems and overgeneralization from children's performance in situations in which they had no control over the content of the fantasy and/or were presented with misleading information. It is important to keep in mind that there are many types of fantasy-reality distinctions, and that cultural context plays an important role in the interpretation given to children's activities.  相似文献   

EcoWellness: integrating the natural world into wilderness therapy settings with intentionality   总被引：1，自引：0，他引：1  

Ryan F. Reese  Sabrina Hadeed  Hannah Craig  Alia Beyer  Marjorie Gosling 《Journal of Adventure Education & Outdoor Learning》2019,19(3):202-215

Wilderness Therapy (WT) programming has been criticized for underutilizing nature as an active co-facilitator in treatment. Although some concept models in the field take into account nature’s contributions in WT, an abundance of multidisciplinary research suggests that nature contact and connection could be of greater emphasis. The purpose of this article is to introduce the EcoWellness model as one empirically based approach for facilitating intentional nature connection in WT. The state of WT research and supporting theory are reported. The EcoWellness framework is overviewed and embedded within the multidisciplinary literature. A case example is presented and implications for integrating EcoWellness into WT practice, training, and research are discussed.  相似文献   

Sound-symbol learning in children with dyslexia     

Gang M  Siegel LS 《Journal of learning disabilities》2002,35(2):137-157

This study evaluated the effect of sound-symbol association training on visual and phonological memory in children with a history of dyslexia. Pretests of phonological and visual memory, a sound-symbol training procedure, and phonological and visual memory posttests were administered to children with dyslexia, to children whose dyslexia had been compensated through remedial training, and to age- and reading level-matched comparison groups. Deficits in visual and phonological memory and memory for sound-symbol associations were demonstrated in the dyslexia group. For children with dyslexia and children whose dyslexia had been remediated, the sound-symbol training scores were significantly associated with word and pseudoword reading scores and were significantly lower than those of the comparison groups. Children with dyslexia and children whose dyslexia had been compensated showed significantly less facilitation of phonological memory following the training than did typical readers. Skilled readers showed some reduction in accuracy of visual memory following the training, which may be the result of interference of verbalization with a predominantly visual task. A parallel decrease was not observed in the children with dyslexia, possibly because these children did not use the verbal cues. Children with dyslexia and children whose dyslexia had been compensated seemed to have difficulty encoding the novel sounds in memory. As a result, they derived less phonological memory advantage and less visual memory interference from the training than did typical readers. Children in the compensated dyslexia group scored lower on sound-symbol training than their age peers. In other respects, the scores of these children were equivalent to those of the typically reading comparison groups. Children in the compensated dyslexia group exhibited higher phonological rehearsal, iconic memory, and associative memory scores than children in the dyslexia group. Implications for the remediation of dyslexia are discussed.  相似文献   

THE GLOBALIZATION OF THE PROFESSIONS AND HIGHER EDUCATION: TRADE AGREEMENTS,NEW TECHNOLOGIES,AND THE QUALITY IMPERATIVE     

Marjorie Peace Lenn 《Higher Education in Europe》1996,21(4):89-96

The global marketplace and new technology are contributing to the rapid globalization of higher education. No longer is higher education provided solely within national borders. Transnational educational programmes, provided both by the higher education and the corporate sectors, can be found in multiple forms, provided both electronically and in traditional ways. Issues of quality, purpose, recognition, and responsibility abound in this new borderless educational arena, posing new challenges to the regulatory communities of accreditation, certification, and licensure, the three pillars of heretofore national quality and competency assurance among the professions of the world. It is the globalization of the professions and the need to provide common professional preparation which is the fastest moving justification for regional and global standards setting and accreditation. Institutions of higher education and their quality assurance processes that have already considered the need to incorporate regional or global standards of quality to improve internal competency and external competition will be in a better position to propel the purposes of the various trade agreements than those that have remained nationalistic and myopic in scope.  相似文献   

Does It Matter How We Speak About Social Kinds? A Large,Preregistered, Online Experimental Study of How Language Shapes the Development of Essentialist Beliefs     

Rachel A. Leshin  Sarah-Jane Leslie  Marjorie Rhodes 《Child development》2021,92(4):e531-e547

A problematic way to think about social categories is to essentialize them—to treat particular differences between people as marking fundamentally distinct social kinds. From where do these beliefs arise? Language that expresses generic claims about categories elicits some aspects of essentialism, but the scope of these effects remains unclear. This study (N = 204, ages 4.5–8 years, 73% White; recruited predominantly from the United States and the United Kingdom to participate online in 2019) found that generic language increases two critical aspects of essentialist thought: Beliefs that (a) category-related properties arise from intrinsic causal mechanisms and (b) category boundaries are inflexible. These findings have implications for understanding the spread of essentialist beliefs across communities and the development of intergroup behavior.  相似文献   

Testing the Effect of Meat Tenderizer on Human Hair: A Class Project for Nonscience Majors     

Jones  Marjorie A. 《Journal of Science Education and Technology》2003,12(1):39-41

Use of a commercially available meat tenderizer, a source of an enzyme which can degrade meat protein, was used in a take-home class experiment. Students were asked to test the effects of incubating (their own) human hair in water with and without this enzyme. Students were surprised to see little or no effect of the enzyme on their own hair sample. They were also surprised that there was so much variation in the results (observations). From this experiment, students developed a much better understanding of the scientific method and the importance of experimental controls.  相似文献   

Cross-national differences in mathematics attitude and achievement among seventeen-year-olds     

Delwyn L. Harnisch  Marjorie W. Steinkamp  Shiow-Ling Tsai  Herbert J. Walberg 《International Journal of Educational Development》1986,6(4)

A re-analysis of the cross-national data gathered by the International Association for the Evaluation of Educational Achievement (IEA) was undertaken to determine the magnitude, direction, and nature of differences in 17-year-old boys' and girls' attitudes and achievement in mathematics. A 10-item attitude scale and a 70-item achievement test were administered to 13,056 students attending school in ten countries. Sex differences in both attitude and achievement were small, but with few exceptions they favored males. Considerable variation existed between countries in the extent to which the achievement of boys exceeded that of girls, and in many cases, the magnitude of the differences was associated with psychosocial patterns found in the diverse cultures.  相似文献   

Perspective Taking and Theory of Mind: Do Children Predict Interpretive Diversity as a Function of Differences in Observers' Knowledge?     

Marjorie Taylor  Bridget S. Cartwright  Thomas Bowden 《Child development》1991,62(6):1334-1351

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The politics of method: from leftist ethnography to educative research     

Andrew Gitlin  Marjorie Siegel  Kevin Boru 《International journal of qualitative studies in education》2013,26(3):237-253

In the last two decades, ethnography has become the dominant methodology of the American educational left. While debates have raged over the use of this method, for the most part they have focused on concepts of reliability and validity. Unfortunately, this emphasis has obscured the relation between method and what the researcher is trying to achieve through the method ‐ its political moment. We strive to put the political moment back in the methodological debate by considering the potential of ethnography to foster emancipatory change ‐ the express purpose of the left. Our analysis suggests that the separation of understanding and application, as well as that of the researcher from those researched, constrains the potential of ethnography to inform and foster emancipatory change.  相似文献