Few take up offer of gene screening     

Miller SK 《New scientist (1971)》1993,139(1891):6

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Two components of responding in Pavlovian lick suppression     

Jozefowiez J  Witnauer JE  Miller RR 《Learning & behavior》2011,39(2):138-145

The present research examined the temporal distribution of responding in a lick suppression paradigm. In Experiment 1, rats were trained with either a 30- or a 120-s conditioned stimulus (CS), which was followed either by a footshock (unconditioned stimulus [US]) or nothing. Licking during the CS was suppressed only in the former condition. Suppression was more pronounced early in the CS. In Experiment 2, rats were exposed to two 30-s or two 120-s CSs, with delivery of the shock being contingent on CS1 for half of the animals and on CS2 for the other half. For both the paired and the unpaired conditions, suppression at the beginning of CS1 was observed for all the groups. By discounting the possibility of generalization between CS1 and CS2, it appears that this initial suppression was not a conditioned response to the CS, but an unconditioned one due to mere exposure to the shock US.  相似文献   

Some determinants of second-order conditioning     

Witnauer JE  Miller RR 《Learning & behavior》2011,39(1):12-26

In a Pavlovian conditioning situation, an initially neutral stimulus may be made excitatory by nonreinforced presentations in compound with an established conditioned excitor [i.e., second-order conditioning (SOC)]. The established excitor may be either a punctate cue or the training context. In four conditioned suppression experiments using rats, we investigated whether SOC phenomena parallel other cue interaction effects. In Experiment 1, we found that the response potential of a target stimulus was directly related to the intertrial interval when SOC was mediated by a punctate cue, and inversely related to the intertrial interval when SOC was mediated by the training context. Experiment 2 demonstrated that punctate- and context-mediated SOC are oppositely affected by posttraining context extinction, and Experiments 3 and 4 demonstrated that context- and punctate-mediated SOC are differentially affected by conditioned stimulus (Experiment 3) and unconditioned stimulus (Experiment 4) preexposure treatments. These findings parallel phenomena in conditioned inhibition and cue competition situations.  相似文献   

IMPROVING OUTCOMES IN MATHEMATICS IN NEW ZEALAND: A DYNAMIC APPROACH TO THE POLICY PROCESS     

Joanna Higgins  Ro Parsons 《International Journal of Science and Mathematics Education》2011,9(2):503-522

Intervention at scale with the aim of improving student participation, engagement and outcomes in mathematics education is a challenge for educational policy makers and reformers. This article argues that an iterative annual cycle of policy formulation, implementation and evaluation enabled ongoing adjustments to the strategic focus, the professional development model and the system infrastructure as the New Zealand Numeracy Development Project was taken to scale. The analysis draws on the project’s evaluation data over a 6-year period to demonstrate how adjustments were made over time to the pedagogical tools and to the professional development processes. The ongoing development of knowledge supported the management of strategic risks in taking the project to scale: the ongoing appropriation of adequate levels of resourcing to support the school-based professional development model and the availability of system-wide expertise for effective implementation. The analysis suggests that conceptualising implementation as an interdependent and interrelated component of an iterative policy process and as an opportunity for knowledge building ensured a continuing focus on student outcomes. The dynamic approach to the policy process appeared central to building this intervention’s effectiveness and feasibility at scale.  相似文献   

Recovery from the overexpectation effect: Contrasting performance-focused and acquisition-focused models of retrospective revaluation     

Aaron P. Blaisdell  James C. Denniston  Ralph R. Miller 《Learning & behavior》2001,29(4):367-380

In four Pavlovian conditioned lick-suppression experiments, rats had two conditioned stimuli (CSs X and A) independently paired with footshock, followed by pairings of a compound of A and X with the footshock. On subsequent tests with CS X, less conditioned suppression was observed than in control subjects that lacked the compound AX→footshock trials. Thisoverexpectation effect was reversed through posttraining extinction of CS A, a result consistent with both performance- and acquisition-focused models of retrospective revaluation. However, only performance-focused models could account for how posttraining increases or decreases in the A-footshock temporal interval attenuate the overexpectation effect.  相似文献   

Are increased worker caseloads in state child protective service agencies a potential explanation for the decline in child sexual abuse? A multilevel analysis     

Almeida J  Cohen AP  Subramanian SV  Molnar BE 《Child abuse & neglect》2008,32(3):367-375

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How do people read the passages during a reading comprehension test? The effect of reading purpose on text processing behavior     

Tenaha O’Reilly  Dr Gary Feng  Dr John Sabatini  Dr Zuowei Wang  Dr Joanna Gorin 《Educational Assessment》2018,23(4):277-295

In this study, we investigate the effect of reading purpose on students’ processing behavior during a reading comprehension test. In a repeated measures design, sixty undergraduates answered multiple-choice (MC) reading comprehension questions in a condition with no overarching goal for reading and in an alternate condition where the same students were first provided with the goal of summarizing the text before answering MC questions. Results from eye tracking analysis showed that when students read and answered questions without an overarching goal, they spent much less time reading the passages before answering the questions, more time re-reading the texts while answering the questions, and more time on parts of the text that were not necessary to answer the questions. We conclude that providing examinees without an explicit goal for reading may inadvertently encourage a “search for the answer” reading process, rather than on building a coherent mental model of text content.  相似文献   

Indigenous cultural contexts for STEM experiences: snow snakes’ impact on students and the community     

Brant G. Miller  Gillian Roehrig 《Cultural Studies of Science Education》2018,13(1):31-58

Opportunities for American Indian youth to meaningfully engage in school-based science, technology, engineering, and mathematics (STEM) experiences have historically been inadequate. As a consequence, American Indian students perform lower on standardized assessments of science education than their peers. In this article we describe the emergence of meaning for students—as well as their community—resulting from Indigenous culturally-based STEM curriculum that used an American Indian tradition as a focal context. Specifically, the game of snow snakes (Gooneginebig in Ojibwe) afforded an opportunity for STEM and culturally-based resources to work in unison. A case study research design was used with the bounded case represented by the community associated with the snow snake project. The research question guiding this study was: What forms of culturally relevant meaning do students and the community form as a result of the snow snake game? Results indicate evidence of increased student and community engagement through culturally-based STEM experiences in the form of active participation and the rejuvenation of a traditional game. Implications are discussed for using culturally-based contexts for STEM learning.  相似文献   

Improving Inquiry Teaching through Reflection on Practice     

Christine R. Lotter  Cory Miller 《Research in Science Education》2017,47(4):913-942

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Reviews     

G. E. Bookbinder  Jane Miller  Alan Treadwell 《Literacy》1978,12(2):48-54

Foster , John , L. (Editor ). (1977). Reluctant to Read? Edinburgh Reading Tests - Stages 1 and 4 - Godfrey Thomson Unit. Dubin , F. and Olshtain , E. (1977). Facilitating Language Learning. Skitt , Frank . (1978). Themes for Language Learning.  相似文献