Reinstatement-induced recovery of a taste-LiCl association following extinction     

Todd R. Schachtman  Andrea M. Brown  Ralph R. Miller 《Learning & behavior》1985,13(3):223-227

Water-deprived rats were given a single exposure to saccharin and LiCl, either paired or unpaired. Half the subjects then received three saccharin-only exposures (extinction) in the training enclosure, followed by a single LiCl-only presentation (unconditioned stimulus reinstatement) 8 days after conditioning. The remaining subjects received six saccharin-only exposures, followed by LiCl reinstatement 13 days after conditioning. In both cases LiCl reinstatement occurred outside the training/test context. Appreciable recovery from extinction was observed after the partial loss of taste aversion obtained with three extinction sessions and the 8-day conditioning-reinstatement interval, but not after the asymptotic loss of taste aversion obtained with six extinction sessions and the 13-day conditioning-reinstatement interval. Conditioned taste aversions appear to be similar to more traditional associations with respect to both extinction and reinstatement-induced recovery from extinction. The results are discussed with reference to the event-memory, contextual-conditioning, and facilitated-retrieval hypotheses of postextinction reinstatement effects.  相似文献   

From Farm to Cup: A Coffee Supply Chain Negotiation Role‐Play*     

Todd M. Inouye  James A. Kling 《Decision Sciences Journal of Innovative Education》2020,18(3):344-373

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Advancing the case for creativity through graduate business education     

Todd Dewett  Melissa L. Gruys   《Thinking Skills and Creativity》2007,2(2):85-95

We describe an MBA course focusing on creativity and innovation in organizations. Drawing on the creativity literature and experiential learning theory, the theoretical foundations of the course are discussed. Core aspects of the course include reading articles from academic journals and business periodicals, engaging a wide variety of experiential activities, keeping a personal journal, and completing two individual projects. We sought to understand the effect of the course on students’ perceptions of the importance of creativity for organizations, their own creativity and self-perceptions of creativity, as well as their perceptions of the utility of journaling. Data were collected at the beginning and end of the course to examine these issues. The results suggest that the course had a positive influence in each case. These results are discussed and thoughts for future research are provided.  相似文献   

SIMPLE DEVICE FOR ENHANCING FEEDBACK IN THE ACQUISITION OF VISUAL MOTOR SKILLS OF SLOW LEARNING CHILDREN     

J. L. Parker Ph. D.  Susan Rosenfeld B.Ed  Gillian Todd B.Ed. 《International Journal of Disability, Development & Education》1973,20(3):164-169

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Consultants and Coteachers Affecting Student Outcomes with Numbered Heads Together: Keeping All Engaged     

William C. Hunter  Lisa A. Dieker  Todd Whitney 《Journal of educational and psychological consultation》2016,26(2):186-199

General education teachers, special education teachers, social workers, psychologists, and a myriad of specialists are responsible for delivering content to all students within inclusive environments. These educational teams continue to search for strategies that can be recommended or used in an inclusive environment. Researchers have discovered that an instructional strategy such as Numbered Heads Together (NHT) increases both academic and behavioral outcomes for students with and without disabilities. This article provides consultants, Response to Intervention (RtI) team members, and coteaching teams with a specific strategy of NHT that can be used by two or more professionals to develop lessons or deliver instruction using a coteaching or consultant approach with both professionals (consultant and general education teacher) assessing learner outcomes after the completion of the activity.  相似文献   

The effect of an informal science intervention on middle school girls’ science affinities     

Brandy L. Todd  Keith Zvoch 《International Journal of Science Education》2019,41(1):102-122

This study investigates the impact of an informal science outreach programme built around theories of identity formation and self-efficacy on middle school girls’ science affinities. A lottery-based, randomised control trial was used to identify programme effects on four science affinity outcomes: science interests, efficacy with science, science attitudes, and science identity. A multivariate analysis of variance demonstrated that programme participants scored higher than their control group peers on weighted composite of post-programme affinity indicators. These results suggest that informal science education may offer a venue through which to support the formation of science identities and efficacy in girls. Implications for including psychosocial support elements into science classroom pedagogy and science education standards are discussed.  相似文献   

Analysis of teaching physical education to second-grade students using sport education     

Todd Estel Layne  Peter Andrew Hastie 《Education 3-13》2016,44(2):226-240

The purpose of this article was to provide an account of second-grade students and teachers, as well as a non-participant observer, after they participated in a season of Sport Education. For a total of 12 lessons, students participated in a season of developing throwing and catching and kicking skills. Interviews were conducted at the conclusion of the season to collect data from students and teachers regarding their experience. Field notes from the non-participant observer were also recorded. Although Sport Education is commonly introduced to students no earlier than the fourth grade, results revealed that there is the potential for introducing Sport Education to students as early as the second grade, a year in which the children typically turn eight years old. It is suggested that future studies of Sport Education with second-grade students could potentially enhance the learning experience of physical education students at the beginning of their school career.  相似文献   

Academe,corporate, and D.E.: An approach from layers to create a working system     

Heather Christensen  Todd P. Christensen 《TechTrends》2004,48(4):57-59

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Teaching with ignorance: Questions of social justice,empathy, and responsible community     

Sharon Todd 《Interchange》2004,35(3):337-352

This paper explores the limitations of empathy for the formation of community, particularly within social justice education. I begin with a discussion of the major tension within the idea of community — that it is founded at once on commonality and difference. Building in particular upon the work of Emmanuel Levinas, the paper articulates an understanding of community as a signifying encounter with difference that is not founded upon knowledge about the other, but upon a being-for and feeling-for the other. Focusing upon the explicitly educational commitment to working out forms of relationality conducive to establishing community and social justice across social differences, I ask how might teaching with ignorance, as opposed to teaching for empathy, bring us closer to the being-for others that marks our ethical engagement with other people and engenders our responsibility to the collective?  相似文献   

Saving the world with HPT expanding beyond the workplace and beyond the “business case”     

James Andrews  Jeanne Farrington  Todd Packer  Roger Kaufman 《Performance Improvement》2004,43(2):46-49

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