Stimulus devaluation and extinction of chain schedule performance     

Ben A. Williams  Bertram O. Ploog  Matthew C. Bell 《Learning & behavior》1995,23(1):104-114

Pigeons were trained on a two-component multiple schedule in which each separate component consisted of a three-link chain schedule. After initial baseline training, the stimuli correlated with the terminal links of each chain were presented in a successive discrimination, with one stimulus continuing to be associated with reinforcement while responses to the alternative stimulus were extinguished. Subjects were then returned to the original chain schedule, but with extinction in effect in both components of the multiple schedule. In two separate experiments, extinction of initial-link responding was not affected by which terminal link had been extinguished during the separate discrimination training, indicating that devaluation of the terminal link was not transmitted directly to the initial link of the chain. There was also no effect of the devaluation procedure during the first session of testing on responding in the middle link of the chain, but an effect did develop with continued extinction of the entire chain when the terminal components were presented during extinction. When the terminal components were omitted, however, the latter effect did not occur. Also, when the terminal link was omitted, extinction occurred more rapidly in the middle component than in the initial component, indicating a backward pattern of extinction.  相似文献   

一种新型农作物智能巡检小车的设计     

王丹丹  杨犇  冯付美  赵建周 《安阳工学院学报》2021,20(4):27-30

随着我国对精准农业的日益重视,农业信息服务也渐渐进入人们视野.农作物生长环境条件的优劣直接影响着农作物的生长状况及品质.因此,生长环境检测和调控是农作物生长过程中最重要的部分.本科技制作设计了一种用于农业信息服务的智能巡检小车,该智能小车外形仿SUV设计,可通过手机蓝牙操控;车上搭载GPS模块、温湿度传感器模块等,通过WiFi模块可远程传输农作物生长环境参数;同时图传模块可实现对农作物生长状况实时监控,通过Onenet服务器可在手机或网页上显示小车的定位信息及行驶轨迹.  相似文献   

荔浦县地名成因的文化因素探析     

杨奔  李伯中 《梧州学院学报》2007,17(4):1-6

地名是一定地域的标志,是社会经济文化发展的产物.地名的生成,既受一定地域自然条件的影响,又有一定地域历史文化的作用.地名的许多内容都与民族文化、社会生活、人类情感心态等密切相关.文章从三个方面对荔浦县地名成因的文化因素进行了深入的探析.  相似文献   

对"职业技术教育"称谓的评价--兼论高职教育的本质   总被引：2，自引：0，他引：2  

田犇 《宁波大学学报(教育科学版)》2005,27(1):45-48

文章拟从职业技术教育的一些基本称谓出发,分析其教育形式的基本涵义,进而揭示出高职教育的本质属性。并且得出结论：高职的本质其实是技术教育,与“职业”并无本质的关联。高职教育应该改称为“技术教育”,因为高职教育培养的其实是技术型人才。  相似文献   

Designing Large-Scale Multisite and Cluster-Randomized Studies of Professional Development     

Ben Kelcey  Jessaca Spybrook  Geoffrey Phelps  Nathan Jones  Jiaqi Zhang 《Journal of Experimental Education》2017,85(3):389-410

We develop a theoretical and empirical basis for the design of teacher professional development studies. We build on previous work by (a) developing estimates of intraclass correlation coefficients for teacher outcomes using two- and three-level data structures, (b) developing estimates of the variance explained by covariates, and (c) modifying the conventional optimal design framework to include differential covariate costs so as to capture the point at which the cost of collecting a covariate overtakes the reduction in variance it supplies. We illustrate the use of these estimates to explore the absolute and relative sensitivity of multilevel designs in teacher professional development studies. The results from these analyses are intended to guide researchers in making more-informed decisions about the tradeoffs and considerations involved in selecting study designs for assessing the impacts of professional development programs.  相似文献   

社会建构论：心理学研究的一种新取向   总被引：1，自引：0，他引：1  

易芳  郭本禹 《江西师范大学学报(哲学社会科学版)》2003,36(4):82-86

隶属于后现代心理学思潮的社会建构论，开始于20世纪80年代中期，由格根所倡导。它一开始便竭力瓦解现代心理学的基石，全面挑战现代心理学的传统解释，在心理学界发起了一场理论革命。它在与现代主流心理学的遭遇战中，兼容了非主流的人主义心理学(如人本主义心理学、精神分析心理学)的主张，注重整体性、历史情境性、价值涉入。同时也改造了科学主义心理学如认知心理学、认知发展科学，成为发展他们的新鲜血液。  相似文献   

Can We Learn From Student Mistakes in a Formative,Reading Comprehension Assessment?     

Bowen Liu  Patrick C. Kennedy  Ben Seipel  Sarah E. Carlson  Gina Biancarosa  Mark L. Davison 《Journal of Educational Measurement》2019,56(4):815-835

This article describes an ongoing project to develop a formative, inferential reading comprehension assessment of causal story comprehension. It has three features to enhance classroom use: equated scale scores for progress monitoring within and across grades, a scale score to distinguish among low‐scoring students based on patterns of mistakes, and a reading efficiency index. Instead of two response types for each multiple‐choice item, correct and incorrect, each item has three response types: correct and two incorrect response types. Prior results on reliability, convergent and discriminant validity, and predictive utility of mistake subscores are briefly described. The three‐response‐type structure of items required rethinking the item response theory (IRT) modeling. IRT‐modeling results are presented, and implications for formative assessments and instructional use are discussed.  相似文献   

民族民间工艺美术的美学特征     

朱本红 《安顺学院学报》2005,(3)

民族民间工艺美术的实用性先于审美或与审美同存;民族民间工艺美术是一定地区民族风俗习惯、文化传统的折射,集中体现了该地区、该民族的审美情趣和审美导向;民族民间工艺美术材料的原生性、多样性,工艺的地区性、延续性使其风格迥别于其它工厂化商品性工艺美术。  相似文献   

Voice,post-structural representation and the subjectivity of ‘included’ students     

Ben Whitburn 《International Journal of Research & Method in Education》2016,39(2):117-130

Aligned with the broader movement from structuralism to the post-structuralisms [Lather, P. 2013. “Methodology-21: What Do We Do in the Afterward?” International Journal of Qualitative Studies in Education 26 (6): 634–645; St. Pierre, E. A. 2009. “Afterword: Decentering Voice in Qualitative Inquiry.” In Voice in Qualitative Inquiry: Challenging Conventional, Interpretive, and Critical Conceptions in Qualitative Research, edited by A. Y. Jackson and L. A. Mazzei, 221–236. London: Routledge; St. Pierre, E. A. 2013. “The Posts Continue: Becoming.” International Journal of Qualitative Studies in Education 26 (6): 646–657], research in disability studies for the past two decades has found ‘the potholes’ [Miller, L., J. B. Whalley, and I. Stronach. 2012. “From Structuralism to Poststructuralism.” In Research Methods in the Social Sciences, edited by B. Somekh and C. Lewin. London: SAGE] of disability rights scholarship. In this paper, I offer a critical research framework in the field of disability studies in education that is theoretical, political and personal. Concentrating on the positioning of disability, I draw on the methodological tools of post-structural representation, subjectivity and constructivist grounded theory to study how discursive practices within (and around) secondary schools shape ‘included’ disabled subjects. In the paper I develop this framework and then demonstrate its application in ongoing research that critically counters the conventions that marginalize particular students in schools.  相似文献   

Mechanical determinants of acceleration and maximal sprinting speed in highly trained young soccer players     

Martin Buchheit  Pierre Samozino  Jonathan Alexander Glynn  Ben Simpson Michael  Hani Al Haddad  Alberto Mendez-Villanueva 《Journal of sports sciences》2014,32(20):1906-1913

Abstract

The aim of the present study was to examine, in highly trained young soccer players, the mechanical horizontal determinants of acceleration (Acc) and maximal sprinting speed (MSS). Eighty-six players (14.1 ± 2.4 year) performed a 40-m sprint to assess Acc and MSS. Speed was measured with a 100-Hz radar, and theoretical maximal velocity (V₀), horizontal force (F₀) and horizontal power (P_max) were calculated. Within each age group, players were classified as high Acc/fast MSS (>2% faster than group mean), medium (between ?2% and +2%), and low/slow (>2% slower). Acc and MSS were very largely correlated (?0.79; 90% confidence limit [?0.85; ?0.71]). The determinants (multiple regression r² = 0.84 [0.78; 0.89]) of Acc were V₀ (partial r: 0.80 [0.72; 0.86]) and F₀ (0.57 [0.44; 0.68]); those of MSS (r² = 0.96 [0.94; 0.97]) were V₀ (0.96 [0.94; 0.97]) and P_max (0.73 [0.63; ?0.80]). High/Med have likely greater F₀ (Cohen’s d: +0.8 [0.0; 1.5]), V₀ (+0.6 [?0.1; 1.3]) and P_max (+0.9 [0.2; 1.7]) than Low/Med. High/Fast have an almost certainly faster V₀ (+2.1 [1.5; 2.7]) and a likely greater P_max (+0.6 [?0.1; 1.3]) than High/Med, with no clear differences in F₀ (?0.0 [?0.7; 0.6]). Speed may be a generic quality, but the mechanical horizontal determinants of Acc and MSS differ. While maximal speed training may improve both Acc and MSS, improving horizontal force production capability may be efficient to enhance sprinting performance over short distances.  相似文献