Comparing demand functions when different price manipulations are used: Does unit price help?     

Sumpter CE  Temple W  Foster TM 《Learning & behavior》2004,32(2):202-212

Six hens pecked a key (Experiment 1) or pushed a door (Experiment 2) to obtain food reinforcement. In both experiments and as an analogue of price changes, the response requirements were varied in two ways: by increasing the number of responses required and by increasing the required force of each response. The two price manipulations (response number and response force) had different effects on behavior and produced different-shaped demand functions when the rates of consumption were plotted logarithmically against the price analogues. Irrespective of response topography, when the number of required responses was varied, the data paths appeared linear, with slopes close to −1.0. When the required force of each keypeck and doorpush was varied, the data paths were clearly curved, with increasingly steep downward slopes as the force increased. Using the concept ofunit price did not fully remove the different effects of the two price manipulations. Those differences are best attributed to the differing times needed in order to complete each response unit under those price manipulations.  相似文献   

Raising the Levels of Education in France: from growth to stabilisation1     

Catherine Bduw  Jean‐Franois Germe 《European Journal of Education》2004,39(1):119-132

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Becoming literate in Chinese: a comparison of native‐speaking and non‐native‐speaking children          下载免费PDF全文

Ying Wang  Catherine McBride  Yanling Zhou  R. Malatesha Joshi  Jo Ann M. Farver 《Journal of Research in Reading》2018,41(3):511-524

How do native Chinese‐speaking (CS) and non‐Chinese‐speaking (NCS) children learn to read and write in Chinese? In the present study, 29 CS and 34 NCS second and third graders aged 76 to 122 months (M = 93.65) participated in an experiment where they were taught 16 new Chinese characters in one of four conditions – copy, radical, phonological and look–say. Results showed that the copying condition best facilitated writing of Chinese characters for both groups, whereas radical knowledge facilitated only CS children's writing. NCS children benefited more from the phonological condition than from the look–say condition in learning to read Chinese. These results highlight the effectiveness of copying practice for all children learning to write Chinese. However, approaches to reading and writing Chinese may differ somewhat depending on the Chinese background knowledge of the children as well. Teaching children Chinese should be geared towards the strengths of different groups for learning.  相似文献   

Children's Relationships with Peers: Differential Associations with Aspects of the Teacher-Child Relationship   总被引：1，自引：0，他引：1  

Carollee Howes  Claire E. Hamilton  Catherine C. Matheson 《Child development》1994,65(1):253-263

Associations between children's social competence with peers and differential aspects of their teacher-child relationships were examined in a longitudinal sample of 48 4-year-old children enrolled in child care as infants. Toddler security with teacher was negatively associated with hostile aggression and positively with complex peer play and gregarious behaviors. Prosocial behaviors and withdrawing behaviors were associated with preschool security with teacher. Dependence on teachers as a preschooler was associated with social withdrawal and hostile aggression. Positive toddler teacher socialization was associated with higher perceived peer acceptance. Preschool teacher negative socialization was negatively associated with complex peer play, teacher ratings of hesitancy, friendly enactment, and accidental attribution and positively related to teacher ratings of difficulty.  相似文献   

Staff student partnership in assessment: enhancing assessment literacy through democratic practices     

Susan J. Deeley  Catherine Bovill 《Assessment & Evaluation in Higher Education》2017,42(3):463-477

In recent years, research and practice focused on staff and students working in partnership to co-design learning and teaching in higher education has increased. However, within staff–student partnerships a focus on assessment is relatively uncommon, with fewer examples evident in the literature. In this paper, we take the stance that all assessment can be oriented for learning, and that students’ learning is enhanced by improving their level of assessment literacy. A small study in a Scottish university was undertaken that involved a range of different adaptations to assessment and feedback, in which students were invited to become partners in assessment. We argue that a partnership approach, designed to democratise the assessment process, not only offered students greater agency in their own and their peers’ learning, but also helped students to enhance their assessment literacy. Although staff and students reported experiencing a sense of risk, there was immense compensation through increased motivation, and a sense of being part of an engaged learning community. Implications for partnership in assessment are discussed and explored further. We assert that adopting staff–student partnership in assessment and more democratic classroom practices can have a wide range of positive benefits.  相似文献   

The existence and extent of spatial working memory ability in honeybees     

Michael F. Brown  Jonathan A. Moore  Catherine H. Brown  Kristen D. Langheld 《Learning & behavior》1997,25(4):473-484

Honeybees foraged from six locations, each of which was baited with sugar solution prior to each experimental trial. Under a variety of conditions, bees exhibited a small but reliable tendency to avoid revisits to locations that they had visited earlier during the experimental trial. These results replicate those of Brown and Demas (1994), who concluded that bees use working memory to discriminate previously visited locations from those not yet visited. The present experiments included procedures that allowed alternatives to this explanation to be more completely ruled out. The extent of spatial working memory performance exhibited by honeybees in these experiments appears to be limited by a process other than working memory capacity, perhaps the ability of bees to discriminate among several locations in close proximity to one another.  相似文献   

Lifewide learning in the city: novel big data approaches to exploring learning with large-scale surveys,GPS, and social media     

Catherine Lido  Kate Reid  Michael Osborne 《牛津教育评论》2019,45(2):279-295

ABSTRACT

Despite UNESCO’s Learning Cities agenda, which argues for the mobilisation of resources to promote education across all sectors and environments, there is little evaluative research on Learning City engagement which is both naturalistic and empirically rigorous. The research on informal adult learning in urban contexts is particularly sparse. This paper provides a case study of informal learning and lifewide literacies amongst Glaswegian adults using three distinct approaches to data collection: a household survey capturing rich data on learning attitudes, behaviours, and literacies; GPS trails that track mobility around the city; and the capture of naturally occurring social media. The work operationalises Learning City indicators, and explores domains beyond education, some of which have not previously been considered in surveys of adult learning, for example, physical mobilities and transportation patterns. We use theoretical concepts of social identity and capital to situate inclusion within explanatory frameworks of marginalisation in less tangible domains of informal learning using multi-stranded data. A triangulated analysis of city-wide participation in lifewide learning reveals a demographic picture of groups marginalised from learning opportunities and practices. We conclude with a call for new approaches to exploring learning participation which offer novel methods to evidence informal learning and lifewide literacies.  相似文献   

Engagement and kindness in digitally mediated learning with teachers     

Andy Cramp  Catherine Lamond 《Teaching in Higher Education》2016,21(1):1-12

This paper explores the significance of designing online learning led by the principle of direct and meaningful participant engagement. It considers the notion of kindness as a crucial value contributing to pedagogy and the development of meaningful learning relationships. The paper challenges the ‘delivery’ approach to online learning, suggesting that the flexible and explicit design of engagement opportunities from a sociocultural perspective is a more meaningful and human approach to learning online. The paper clarifies the term Digitally Mediated Learning (DML) to establish connections to important pedagogic positions. The research approach is based around a qualitative professional reflective enquiry. It considers the experiences of learners on a Masters in Education online module and concludes that design, engagement nurturing, community cohesion and kindness can become crucial aspects of successful DML, if institutions learn to value the life projects of others more fully.  相似文献   

The predictive validity of the Phelps Kindergarten Readiness Scale     

Kristine M. Augustyniak  Catherine P. Cook‐Cottone  Nancy Calabrese 《Psychology in the schools》2004,41(5):509-516

This study assesses the predictive validity of the Phelps Kindergarten Readiness Scale (PKRS) for later academic achievement and explores the utility of a domain‐specific measure of kindergarten readiness. Kindergarten readiness scores were significantly correlated with both math and language arts achievement as measured by New York State fourth‐grade assessments for 148 students in a suburban, northeastern public school. In addition, each of the PKRS domains (Verbal, Perceptual, and Auditory) was correlated with later academic achievement. Two simultaneously calculated regression analyses showed that language arts skills were best predicted by the Verbal and Auditory domains of the PKRS and that math achievement was more complexly determined by all three readiness domains. Structural equation modeling using AMOS‐4 showed that the latent construct readiness, as measured by the PKRS domain scores, was positively and significantly related to the latent construct academic achievement. Finally, this relationship held when age, gender, and behavioral indices at the time of kindergarten screening were used as moderator variables. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 509–516, 2004.  相似文献   

Managing Institutional Research Advancement: Implications from a University Faculty Time Allocation Study     

Derrick?M.?Anderson  Catherine?P.?SladeEmail author 《Research in higher education》2016,57(1):99-121

While much is known about faculty time allocation, we know very little about how traditional managerial factors influence faculty time allocation behaviors. We know even less about the possible downsides associated with relying on these traditional managerial factors. Using survey data from the National Science Foundation/Department of Energy Survey of Academic Researchers, our study predicts faculty time allocations to grant writing as a function of pressure from administrative superiors. We then examine how pressure from administrative superiors influences faculty job satisfaction and the likelihood to pursue uninteresting research grants. Our findings indicate that faculty time spent pursuing grants increases in response to pressure from administrative superiors but that this same pressure is associated also associated with increases in pursuit of uninteresting research grants as well as decreases in work satisfaction. Our study contributes to better understanding of the merits and limitations of traditional, hierarchical approaches to managing university faculty behavior.  相似文献