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141.
Norrie S. Edward 《British journal of educational technology : journal of the Council for Educational Technology》1997,28(1):51-63
The author is currently developing computer based simulations of practical laboratory experiments in engineering. He takes the view that the aim of computer based simulations is to provide a learning experience as close to that of the lab as possible. This requires that the learning outcomes and methodology of practical work be established.
The paper starts with a review of published opinions on the intended learning outcomes of practical work. The views of staff and students of the School were established by conducting an internal survey. The paper then outlines the types of simulations possible on the computer before concentrating on the development of the operational simulations being used in the present context. The approach to obtaining fidelity in operation forms the main part of the paper.
The author is currently engaged in evaluating the effectiveness of one of the packages. He discusses the approach being taken and his views on the advantages and disadvantages of simulation. It is hoped that a subsequent paper will publish the results of the evaluation. 相似文献
The paper starts with a review of published opinions on the intended learning outcomes of practical work. The views of staff and students of the School were established by conducting an internal survey. The paper then outlines the types of simulations possible on the computer before concentrating on the development of the operational simulations being used in the present context. The approach to obtaining fidelity in operation forms the main part of the paper.
The author is currently engaged in evaluating the effectiveness of one of the packages. He discusses the approach being taken and his views on the advantages and disadvantages of simulation. It is hoped that a subsequent paper will publish the results of the evaluation. 相似文献
142.
Judith A. Sutter Edward J. McCaul 《International journal for the advancement of counseling》1993,16(1):3-18
While there is a clear need to address the ethical dimensions of cross-cultural counseling, the current literature lacks both a theoretical model of ethnic tolerance and a suitable measure for assessing the construct. The present study addressed this gap in the extant literature by (a) developing a measure of ethnic tolerance based upon extensive field work, (b) examining the measure's reliability and construct validity in light of two models of ethnic tolerance, and (c) examining the relationship of several factors (e.g., age, gender, and exposure to those of a different culture) to scores on the tolerance measure. Results indicated that the tolerance measure was best viewed as a unidimensional construct, had substantial content validity, and had modest construct validity. Respondents with more social contact with immigrants, as well as those who had positive experiences with immigrants, tended to score higher on the tolerance measure. Results underscore both the complexity of factors associated with tolerance and the need for counselor education programs to provide arenas for students to become aware of their own values and biases and how these may affect culturally-different clients. 相似文献
143.
The American student population is becoming increasingly diverse in terms of race and culture. To address this pluralism, a study of learning style preferences was developed for purposes of designing more relevant teaching and assessment methods. Different theories of learning styles were incorporated into a survey that was administered to 483 students at four major universities. This survey compared learning style preferences according to ethnic and socio‐economic categories. Although it initially focused on students in Art and Design, it was eventually expanded to other disciplines for more inclusive reliability. The statistical analyses of this study are presented with corresponding recommendations for more effective teaching and assessment practices. 相似文献
144.
A task involving simple mathematics, yet complex in its call for the generation of multiple solution methods, was administered to about 150 U.S. students, most of whom were in fourth grade. Written responses were examined for correctness, evidence of strategy use and mode of explanation. Results for the U.S. sample were also compared to those obtained from about 200 Japanese fourth-grade students. Students in both countries (a) produced multiple solutions and explanations of their solutions, (b) exhibited almost identical patterns and frequency of strategy use across response occasions, and (c) used the same kinds of explanations, with a majority of the responses involving solution explanations that combined both visual and verbal/symbolic features. Nevertheless, Japanese students tended to produce explanations involving more sophisticated mathematical ideas (multiplication rather than addition) and formalisms (mathematical expressions rather than verbal explanations) than did U.S. students. 相似文献
145.
It is said that “absence makes the heart grow fonder.” But, when and why does an absent event become salient to the heart or to the brain? An absent event may become salient when its nonoccurrence is surprising. Van Hamme and Wasserman (1994) found that a nonpresented but expected stimulus can actually change its associative status—and in the opposite direction from a presented stimulus. Associative models like that of Rescorla and Wagner (1972) focus only on presented cues; so, they cannot explain this result. However, absent cues can be permitted to change their value by assigning different learning parameters to present and absent cues. Van Hamme and Wasserman revised the Rescorla-Wagner model so that the α parameter is positive for present cues, but negative for absent cues; now, changes in the associative strength of absent cues move in the opposite direction as presented ones. This revised Rescorla-Wagner model can thus explain such otherwise vexing empirical findings as backward blocking, recovery from overshadowing, and backward conditioned inhibition. Moreover, the revised model predicts new effects. For example, explicit information about the absence of nonpresented cues should increase their salience (that is, their negative α value should be larger), leading to stronger associative changes than when no explicit mention is made of cue absence. Support for this prediction is detailed in a new causal judgment experiment in which participants rated the effectiveness of different foods’ triggering a patient’s allergic reaction. Overall, these and other findings encourage us to view human causal learning from an associative perspective. 相似文献
146.
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148.
Edward Wahesh Gulsah Kemer Ben T. Willis Christopher D. Schmidt 《Counselor Education & Supervision》2017,56(4):274-288
The authors examined the peer feedback exchanged in 2 supervision groups of counselors‐in‐training (CITs). CITs generated 169 statements grouped into 10 clusters representing 5 regions of peer feedback: counselor focus and engagement, insight‐oriented skills, exploratory skills, therapeutic alliance, and intervention activities. Both positive and corrective peer feedback was exchanged on topics ranging from counselor performance skills to case conceptualization. 相似文献
149.
The open-field behavior of wild and domestic Norway rats was compared in 15-min tests administered over 5 successive days. Wild rats exhibited more ambulation, jumping, grooming, and time inactive than domestic rats and spent more time along the arena wall. Within- and between-trial changes in behavior were generally greater for wild rats. Factor analyses revealed major loadings on factors identified as “locomotor behavior” and “grooming.” Support was obtained for the hypothesis that domestication has raised the threshold for avoidance-escape behavior in response to a novel environment. 相似文献
150.
Brown MF Knight-Green MB Lorek EJ Packard C Shallcross WL Wifall T Price T Schumann E 《Learning & behavior》2008,36(4):327-340
In two experiments using a radial-arm maze, pairs of rats made choices among eight maze locations, each containing a large
quantity of one of two food types. The choices made by 1 rat affected the choices made by the other rat. Under most conditions,
visits by 1 rat increased the tendency of the other rat to subsequently choose that maze location. However, the effect depended
on the quality of the food available in a particular location. When it was possible for the rats to observe each other on
the maze arms and a rat had experienced that a location contained the less preferred food type, a previous visit to that location
by the foraging partner decreased the tendency to visit that location. These effects are attributed to working memory for
the spatial choices of another rat, and they indicate that memory produced by a rat’s own visit to a maze location is integrated
with memory for the behavior of another rat to determine spatial choice 相似文献