The perception of smiling and its experiential correlates in three-month-old infants     

A Kuchuk  M Vibbert  M H Bornstein 《Child development》1986,57(4):1054-1061

We studied individual differences in 3-month-olds' perceptions of smiling and the experiential correlates of those differences. In the laboratory, infants saw a graduated series of smiles that grew in intensity of expression. As a group, 3-month-olds preferred increasingly intense expressions of smiling, but individually they showed different growth rates of preference across the smiling series. Further, infants' preferences related to their home experiences: Infants who showed greater sensitivity to smiling had mothers who more frequently encouraged attention to themselves when they were smiling and their infants were looking at them. Infant discrimination within and between categories of facial expression and the relative strengths of association between different kinds of naturally occurring experiences and infant perceptual sensitivity are discussed.  相似文献   

初为人师在中国     

阿莉莎·卡尔森  潘志强 《教学月刊(中学下旬版)》2006,(18):9-11

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Are there constraints on learned responses to odors from rewarded and nonrewarded rats?     

Paul J. Eslinger  H. Wayne Ludvigson 《Learning & behavior》1980,8(3):452-456

This study determined if test rats could utilize biological odors, generated from donor rats receiving reward (R) and frustrative nonreward (N) treatments, to predict reward and nonreward goal events equally well. In Phase 1, two groups of test rats were exposed to R and N odors that signaled, respectively, either R and N goal events (“same” condition) or N and R goal events (“opposite” condition). Rats demonstrated significant discriminative use of these odors under both conditions. Subjects in the “opposite” condition, however, were slightly slower to learn the discrimination. Reversal learning was readily accomplished in Phase 2, regardless of the same-opposite factor. Thus, little evidence for a constraint on learning was found, and an interpretation in terms of interfering response tendencies and their habituation seemed favored.  相似文献   

Social relationships and verbal interactions of learning disabled children   总被引：2，自引：0，他引：2  

T H Bryan 《Journal of learning disabilities》1978,11(2):107-115

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Mapping Survey Data to the Mission and Strategic Plan: You Won't Believe What Happened Next!          下载免费PDF全文

Judith A. Ouimet  Kristin A. Hobson  Dennis P. Groth 《Assessment Update》2016,28(5):5-11

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Behavior management in cognitive early education     

H. Carl Haywood  Anthony L. Brown 《European Journal of Psychology of Education - EJPE》1990,5(2):243-252

Even though behavior management is a very high priority of teachers of young children, systems of behavior management receive less attention than do methods of teaching academic content. Even when there are well developed sytems of behavior management, they do not necessarily reflect the same philosophy and methods of teaching that are used to teach content. The authors report on “cognitive-mediational behavior management”, a system designed to be consistent with a cognitive early education program, the Cognitive Curriculum for Young Children. In both behavior management and all their other teaching, teachers use in this program a mediational teaching style. Teachers emphasize thinking processes rather than correct answers, take a problem-solving approach to learning, help children to acquire generalizable strategies of thinking and problem-solving rather than using trial-and-error learning, are optimistic about children’s abilities to learn, and facilitate children’s acquisition of fundamental thinking modes. This system is seen as basically incompatible with a behaviorist, contingent reinforcement system. Behavior sequences are suggested for working with unacceptable behavior so as to produce both behavior change and cognitive change.  相似文献   

Critical Inquiry and Moral Action in Education     

Landon E. Beyer  George H. Wood 《Educational theory》1986,36(1):1-14

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A program to improve visual perception skills of preschool deaf children     

J L Fitch  D A Sachs  H R Marshall 《American annals of the deaf》1973,118(3):429-432

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Collaborative Development and Evaluation of an Online Nursing Course     

Judith W. Alexander  Vera Polyakova-Norwood  Linda W. Johnston  Patricia Christensen  Renatta S. Loquist 《Distance Education》2003,24(1):41-56

Institutions of higher education acknowledge that online learning represents a growing segment of the modern learning environment, and most students have mastered basic computer skills. However, reluctance to engage in online learning remains among both faculty and students. This article presents a case study of three schools of nursing that collaboratively developed and implemented an online undergraduate-nursing course. The article discusses the challenges that were encountered by faculty and students. The faculty used the distance education literature to address these challenges related to technological, institutional, and pedagogical aspects of online learning, as well as the recruitment and retention of online learners. Quantitative and qualitative methods were used to evaluate the effectiveness of the course. The paper concludes with suggestions to overcome the challenges of online learning, such that faculty and students receive the inherent rewards.  相似文献   

THE VALIDITY AND RELIABILITY OF ORAL EXAMINATIONS IN ASSESSING COGNITIVE SKILLS IN MEDICINE1     

HAROLD G. LEVINE  CHRISTINE H. McGUIRE 《Journal of Educational Measurement》1970,7(2):63-74

In order to attempt to assess aspects of clinical competence, not adequately assessed by other means, the Center for the Study of Medical Education, University of Illinois College of Medicine together with the American Board of Orthopaedic Surgery developed oral examinations in formats specifically designed to yield information on high level cognitive functioning. The examinations were administered to 784 candidates for certification in January 1968. Reliability of the oral problem-solving component score pooled from four examiners was approximately .50. Assessment of content, construct, and concurrent validity made by questionnaire and factor analytic studies indicated that the oral tests identified factors not measured by multiple-choice tests and, therefore, significantly improved the relationship between supervisory evaluations and test scores.  相似文献