Signaling functions of the second-order CS: Partial reinforcement during second-order conditioning of the pigeon’s keypeck     

Michael E. Rashotte  Beverly S. Marshall  Jeffrey M. O’Connell 《Learning & behavior》1981,9(2):253-260

The signaling function of the second-order CS (S2) was manipulated in second-order autoshaping by arranging a partial reinforcement schedule. S2 was paired with a well-conditioned first-order CS (SI) on a continuous reinforcement or a 25% reinforcement schedule in different groups. Schedule of reinforcement did not influence the number of S2-S1 pairings required to establish keypecking to S2. However, in the postacquisition sessions, responding to S2 was initially weaker but persisted for many more sessions on the 25% schedule than on the 100% schedule. The data indicate that S2-S1 pairings are responsible both for the acquisition of second-order keypecking to S2 and for the subsequent conversion of S2 into an inhibitory stimulus.  相似文献   

A Case Study of Elementary Science Teaching as Mediated Action: Transformations of Context,Meaning, and Action     

Hayes  Michael T. 《Learning Environments Research》2002,5(2):167-183

The research described in this article is a case study of a fifth grade teacher's (Melissa) efforts to construct a teaching and learning environment within her science teaching. Qualitative research methods were used to examine and analyze Melissa's science teaching practice. Drawing from socio-cultural theories, I argue that her teaching and learning environment was constructed as a form of mediated action through which she articulated and transformed the context, meaning, and action of her science teaching. In particular, she forged links between a number of factors, such as historically recognizable forms of pedagogy, perceptions of her students' socio-economic positions, knowledge of appropriate science teaching, and her experiences in a preservice teacher education program. Through her pedagogical work, the teaching and learning environment was articulated into a complex network of meanings, physical spaces, and concrete actions in which each element transformed the other. I suggest that mediated action is a form of transformation that constitutes context, meaning, and action into a dynamic and constantly-shifting teaching and learning environment. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

Happiness as a Goal of Counseling: Cross-cultural Implications     

Frederick D. Harper  Michael Guilbault  Tameka Tucker  Twanna Austin 《International journal for the advancement of counseling》2007,29(2):123-136

The article examines the construct of happiness within the context of counseling and holistic health (body, mind and spirit). It discusses happiness as a goal of counseling as reflected in selected counseling theories that focus on humanistic principles, holistic health, positive psychology, personal growth and the client’s intentional choice-making in life. Moreover, the article considers within-cultural and cross-cultural implications of happiness, and presents recommendations for counseling professionals who counsel clients or train future counselors.  相似文献   

A mixed design reveals that glucose moieties facilitate extinction of a conditioned taste aversion in rats     

Smith ME  Norgren R  Grigson PS 《Learning & behavior》2004,32(4):454-462

Separate groups of water-deprived rats had four trials with 15-min access to 0.0073 M saccharin, 0.3 M alanine, 0.3 M glucose, 0.1 M maltose, 0.3 M fructose, 0.06 M sucrose, or 0.03 M Polycose. Trials 1–3 were followed by injections of either 0.15 M LiCl (1.33 ml/100 g b.w., i.p.) or saline; Trial 4 (Test) was CS only. Extinction included either 48-h access to water alone or to the appropriate CS, both followed by a 24-h, two-bottle choice of CS and water. This 3-day cycle was repeated five to six times. All rats acquired comparable conditioned taste aversions (CTAs), but extinction rates varied with the test and the taste CS. No CTA extinguished during the two-bottle choices following 2 water days. During one-bottle CS exposure, all CTAs extinguished, but the aversion continued longer in the probe two-bottle tests. Intake of glucose moieties recovered rapidly, often in two cycles; the other CSs took four to six cycles. Thus, CTA extinction varies with the nature of the taste CS.  相似文献   

Media and attitudes: A bibliography part 2     

Michael R. Simonson 《Educational technology research and development : ETR & D》1980,28(1):47-50

A continuation of the bibliography published in the Fall 1979 issue of ECU, this article presents an annotated bibliography of 73 reports of research on the impact of instructional media on attitude formation and change. The author also shares some general observations about the findings, including procedures most likely and least likely to produce the desired attitudinal outcomes. Research for this study was supported by a grant from the Research Institute for Studies in Education, College of Education, Iowa State University.  相似文献   

The residual impact of information technology exportation on Thai higher education     

Miller  Michael  Lu  Mei-Yan  Thammetar  Thapanee 《Educational technology research and development : ETR & D》2004,52(1):92-96

Educational technology research and development -  相似文献   

English language learners and kindergarten entry age: Achievement and social-emotional effects     

Michael Gottfried  Vi-Nhuan Le  Ashlesha Datar 《The Journal of educational research》2016,109(4):424-435

In evaluating the role of kindergarten entry age, previous researchers have not examined the entry-age effects for English language learners (ELL). Additionally, little work has assessed the role of entry age on both achievement and social-emotional outcomes. This study is the first to do both simultaneously. The authors used data from a longitudinal study that followed a national sample of U.S. students from kindergarten through Grade 5. Relying on variation in children's birth dates and in states' kindergarten entrance age cutoffs, the authors estimated how differences in the age at which children enroll in kindergarten are related to their achievement and social-emotional outcomes. Our results show that enrolling in kindergarten as an older entrant is associated with significantly higher achievement and social-behavioral outcomes during the early elementary school years for ELL students, but that these effects largely disappear by the end of elementary school. Policy implications are addressed.  相似文献   

Decolonial innovation in teacher development: praxis beyond the colonial zero-point     

Michael Domínguez 《师资教育杂志》2019,45(1):47-62

ABSTRACT

Despite a rich repertoire of inventive and robust practices, and stated commitments to equity, social justice, and diversity, teacher education has continued to struggle to produce educators capable of enacting culturally sustaining pedagogies, and providing historically marginalized youth and communities with meaningful learning opportunities. This paper contends that ontological distance between educators and youth of colour, and the ways Eurocentric epistemologies exist as a colonial ‘zero point’ in teacher education praxis, are a core element of this existential crisis facing teacher educators. Drawing on decolonial theory and epistemologies of the global south, I suggest that teacher education is in need of epistemic innovation; radically revising our approaches to preparing educators by anchoring them in the epistemic and ontological perspectives of the global south, and in so doing, crafting pedagogical imaginaries through which we might disrupt the ways coloniality lives (often invisibly) in, and is reproduced by, our assumptions about best practices, ways of being, and measures of success. Such a decolonial approach to innovation in teacher education holds promise for ensuring our praxis, and the educators we prepare, are positioned to engage with a hyperdiverse world in humanizing ways.  相似文献   

Piketty,social criticism,and critical education     

Michael W. Apple 《British Journal of Sociology of Education》2016,37(6):879-883

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Teacher as Researcher,Teacher as Scholar,and Teacher as Leader     

Michael Ryan  Monica Taylor  Amanda Barone  Leslie Della Pesca  Sona Durgana  Kelly Ostrowski 《The New Educator》2017,13(2):102-116

ABSTRACT

Too often, because of the static nature of schools and the dominant existence of high-stakes testing, professional learning for teachers is determined by administrators or policy and is facilitated by those who are not part of the school community using prepackaged programs. These initiatives run counter to authentic teacher inquiry where teachers enhance their understanding of students and learning and, ideally, develop new teaching practices (Borko, 2004; Cochran-Smith & Lytle, 1999, 2009; Darling-Hammond, 1997). In this article, we focus on how teachers participating in action research begin to position themselves as teacher leaders.  相似文献