Preference effects on acquisition and retention of concurrent discriminations by rhesus monkeys     

F. Robert Treichler  Thomas V. Petros  Sharon A. Lesner 《Learning & behavior》1981,9(3):401-405

Ten rhesus monkeys were trained on five tasks, each of which consisted of eight concurrently presented object discrimination problems. Sequences of presentation were devised to allow one, two, or three new tasks to intervene between acquisition and retention tests or to provide a 30-day period of no testing. Equivalent and proficient performances were obtained in all retention tests, and no relationship was observed between retention and the initial preference characteristics of various objects. Object pReferences did produce significant influences upon acquisition, but these effects were not as pronounced in early tasks as in later ones. An additional retention test provided support for the contention that monkeys do not necessarily process information about specific object pair discriminations. Rather, they appeared to retain a list of previously rewarded objects even when object pairings were different from those provided during acquisition. Concurrent discriminations involving many distinct objects were resistant to interference and independent of preference characteristics over long retention periods.  相似文献   

Designing an Interactive Web-based Tutorial for Health Sciences Students: A Collaborative Library Project     

Sharon Leslie 《Medical reference services quarterly》2017,36(1):90-96

This column describes the creation of an online interactive tutorial for health sciences students in a general library at a large, urban university. The project was a collaborative effort among the health sciences subject librarian, the library’s web programmer, an assessment and user services librarian, and an instructional support specialist. The column details the initial exploration, design, web programming, student usability study, and subsequent upgrades to the tutorial. Implementation of the tutorial is discussed as well as sampled student input. The effort resulted in the design of improved and more versatile open access coding available for any library to use.  相似文献   

PolicyMap: Mapping Social Determinants of Health     

Yunting Fu  Sharon Whitfield  Tyler Nix 《Medical reference services quarterly》2017,36(3):266-272

PolicyMap is a mapping resource from The Reinvestment Fund that offers access to a range of demographic and health-related data, including chronic disease incidence, health care provider locations, food access, mass transit, and other social determinates of health. This column features a sample search and describes the types of outputs available with PolicyMap.  相似文献   

Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers     

Hannah L. Stark  Pamela C. Snow  Patricia A. Eadie  Sharon R. Goldfeld 《Annals of dyslexia》2016,66(1):28-54

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On the cultural validity of science assessments     

Guillermo Solano‐Flores  Sharon Nelson‐Barber 《科学教学研究杂志》2001,38(5):553-573

We propose the concept of cultural validity as a form of test validity in science assessment. The conceptual relevance of cultural validity is supported by evidence that culture and society shape an individual's mind and thinking. To attain cultural validity, the process of assessment development must consider how the sociocultural context in which students live influences the ways in which they make sense of science items and the ways in which they solve them. These sociocultural influences include the values, beliefs, experiences, communication patterns, teaching and learning styles, and epistemologies inherent in the students' cultural backgrounds, as well as the socioeconomic conditions prevailing in their cultural groups. We contend that current approaches to handling student diversity in assessment (e.g., adapting or translating tests, providing assessment accommodations, estimating test cultural bias) are limited and lack sociocultural perspective. We find that attaining cultural validity may conflict with current basic principles and assumptions in testing, such as item independence and standardization. We discuss the ways in which adopting cultural validity as a criterion for test validity makes it necessary to shift assessment paradigms and adopt new procedures for assessment development. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 553–573, 2001  相似文献   

Using Tutors to Improve Educational Games: A Cognitive Game for Policy Argument     

Matthew W. Easterday  Vincent Aleven  Richard Scheines  Sharon M. Carver 《学习科学杂志》2017,26(2):226-276

How might we balance assistance and penalties to intelligent tutors and educational games that increase learning and interest? We created two versions of an educational game for learning policy argumentation called Policy World. The game (only) version provided minimal feedback and penalized students for errors whereas the game+tutor version provided additional step-level teaching feedback and immediate error correction. A total of 105 university students played either the game or game+tutor version of Policy World in a randomized, controlled, two-group, between-subjects experiment, during which we measured students’ problem-solving abilities, interest in the game, self-reported competence, and pre- and posttest performance. The game+tutor version increased learning of policy analysis skills and self-reported competence. A path analysis supported the claim that greater assistance helped students to learn analysis better, which increased their feelings of competence, which increased their interest in the game. Log data of student behavior showed that debate performance improved only for students who had sufficiently mastered analysis. This study shows that we can design interesting and effective games to teach policy argumentation and how increasing tutoring and reducing penalties in educational games can increase learning without sacrificing interest.  相似文献   

“Money Talks”: The Elementary and Secondary Education Act of 1965 and the African‐American Freedom Struggle in Mississippi     

Crystal R. Sanders 《History of education quarterly》2016,56(2):361-367

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Multirelational semantic maps   总被引：2，自引：0，他引：2  

Judith G. Lambiotte  Donald F. Dansereau  David R. Cross  Sharon B. Reynolds 《Educational Psychology Review》1989,1(4):331-367

Research on multirelational semantic maps is laden with promise for educational applications, but the development of knowledge mapping systems has been largely unsystematic. This paper describes the distinctive features of knowledge maps, discusses their origins, and explores some of the strengths and weaknesses of the wide variety of maps and mapping approaches that have been appearing in the literature over the past several years. Research findings pertaining to maps' potential and actual uses in educational settings are summarized, with some indepth attention to the more programmatic efforts of Novak as well as to our own mapping system. Suggestions are made for future exploration of, and experimentation on, maps as unique tools for organizing, representing, and communicating a wide variety of knowledge domains.  相似文献   

Bilingual education in Ontario: Issues and directions     

Sharon Lapkin 《Interchange》1978,9(4):11-19

Conclusions The impact of the immersion phenomenon in Ontario has been striking and complex. This brief review of research on bilingual education and its relationship to a variety of language teaching settings has shown that the immersion experiment has produced several constructive side effects. First, it has caused the re-examination of first language teaching in regular English classrooms and it is now sparking a move toward increased contact between educators of French as a first language and French as a second language. Second, it has heightened parental interest and led to the increased involvement of parents in their children's education. Canadian Parents for French, a national association formed in 1977, grew directly out of the excitement and interest created by bilingual education programs in Canada. Along with increased parental involvement has come the realization that the school — whether it is francophone or anglophone — cannot be expected to go it alone, that support for French must be generated in the media and in the community.Two recent conferences have resulted in part from this realization:Apprenons en français/Learning in French held at Glendon College in June, 1978, and the OISE Conference on French Language Instruction, the proceedings of which make up this issue ofInterchange. These were landmark events, since never before in Ontario had educators and parents involved in French as a first language and French as a second language come together to share their problems, ideas and hopes. Such meetings could and should represent the beginning of a continuing dialogue.  相似文献   

Buried treasure in human genes     

Kingman S 《New scientist (1971)》1989,123(1672):36-37

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