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91.
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
92.
Timothy B. Smith Li-Chen Chin Arpana G. Inman Jennifer Hudson Findling 《Journal of College Counseling》1999,2(2):188-190
International students often face challenges in adjusting to their new environment without the use of local supports such as counseling. This article suggests how universities can form an outreach support group that encourages the participation of international students by minimizing the stigma associated with using mental health services and by addressing relevant practical and emotional issues that international students face. 相似文献
93.
Timothy Prewitt 《Higher Education in Europe》1998,23(2):187-194
The history of distance learning, traditionally a peripheral university activity, is briefly traced. The advent, first of the British Open University with its renovated philosophy of distance learning, and then of the new information and communication technologies and their application to distance education, has led to a revalorization of open and distance education. These technologies are rapidly blurring the distinction between traditional higher education and distance learning. Various techniques of distance learning are described, particularly the electronic classroom and the electronic library. These techniques, based as they are on text transmission, stand to improve the reading comprehension and writing skills of students even as they make radical changes in the positions, relative to one another, of students and teachers. At the same time, the ease of electronic writing may lead to a decrease in required intellectual rigour, chat rooms producing chatter rather than serious ideas. Also, the economies of scale available via the information and communication technologies may lead to serious cut‐backs in traditional higher education provision. 相似文献
94.
Walter P. Vispoel Thomas R. Rocklin Tianyou Wang Timothy Bleiler 《Journal of Educational Measurement》1999,36(2):141-157
Part of the controversy about allowing examinees to review and change answers to previous items on computerized adaptive tests (CATs) centers on a strategy for obtaining positively biased ability estimates attributed to Wainer (1993) in which examinees intentionally answer items incorrectly before review and to the best of their abilities upon review. Our results, based on both simulated and live testing data, showed that there were instances in which the Wainer strategy yielded inflated ability estimates as well as instances in which it yielded deflated ability estimates. The success of the strategy in inflating ability estimates depended on the ability estimation method used (maximum likelihood versus Bayesian), the examinee's true ability level, the standard error of the ability estimate, the examinee's ability to implement the strategy, and the type of decision made from the ability estimate. We discuss approaches to dealing with the Wainer strategy in operational CAT settings. 相似文献
95.
96.
Brian A. Bottge Enrique Rueda Jung Min Kwon Timothy Grant Perry LaRoque 《Educational technology research and development : ETR & D》2009,57(4):529-552
The purpose of this randomized experiment was to compare the performance of high-, average-, and low-achieving middle school
students who were assessed with parallel versions of a computer-based test (CBT) or a paper-pencil test (PPT). Tests delivered
in interactive, immersive environments like the CBT may have the advantage of providing teachers with diagnostic tools that
can lead to instruction tailored to the needs of students at different achievement levels. To test the feasibility of CBT,
students were randomly assigned to the CBT or PPT test conditions to measure what they had learned from an instructional method
called enhanced anchored math instruction. Both assessment methods showed that students benefited from instruction and differentiated
students by achievement status. The navigation maps generated from the CBT revealed that the low-achieving students were able
to navigate the test, spent about the same amount of time solving the subproblems as the more advanced students, and made
use of the learning scaffolds.
相似文献
Brian A. BottgeEmail: |
97.
Timothy E. LaMacchio 《Performance Improvement》2009,48(9):18-24
Moving clients past counterproductive approaches to improving performance requires performance improvement (PI) professionals to work differently. They must collaboratively engage clients in anticipating and solving problems. It calls for a user‐friendly and explicit PI process that drives results. This proactive engagement promotes a shared view and language of the PI process. It enables PI professionals and clients to work jointly with common tools to improve performance, make everyday decisions, and achieve business results. 相似文献
98.
Timothy N. Odegard Crystal M. Cooper James M. Lampinen Valerie F. Reyna Charles J. Brainerd 《Child development》2009,80(6):1877-1890
The present research examined the influence of prior knowledge on children’s free recall, cued recall, recognition memory, and source memory judgments for a series of similar real‐life events. Forty children (5–12 years old) attended 4 thematic birthday parties and were later interviewed about the events that transpired during the parties using the National Institute of Child Health and Human Development protocol. Of the events, half were generic in that they could have occurred at any birthday party, and half were specific to the theme of the party. Older children demonstrated more evidence of using gist‐based information to guide their memory performance than did younger children. However, younger children were able to use global gist to inform their source memory judgments, qualifying past word‐learning research. 相似文献
99.
The anatomy of the pelvis is complex, multilayered, and its three‐dimensional organization is conceptually difficult for students to grasp. The aim of this project was to create an explorable and projectable stereoscopic, three‐dimensional (3D) model of the female pelvis and pelvic contents for anatomical education. The model was created using cryosection images obtained from the Visible Human Project, in conjunction with a general‐purpose three‐dimensional segmentation and surface‐rendering program. Anatomical areas of interest were identified and labeled on consecutive images. Each 2D slice was reassembled, forming a three‐dimensional model. The model includes the pelvic girdle, organs of the pelvic cavity, surrounding musculature, the perineum, neurovascular structures, and the peritoneum. Each structure can be controlled separately (e.g. added, subtracted, made transparent) to reveal organization and/or relationships between structures. The model can be manipulated and/or projected stereoscopically to visualize structures and relationships from different angles with excellent spatial perception. Because of its ease of use and versatility, we expect this model may provide a powerful teaching tool for learning in the classroom or in the laboratory. Anat Sci Educ. © 2010 American Association of Anatomists. 相似文献
100.
Marcia Invernizzi Timothy J. Landrum Avery Teichman Monika Townsend 《Early Childhood Education Journal》2010,37(6):437-446
The recent emphasis on universal prekindergarten programs, coupled with ongoing concern about children’s’ early literacy development
in the first years of school, carry significant implications for how preschool educators program for literacy and assess literacy
growth. We discuss the evolving role of literacy development in expanded preschool, examine key features of literacy assessments
with particular attention to the content that might be assessed in preschool, and provide as an example one preschool literacy
assessment tool that is in widespread use in the United States. We discuss the policy and practice implications of the growing
emphasis on literacy assessment in preschoolers. 相似文献