Social working memory: Memory for another rat's spatial choices can increase or decrease choice tendencies     

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   

That Politics Problem     

Tom L. Freudenheim 《Curator: The Museum Journal》2005,48(4):372-376

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In Praise of Grazing     

Tom L. Freudenheim 《Curator: The Museum Journal》2005,48(3):249-256

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Alternatives to rules for knowledge-based modelling     

Conlon  Tom 《Instructional Science》1999,27(6):403-430

The technology of knowledge-based systems undoubtedly offers potential for educational modelling, yet its practical impact on today's school classrooms is very limited. To an extent this is because the tools presently used in schools are mostly rule-based expert system shells, which lack usability. We developed three alternative tools, using ideas from knowledge acquisition research, and compared their effectiveness to that of an established rule-based shell. Children working with the new tools produced higher quality models and developed more positive attitudes. We relate these findings to the forms of representation provided by the new tools and present evidence that modelling increases children's representational skill. We conclude that knowledge acquisition systems and alternative forms of representation can contribute to improved forms of knowledge-based modelling.  相似文献   

“Fab 13:” The Learning Factory     

Steven M. Crooks  Tom R. Eucker 《Performance Improvement Quarterly》2001,14(2):108-124

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Index of science reading awareness: An interactive-constructive model,test verification,and grades 4–8 results     

Larry D. Yore  Madge T. Craig  Tom O. Maguire 《科学教学研究杂志》1998,35(1):27-51

The purpose of this study was to develop and verify the Index of Science Reading Awareness (ISRA) based on a model of an efficient, successful interactive-constructive science reader and three independent metacognitive awareness domains. Several researchers have noted the need for efficient, reliable, and valid measures of metacognition. ISRA data collected on 532 students (Grades 4–8) were analyzed using factor analyses, linear structural modeling, and analyses of variance (ANOVAs) to help verify the model and the test. The factor analyses and linear structural modeling indicated that these data did not support the assumption about the three independent metacognitive awareness domains, but suggested that the model and the test were structured around the design features of science reading, science text, and science reading strategies. One-way ANOVAs indicated significant, predicted reading ability and gender differences but unexpected grade-level differences. The composite metacognitive awareness data indicated that most Grade 4–8 students have surface knowledge about science reading, science text, and science reading strategies, and indicated specific targets for explicit science reading instruction. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 27-51, 1998.  相似文献   

Reflections on the “Degenerate Art” Case Study     

Tom L. Freudenheim 《Curator: The Museum Journal》1997,40(3):166-168

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Exhibition Reviews     

Tom L. Freudenheim  Alison Edwards 《Curator: The Museum Journal》1997,40(4):296-305

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Practices and pitfalls: A practitioner's journey into level 3 evaluation     

Tom Riley  Holly Davani  Pat Chason  Ken Findley 《Performance Improvement》2002,41(5):14-22

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Museums and the New Economy: A Contrarian Laments     

Tom L. Freudenheim 《Curator: The Museum Journal》2009,52(4):327-331

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