Memory interval distribution effects in pigeons     

Werner K. Honig 《Learning & behavior》1987,15(1):6-14

Pigeons were trained with two concurrent delayed conditional discriminations that involved different distributions of memory intervals, namely 1 and 5 sec in the “short” and 5 and 10 sec in the “long” distribution. Memory for the initial stimulus was much better after 5 sec in the short distribution than in the long one. The memory functions between the intervals within each distribution were essentially flat. These findings were replicated in a second study that involved differential outcomes; this procedure enhanced memory generally within trials so that memory intervals of 1, 9, and 19 sec could be used, with 9 sec serving as the common memory interval. The findings are interpreted on the basis of the subject’s expectation of the likely duration of the upcoming memory interval and the associated delay of reinforcement.  相似文献   

Service-Learning at the American Community College: Theoretical and Empirical Perspectives     

Thomas P. Werner 《Community College Journal of Research & Practice》2016,40(8):724-725

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The Institute for Science Education (Institut für Didaktik der Naturwissenschaften) in Austria     

Horst Werner 《International Journal of Science Education》2013,35(4):461-463

English

Cognitive Preference (CP) studies in science education have been met with several criticisms. One of these relates to response‐format i.e. the ipsative nature of the scores, another to linguistic factors, in particular the possible causing of preferences for the Q(uestioning)‐mode by matters unrelated to test modes as operationally defined. The present study used a horizontally split‐half method of testing, converting the first half of the 40‐item CP into an all‐Q format, and leaving the other half in its traditional form (recall, principles, questioning and application). Intercorrelations between both parts were thus non‐ipsative. Comparing subjects’ CP‐scores, mode‐intensities and within‐format correlations little or no differences were found. Moreover within and between‐format correlations turned out to be essentially identical. Factor‐ and SSA‐analyses confirmed the identical structures of both formats. It was concluded that ipsativity does not distort CP‐data unduly, neither does the particular linguistic format of Q‐statements cause substantial deviations from CP‐patterns.  相似文献   

Maximum stress from moving single loads 1n the members of three-hinged arches     

Emrick A. Werner 《Journal of The Franklin Institute》1892,134(5):366-384

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Adult learning and education as a response to global challenges: Fostering agents of social transformation and sustainability     

Schreiber-Barsch  Silke  Mauch  Werner 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(4):515-536

International Review of Education - This article explores the potential of adult learning and education, its pivotal role in addressing social transformation and promoting global-local...  相似文献   

Buchbesprechungen     

Bettina Perthold-Stoitzner  Werner Hauser  Bernhard Wallisch 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2010,9(3):97-98

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Universal secondary education in Uganda: The head teachers’ dilemma     

David W. Chapman  Lisa Burton  Jessica Werner 《International Journal of Educational Development》2010,30(1):77-82

Uganda has received considerable international attention for being the first and, to date, only African country to adopt a policy of free universal secondary education (USE). However, the policy was adopted with little attention to system capacity or involvement of secondary head teachers, even though there is considerable research documenting the importance of school leaders in promoting or blocking education reform efforts. This study investigated the extent to which Uganda secondary school leaders support USE policy, the extent they think USE is being implemented successfully, and the extent they believe they have the knowledge and skills needed in USE implementation. To understand the role of head teachers in the move to USE in Uganda, it is necessary to understand the political context in which it was adopted and the conditions under which it was implemented.  相似文献   

Maximum stresses from moving single loads in the members or three-hinged arches     

Emrick A. Werner 《Journal of The Franklin Institute》1892,134(6):426-448

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Perspektiven der Weiterentwicklung des Universitätsgesetzes 2002     

Werner Hauser 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2008,7(2):35-36

Ohne Zusammenfassung  相似文献   

Modellierung von deterministischer Software in Simulink     

Gerald Stieglbauer und Andreas Werner 《Informatik - Forschung und Entwicklung》2005,19(4):189-193

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