Are A-not-B errors caused by a belief about object location?     

Ruffman T  Slade L  Sandino JC  Fletcher A 《Child development》2005,76(1):122-136

Eight- to 12-month-olds might make A-not-B errors, knowing the object is in B but searching at A because of ancillary (attention, inhibitory, or motor memory) deficits, or they might genuinely believe the object is in A (conceptual deficit). This study examined how diligently infants searched for a hidden object they never found. An object was placed in A twice, and then in B. In a different task the object was placed beside A twice, and then in B. Infants made more A-not-B errors in the former task, and perseverating infants searched diligently in A rather than in B. Infants seemed to believe the object was in A, suggesting that both a conceptual deficit and ancillary deficits account for A-not-B errors.  相似文献   

Book review ‘The god beneath the sea’     

Ted Hughes 《Children‘s Literature in Education》1970,1(3):66-67

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Understanding Collegiality: The Changing Oxbridge Model     

Ted Tapper  David Palfreyman 《Tertiary Education and Management》2002,8(1):47-63

With particular reference to theUniversities of Oxford and Cambridge, thispaper analyses interpretations of thecollegiate tradition. It examines pastinterpretations of the tradition, the pressuresthat have led to its reformulation and assessesthe likelihood of its survival in the future. The paper assumes that both academic demos andintellectual collegiality should be centralcharacteristics of any institution that intendsto call itself a university.  相似文献   

Directions in Research on Teaching Physical Education     

Bevan Grant  Keith D. Ballard  Ted Glynn 《教育心理学》1986,6(1):19-35

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Childcare Workers’ Use of Talking Up and Incidental Teaching Procedures under Standard and Self‐management Staff Training Packages     

Helen Charles  Ted Glynn  Stuart McNaughton 《教育心理学》1984,4(3):199-212

Two childcare workers in a daycare setting were trained in the use of Talking Up and Incidental Teaching procedures, designed to increase children's language. Training was introduced in two stages. The first was a standard training package comprising oral and written instructions, roleplay, modelling and feedback. The second was a modified package comprising a self‐management component (the formulation by childcare workers of specific plans to implement each procedure, and a correspondence training component in which they received feedback on correspondence between their performance and their plans). Following a baseline period in which rates of child‐initiated language were monitored the standard training package was introduced for both Talking Up and Incidental Teaching. Next, the modified (self‐management) training package was introduced, first for Incidental Teaching, and subsequently for Talking Up. Introducing the standard training package resulted in markedly increased use of Talking Up by one worker and Incidental Teaching by both workers. However there was a concomitant decrease in child‐initiated language (and hence opportunities to use Incidental Teaching). When the modified (self‐management) package was introduced for Incidental Teaching, there was a resultant increase in the use of that procedure as well as a marked increase in child‐initiated language. When the modified (self‐management) package was introduced for Talking Up, there was a resultant increase in the use of that procedure but in contrast, there was a decrease in child‐initiated language. With the introduction of each training package, nevertheless, both workers responded to increased proportions of child initiations over baseline. Results are discussed in terms of the confounding effects of the two procedures in this study and their relative usefulness in improving child language.  相似文献   

Poison avoidance and patch (location) selection in rats     

Ted Melcer  William Timberlake 《Learning & behavior》1985,13(1):60-68

Thirsty rats were tested on a four-armed radial maze with three water locations and one distinctive taste location (saccharin). Rats that were injected with lithium chloride after drinking a novel saccharin solution visited the saccharin location less than did unpoisoned animals, primarily during the later portions of the test sessions. When saccharin was moved to a different location, previously poisoned rats rapidly avoided the new saccharin location and increased visits to the original saccharin location, now rebaited with water. A similar pattern of learned avoidance and approach was obtained in Experiment 2 with three water locations and one vacant location (no water). These results indicate that: (1) sampling the contents of alternative patches mediates both learning to avoid the location of an aversive substance and returning to a newly viable patch, and (2) avoiding the location of a novel substance after a single poisoning occurs because the location does not contain an edible substance, not because of an aversion conditioned to environmental cues.  相似文献   

Positive and negative contrast effects obtained following shifts in liquid sucrose reward in thirsty rats     

Mitri E. Shanab  John France  Ted Young 《Learning & behavior》1976,4(1):9-12

In a repeated shifts experiment four independent groups of thirsty rats received the following treatments: LSLS, LLLS, SSLS, and SSSS, with each letter denoting the magnitude (large or small) of sucrose reward received in each of the four phases of the experiment. While no negative contrast effect (NCE) was obtained in Phase 2, a very reliable positive contrast effect (PCE) was found in Phase 3. Moreover, a significant NCE was obtained in Phase 4. The results were explained in terms of the relative rather than absolute effects of reinforcement.  相似文献   

Teacher Factors and Special Class Referral Decisions     

Keri Wilton  Tony Cooper  Ted Glynn 《International Journal of Disability, Development & Education》1987,34(3):173-180

Using questionnaire data an examination was made of the personal and professional characteristics of 127 regular class (Grade 2‐5) teachers, all of whom had a child in their class whom they believed to be mildly retarded and not coping academically as well as socially in school. Of this group, 53 had referred the child to school psychological services while the remainder had not done so at the time of the study. A set of 28 variables derived from the questionnaire data was subjected to multiple regression analysis in order to examine the predictability of teachers’ referral decisions. Nine significant predictors were identified which together accounted for 35 percent of the variation in referral decisions. Inter‐group contrasts on these measures revealed that referring teachers were more likely to have made previous referrals, had better access to psychologists, were more confident of their ability to identify children who would qualify for special class admission, believed their school policy to b e more encouraging of referrals, were more likely to have made use of special programs, and received more frequent visits from psychologists. Results are discussed in terms of identifying “unserved mildly retarded” children in regular classes.  相似文献   

Stepping stones to others' minds: maternal talk relates to child mental state language and emotion understanding at 15, 24, and 33 months   总被引：4，自引：0，他引：4  

Taumoepeau M  Ruffman T 《Child development》2008,79(2):284-302

This continuation of a previous study (Taumoepeau & Ruffman, 2006) examined the longitudinal relation between maternal mental state talk to 15- and 24-month-olds and their later mental state language and emotion understanding (N= 74). The previous study found that maternal talk about the child's desires to 15-month-old children uniquely predicted children's mental state language and emotion task performance at 24 months. In the present study, at 24 months of age, mothers' reference to others' thoughts and knowledge was the most consistent predictor of children's later mental state language at 33 months. Vygotsky's zone of proximal development provides a framework within which maternal talk, first, about the child's desires and then about others' thoughts and knowledge scaffolds children's social understanding.  相似文献   

Contexts for Remedial Reading: Practice Reading and Pause,Prompt and Praise tutoring     

Gerard O'connor  Ted Glynn  Bryan Tuck 《教育心理学》1987,7(3):207-223

Abstract Fourteen residential childcare workers were trained to implement both a Practice Reading and the Pause, Prompt and Praise remedial reading procedures in school and cottage settings with 18 low‐progress readers of primary school age. Pause, Prompt and Praise procedures were introduced in each setting only if readers made insufficient progress with Practice Reading alone. Childcare workers displayed major change in their tutoring behaviour between baseline (untrained tutoring) conditions and trained tutoring conditions (Practice Reading or Pause, Prompt and Praise). Readers who received a six week programme of individual reading assistance made significant gains on standardised tests of reading accuracy and comprehension and made accelerated progress through graded book levels, while children in the comparison group did not. Results are discussed in terms of the interactive social contexts provided by the two procedures and of the opportunities for reciprocal gains in skill between readers and tutors with the Pause, Prompt and Praise procedures.  相似文献