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121.
Lia M. Daniels Anne C. Frenzel Robert H. Stupnisky Tara L. Stewart Raymond P. Perry 《The British journal of educational psychology》2013,83(3):396-413
Background and Aims. The literature documents fewer classroom mastery goal structures in secondary school compared to elementary. However, little is known about how personal achievement goals may influence classroom goal structures. This is especially true at the level of pre‐service teachers. Our objective was to investigate if pre‐service teachers’ personal goals predicted their intended classroom goal structures. Sample. Participants were 125 elementary and 175 secondary school pre‐service teachers from two Western Canadian universities. Method. Structural equation modelling was used to examine if the structural relationships and latent means of personal and intended classroom goal structures differed for elementary and secondary school pre‐service teachers. Results. The results revealed that personal goals predicted the goal structures that pre‐service teachers intended to establish; however, the relationships and means differed between elementary and secondary school pre‐service teachers. Specifically, personal mastery‐approach goals positively predicted classroom mastery goals much more strongly at the elementary than the secondary level. Furthermore, elementary pre‐service teachers had significantly higher latent mean scores on personal mastery‐approach goals than their secondary counterparts. Conclusions. It seems possible that the currently documented differences between classroom goal structures noted for elementary compared to secondary school may be based on the personal goals endorsed as pre‐service teachers. The results are further discussed in terms of alignment with research on practising teachers’ personal and classroom goals and implications for teacher education. 相似文献
122.
The eye movements of Finnish first and second graders were monitored as they read sentences where polysyllabic words were either hyphenated at syllable boundaries, alternatingly coloured (every second syllable black, every second red) or had no explicit syllable boundary cues (e.g., ta-lo vs. talo vs. talo = “house”). The results showed that hyphenation at syllable boundaries slows down reading of first and second graders even though syllabification by hyphens is very common in Finnish reading instruction, as all first-grade textbooks include hyphens at syllable boundaries. When hyphens were positioned within a syllable (t-alo vs. ta-lo), beginning readers were even more disrupted. Alternate colouring did not affect reading speed, no matter whether colours signalled syllable structure or not. The results show that beginning Finnish readers prefer to process polysyllabic words via syllables rather than letter by letter. At the same time they imply that hyphenation encourages sequential syllable processing, which slows down the reading of children, who are already capable of parallel syllable processing or recognising words directly via the whole-word route. 相似文献
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Timothy A. Slocum P. Raymond Joslyn Beverly Nichols Sarah E. Pinkelman 《The Behavior analyst / MABA》2022,45(3):681
In our previous article on threats to internal validity of multiple baseline design variations (Slocum et al., 2022), we argued that nonconcurrent multiple baseline designs (NCMB) are capable of rigorously demonstrating experimental control and should be considered equivalent to concurrent multiple baselines (CMB) in terms of internal validity. We were fortunate to receive five excellent commentaries on our article from experts in single-subject research design—four of whom endorsed the conclusion that NCMBs should be considered strong experimental designs capable of demonstrating experimental control. In the current article, we address the most salient points made in the five commentaries by further elaborating and clarifying the logic described in our original article. We address arguments related to classic threats including maturation, testing and session experience, and coincidental events (history). We rebut the notion that although NCMBs are strong, CMBs provide an increment of additional control and discuss the application of probability-based analysis of the likelihood of threats to internal validity. We conclude by emphasizing our agreement with many of the commentaries that selection of single-case experimental designs should be based on the myriad subtleties of research priorities and contextual factors rather than on a decontextualized hierarchy of designs. 相似文献
128.
Inhibition of return (IOR) refers to a processing disadvantage at a recently attended location. It is generally agreed that
when elicited in a cue-target task, IOR will not be apparent until attention is disengaged from the originally cued location
and returned to a neutral state. Here we test the hypothesis that when such disengagement is dependent on endogenous control,
a secondary task that taxes working memory capacity should delay the appearance of IOR. Participants were given a six-item
verbal working memory load prior to the peripheral cue in a cue-target detection task. Consistent with the hypothesis, the
appearance of IOR was delayed on trials for which participants had to hold information in working memory. Converging evidence
was derived from a second experiment in which the time course of IOR’s appearance, when we added a central cue to exogenously
remove attention from the peripheral cue, was unaffected by the memory load. 相似文献
129.
The “prawn-in-the-tube” procedure in the cuttlefish: Habituation or passive avoidance learning? 下载免费PDF全文
Agin V Chichery R Dickel L Chichery MP 《Learning & memory (Cold Spring Harbor, N.Y.)》2006,13(1):97-101
This study examines whether or not habituation contributes to the regulation of the inhibition of predatory behavior observed during the "prawn-in-the-tube" training procedure. When presented with prawns that are visible behind glass but untouchable, cuttlefish promptly learn to inhibit their capture attempts. The first three experiments demonstrated that the acquired response in the course of training cannot be dishabituated. The fourth experiment demonstrated that the repeated application of a brief visual prawn stimulus, one that is terminated before the cuttlefish can strike, decreases attack latencies. Taken together, the results of this study establish that habituation does not play a significant role in this learning task. In fact, the present findings strengthen the results of previous studies suggesting that passive avoidance learning contributes to the regulation of the inhibition of predatory behavior. 相似文献
130.
Agin V Poirier R Chichery R Dickel L Chichery MP 《Neurobiology of learning and memory》2006,86(3):264-269
The inhibition of predatory behavior observed during the "prawn-in-the-tube" procedure has been extensively used in studies of cuttlefish learning. The present study examines the effect of age on the conditioning of this response in the cuttlefish, Sepia officinalis. Data show that a significant increase in acquisition performance occurs between 15 and 21 days of age. The retention curves in 8- and 15-day-old cuttlefish show a monotonic memory process, presumably reflecting the presence of only short-term memory. In 21-day-old cuttlefish, there are two distinct processes which could be a labile short-term memory, and a subsequent intermediate memory. These mnesic systems seem to become more effective over the course of post-embryonic development. Moreover, the retention curves obtained in the oldest cuttlefish (30- and 90-day-old) bear a close resemblance to that observed in adults. These behavioral findings will allow further work on the cellular and molecular mechanisms of learning and memory in the cuttlefish. 相似文献