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21.
Jörg R. J. Schirra 《Kognitionswissenschaft》1997,6(4):177-195
How can we explain that an assertion on something perceived can be understood in the same manner by somebody who cannot perceive that scene? This problem bases the interest in computational linguistics in how listener modeling could possibly be harmonized with reference semantics. Mental images substituting real perception appear as a way out. The architecture of the listener model has to be adapted to the creation and use of such pictorial data structures. Furthermore, the relation between the latter and a verbal (i. e., propositional) representation must be understood. The resulting architecture of a listener model with reference semantics can be employed to solve communicational problems from three general classes in a better way, as is demonstrated by an example implementation. 相似文献
22.
Kale M. Kritch Darrel E. Bostow Robert F. Dedrick 《Journal of applied behavior analysis》1995,28(1):85-86
Experiment 1 confirmed the greater effectiveness of constructed-response interactive videodisc instruction when compared to a click-to-continue or passive viewing formats on posttest recall of AIDS information by 101 college students. Experiment 2 extended the analysis using a counterbalanced (ABAB-BABA) intrasubject design with 4 students in each of three ability groups. The necessity of constructing answers appears to be an important factor in the effectiveness of instructional programs. 相似文献
23.
Dennis D. Todd Richard B. Scott Darrel E. Bostow Stephen B. Alexander 《Journal of applied behavior analysis》1976,9(1):106-106
Two experiments investigated home-based reinforcement contingencies to control excessive behavior in normal classrooms. Subjects were, respectively, a 12-yr-old fifth-grade boy and a 9-yr-old fourth-grade boy, each in a separate classroom and with a different teacher. Following baseline observations in which observers recorded several categories of student behavior and teacher-student interaction, separate conferences were held including parents of the two children, the principal, teachers, and experimenters. A daily report-card procedure was agreed on, stipulating a one-day suspension from school following three successive “undesirable” daily report cards as well as the supervision of home-based privileges and other reinforcers usually contingent on satisfactory daily reports. Measurements of daily rates of teacher attention indicated no important change in this variable throughout the various experimental conditions. The daily report procedure significantly reduced disruptive classroom behavior. In a second experiment, a teacher-operated timer cued her own time-sample observations. Reliability measures revealed that the teacher could accurately measure the child's behavior while she was teaching the class. The procedure was ultimately successfully expanded to the teacher's total contact hours each day. 相似文献
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