排序方式: 共有36条查询结果,搜索用时 15 毫秒
21.
Wayne W. Fisher Lynn G. Bowman Rachel H. Thompson Stephanie A. Contrucci Larry Burd Gad Alon 《Journal of applied behavior analysis》1998,31(3):493-496
Transcutaneous electrical nerve stimulation is used to reduce pain but also may be useful for self-injurious behavior (SIB). In the current investigation, a microcurrent electromedical device, classified as a transcutaneous electrical nerve stimulator (TENS), was applied with a man with Down syndrome who displayed SIB that persisted in the absence of social contingencies. Although clinically significant results were not maintained, a clear difference in the rates of SIB during active and inactive TENS was observed. 相似文献
22.
Gad Yair 《Social Psychology of Education》1996,1(3):269-295
This study presents an exploratory theoretical framework that analyzes the extent by which the contexts of classroom instruction
mediate the effects of instructional strategies on achievement. The study first presents the two main tasks that teachers
face in classrooms-teaching, and controlling the social order. The study then elaborates on formal and informal instructional
strategies that teachers use to manage these tasks. The main foci of the study is to show that the effects of these different
instructional strategies on student achievements vary by grade level. The results suggest that the contexts of instruction
determine the magnitude and direction of the effects of instructional strategies on achievement. Positive effects on student
achievement appear when a functional congruence occurs between teachers' instructional strategies and the contexts wherein
they are used. The analyses suggest that changes in the cognitive, social, and institutional contexts of classrooms may change
the relative efficacy of specific instructional strategies. Consequently, researchers should pay more attention to the changes
in the sociology of classrooms during students' school careers.
This study was supported by a post-doctoral fellowship from the Fulbright Foundation and by a small research grant from The
Spencer Foundation. My wholehearted appreciation is given to the support I received from the Foundations. I am especially
grateful to Charles Bidwell from the University of Chicago, who encouraged me to pursue this study during my post-doctoral
visit in 1994–95. Discussions with Benjamin Wright and his warm support have been more than essential. The hospitality and
the academic environment at the NORC and the University of Chicago have done wonders to the fruition of ideas advanced in
this study. Yechezkel Dar and Ruth Butler made suggestions to the improvement of this article. Daniel Shalem and Rivka Berman
assisted with editorial as well as substantive comments. The reviewers ofSocial Psychology of Education insightfully suggested ways to improve the final version. 相似文献
23.
Gad Saad 《Behavior research methods》1996,28(2):259-264
The sequential-sampling approach as applied to multiattribute choices assumes that an individual acquires one piece of attribute information at a time (across the competing alternatives) until sufficient cumulative discrimination has occurred to permit a choice. In such an environment, individuals must not only decide when to stop acquiring additional information but also, whenever additional information is desired, they must determine which attribute to acquire next. The SMAC (Sequential Multi-Attribute Choice) interface, described in this paper, was developed as a comprehensive data collection tool relevant to the many distinct stages of this type of sequential choice environment. 相似文献
24.
Daniel Freudenthal Michael Ramscar Laurence B. Leonard Julian M. Pine 《Cognitive Science》2021,45(3):e12945
Children with developmental language disorder (DLD) have significant deficits in language ability that cannot be attributed to neurological damage, hearing impairment, or intellectual disability. The symptoms displayed by children with DLD differ across languages. In English, DLD is often marked by severe difficulties acquiring verb inflection. Such difficulties are less apparent in languages with rich verb morphology like Spanish and Italian. Here we show how these differential profiles can be understood in terms of an interaction between properties of the input language, and the child's ability to learn predictive relations between linguistic elements that are separated within a sentence. We apply a simple associative learning model to sequential English and Spanish stimuli and show how the model's ability to associate cues occurring earlier in time with later outcomes affects the acquisition of verb inflection in English more than in Spanish. We relate this to the high frequency of the English bare form (which acts as a default) and the English process of question formation, which means that (unlike in Spanish) bare forms frequently occur in third-person singular contexts. Finally, we hypothesize that the pro-drop nature of Spanish makes it easier to associate person and number cues with the verb inflection than in English. Since the factors that conspire to make English verb inflection particularly challenging for learners with weak sequential learning abilities are much reduced or absent in Spanish, this provides an explanation for why learning Spanish verb inflection is relatively unaffected in children with DLD. 相似文献
25.
Gad C. Isay 《Dao》2009,8(4):425-437
While Qian Mu intentionally avoided systematic philosophical arguments, his references to memory, language, and emotions, as expressed
in a book he wrote in 1948, were suggestive of new interpretations of traditional Chinese, and especially Confucian, ideas
such as human autonomy, mind, human nature, morality, immortality, and spirituality. The foremost contribution of Qian’s humanist
synthesis rests in its articulation of the idea of the person. Across the context of memory, language, and emotions, the tiyong dynamics of mind and human nature recreate, in modern terms, the traditional Chinese concept of the person who is individually
unique and simultaneously interrelated. Avoiding the extreme polarities of individualism and collectivism, he stresses rather
their coexistence. His synthesis explains to the Chinese people something about who they are, the meaning in life in the framework
of their culture, and how their (revitalized) way of life is at its best in the most important area, that of human relations. 相似文献
26.
Gad Saad 《Behavior research methods》1998,30(2):250-254
The DSMAC (Dynamic Sequential MultiAttribute Choice) interface is a process-tracing methodology that permits a researcher to investigate subjects’ behaviors in an optional-stopping task. In such an environment, an individual decides after each piece of acquired information whether to make a choice between a pair of competing alternatives or to acquire additional information. DSMAC consists of two modules-an experimenter and a subject interface. The former allows the researcher to specify all of the relevant experimental parameters for a particular study, which is subsequently used as input by the latter. The bimodular nature of DSMAC significantly reduces the set-up time required for constructing novel stimuli for new experiments. DSMAC runs on a Macintosh computer. It is compatible with most Mactintosh models that use a system 7.0 (or higher) operating system. The source code was written in ThinkPascal 4.0.1. 相似文献
27.
28.
This study presents an exploratory theoretical framework that analyzes the extent by which the contexts of classroom instruction mediate the effects of instructional strategies on achievement. The study first presents the two main tasks that teachers face in classrooms-teaching, and controlling the social order. The study then elaborates on formal and informal instructional strategies that teachers use to manage these tasks. The main foci of the study is to show that the effects of these different instructional strategies on student achievements vary by grade level. The results suggest that the contexts of instruction determine the magnitude and direction of the effects of instructional strategies on achievement. Positive effects on student achievement appear when a functional congruence occurs between teachers' instructional strategies and the contexts wherein they are used. The analyses suggest that changes in the cognitive, social, and institutional contexts of classrooms may change the relative efficacy of specific instructional strategies. Consequently, researchers should pay more attention to the changes in the sociology of classrooms during students' school careers. 相似文献
29.
Hans Freudenthal 《Synthese》1955,9(1):454-464
Ohne ZusammenfassungVortrag bei der Gedächtnisfeier am 31. Aug. 1954 in Purmerend 相似文献
30.
Modeling the Development of Children's Use of Optional Infinitives in Dutch and English Using MOSAIC
In this study we use a computational model of language learning called model of syntax acquisition in children (MOSAIC) to investigate the extent to which the optional infinitive (OI) phenomenon in Dutch and English can be explained in terms of a resource-limited distributional analysis of Dutch and English child-directed speech. The results show that the same version of MOSAIC is able to simulate changes in the pattern of finiteness marking in 2 children learning Dutch and 2 children learning English as the average length of their utterances increases. These results suggest that it is possible to explain the key features of the OI phenomenon in both Dutch and English in terms of the interaction between an utterance-final bias in learning and the distributional characteristics of child-directed speech in the 2 languages. They also show how computational modeling techniques can be used to investigate the extent to which cross-linguistic similarities in the developmental data can be explained in terms of common processing constraints as opposed to innate knowledge of universal grammar. 相似文献