The effects of several different schedules of primary reinforcement were compared in a picture-naming task with retarded children. In Experiment I, number of correct responses and learning rate were higher under fixed-ratio schedules than under continuous reinforcement. In Experiment II, number of correct responses and learning rate tended to be greater under intermediate than under low or high fixed-ratio schedules. In Experiment III, number of correct responses was higher under interlocking schedules, in which the response requirement increased with time following the previous reinforcement, than under comparable fixed-ratio schedules. Learning rates were generally low and, perhaps because of this, not very different under the two types of schedules in this experiment. Accuracy (i.e., proportion of trials on which correct responses occurred) was typically high and insensitive to variations in schedule and schedule parameter throughout each experiment. 相似文献
The purpose of this study was to evaluate Denizli midwives’ self-reported knowledge of genetic diseases and genetic counseling. Data was collected on forms that obtained information about midwives approaches to basic genetics, genetic disorders, and genetic counseling (response rate = 70.1%). The highest response rate of midwives describing themselves as “knowledgeable” about basic genetic information was for mitosis and meiosis with 4.8%, about genetic disorders was for phenylketonuria with 61.1%, and about genetic counseling was for recommending ultrasonography during pregnancy with 98.1%. The source for basic genetics information for 56.4% of participants was in their school level classes. None of the midwives felt that they had sufficient knowledge about genetic counseling or screening and 76.4% would like to attend an educational course. Even though the midwives have recognized their knowledge deficit they occasionally give genetic counseling. As a result of this study a genetics course is planned for midwives so they can actively participate in the prevention and early diagnosis of genetic diseases. 相似文献
Fluent recall of basic facts is essential to the development of more complex math skills. Therefore, failure to develop fluency with basic facts may impede the development of these skills. The present study used a between-group experimental design to investigate whether a basic facts fluency program, implemented within a self-regulated learner (SRL) framework, could lead to increased fluency with multiplication facts for Year 5 and Year 6 New Zealand students (9–10 years old). This study also investigated the extent to which the SRL program altered students’ basic facts practice behavior outside of school hours. The study found that the SRL program resulted in rapid fluency development that was maintained over time. Nomothetic and idiographic analysis confirmed that the program was suitable for use within Tier 1 of the response to intervention framework. In addition, the study also found that students who received the program altered their practice behavior outside school hours. The results from this study show how elements of self-regulated learning and precision teaching can be successfully combined to enhance students’ mathematics achievement.
Despite the ubiquity of dancing and synchronized movement to music, relatively few studies have examined cognitive representations of musical rhythm and meter among listeners from contrasting cultures. We aimed to disentangle the contributions of culture-general and culture-specific influences by examining American and Turkish listeners' detection of temporal disruptions (varying in size from 50-250 ms in duration) to three types of stimuli: simple rhythms found in both American and Turkish music, complex rhythms found only in Turkish music, and highly complex rhythms that are rare in all cultures. Americans were most accurate when detecting disruptions to the simple rhythm. However, they performed less accurately but comparably in both the complex and highly complex conditions. By contrast, Turkish participants performed accurately and indistinguishably in both simple and complex conditions. However, they performed less accurately in the unfamiliar, highly complex condition. Together, these experiments implicate a crucial role of culture-specific listening experience and acquired musical knowledge in rhythmic pattern perception. 相似文献