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L. G. Sullivan 《The Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology》1984,36(1):65-87
Cue location has been an uncontrolled variable in food-aversion studies. While tastes are always attributes of the ingested object, visual, auditory and olfactory cues are often attributes of the food container or are located elsewhere in the conditioning chamber. A review of experimental studies indicates that cues which are attributes of the ingested object are almost invariably associated with both immediate and delayed illness, regardless of the sense modality of the cue and of the animal species involved. Cues which are attributes of the food container or conditioning chamber are associated with immediate but not delayed illness, again regardless of the sense modality and animal subject. Within the limits of present evidence, the same effects of cue location appear to occur when shock is the reinforcer. It is suggested that the association of attribute cues across delays is mediated by the conditioned behaviour, which is directed at the object of which they are attributes and which is biologically related to the subsequent reinforcement. 相似文献
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Joanna Sullivan 《Reading Psychology》2013,34(3-4):231-240
This study examines the area of critical reading in which pupils are to judge the truth value of statements related to social studies passages. A total of 526 subjects, 250 sixth grade and 276 eighth grade pupils were required to judge 45 statements, six statements for each of the seven passages, as either “true” (T), “probably true” (PT), “not enough facts” (NE), “probably false” (PF) or “false” (F) based upon passage information. Pupils differed significantly on 11 of 42 statements (X = 4.25, p<.05 to 51.65, p<.001). Findings support previous research that shows older pupils to be more aware of organizational structure, more precise in assessing information and better able to deal with logical relationships. Younger pupils respond more impulsively to ambiguous statements. When judging conclusive statements, the majority of sixth appear to rely upon their own belief system rather than upon passage information. 相似文献
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In this article, the authors present a research-based, classroom tested assessment tool, the Classroom Fluency Snapshot (CFS). This assessment is grounded in the research that establishes fluency as an important component of initial reading instruction and in the work on the efficacy of curriculum based measurement. The article presents the case of one classroom in which a teacher uses the CFS as a pre-, post-assessment. Rich classroom examples, details of the teacher's interpretation, and instructional decision making are shared along with ideas for instruction. 相似文献