Comparison of simultaneous prompting and no-no prompting in two-choice discrimination learning with children with autism

This study compared no-no prompting procedures to simultaneous prompting procedures for 3 children with autism. Using a parallel treatments design, researchers taught rote math skills, receptive labels, or answers to "wh-" questions with both prompting systems. Results indicated that no-no prompting was effective in teaching all skills. By contrast, simultaneous prompting was effective in teaching only one pair of skills to 1 participant in the same amount of teaching time and trials. Researchers conducted a preference assessment to determine which of the two prompting procedures the 3 participants preferred. The participants showed mixed preferences for the two procedures.     

Learning by Preparing‐to‐Teach and Teaching: A Meta‐Analysis

The present research meta‐analytically examined the effects of preparing‐to‐teach and subsequent teaching (relative to mere studying without teaching expectancy) on the acquisition of domain knowledge. The synthesis of 28 studies indicated that the estimated effect sizes (Hedges' gs) were 0.35 for preparing‐to‐teach and 0.56 for teaching with preparing‐to‐teach. Both preparing‐to‐teach and teaching with preparing‐to‐teach were effective in promoting deep learning (as well as surface learning) and even after a delay. The learning benefits of teaching with preparing‐to‐teach were larger when students expected and engaged in an interactive teaching activity than when they expected and engaged in a non‐interactive teaching activity. The mere expectation of interactive teaching also produced larger learning effects than the expectation of non‐interactive teaching. These results suggest that preparing‐to‐teach and teaching, interactive teaching after preparing to do so in particular, are useful for enhancing learning.     

Evaluating scientific research: Belief,hindsight bias,ethics, and research evaluation

Students may exhibit two forms of cognitive biases, belief and hindsight bias, in evaluating a scientific experiment. Counter to disagreement, they may only believe an outcome that agrees with their belief to be more predictable in hindsight than foresight. The focus of this research is on the relationship between these biases. Students were queried about their dichotomous beliefs (learned vs. genetic) about behavior for an animal experiment and then assigned randomly to a no‐outcome or genetic outcome condition. With agreement between students' belief and outcome, the findings revealed hindsight bias (foreseeability) supported by the outcomes for surprise, disappointment, ethics, and research evaluation. With disagreement, hindsight bias was trumped along with perceiving the experiment as being less ethical and scientifically sound. Regardless of the outcome, students seem to adhere to their beliefs. Hence, students may believe that the outcome is inconsequential because it is obvious or contrary to their beliefs.     

任务分析与教师的教学技能成长

本文结合笔者多年从事教师培训的经验,提出在我国课堂教学设计中需要引进并逐渐推广任务分析技术。其目的是引导教师学习现代学习论和教学论,使其教学行为受现代学习与教学心理学原理的支配,加快专业技能的成长。为此本文先介绍任务分析技术的起源与发展,然后论述任务分析对促进教师的教学技能成长的作用,最后用我们的教学研究结果对上述观点提供经验的支持。     

The “Ethical” Professor and the Undergraduate Student: Current Perceptions of Moral Behavior among Business School Faculty

A survey of 830 faculty members at 89 AASCB-accredited business schools throughout the United States was conducted in Fall 2002 to develop a snapshot of perceptions of ethical and unethical conduct with regard to undergraduate business instruction across a wide range of business disciplines. These behaviors fell into such categories as course content, evaluation of students, educational environment, disrespectful behavior, research and publication issues, financial and material transactions, social relationships with students, and sexual relationships with students and other faculty. Of the 55 behaviors, two were almost universally perceived to be unethical. Eight behaviors were controversial in that there was wide variance on whether the behavior was perceived to be unethical. In addition, females' ethical perceptions differed significantly from males on three behaviors; older participants differed from younger participants on seven behaviors; participants at research-oriented institutions differed from participants at teaching-oriented institutions on one behavior; and tenured, untenured tenure-track, and untenured non-tenure-track participants differed on three behaviors. The findings of this study and the detailed comments of the respondents provide a starting point for discussing more systematic means to consider ethical issues within collegiate schools of business.     

大学教师教学效果评价维度结构及影响因素研究

本文用协方差结构模型方法,对大学教师教学效果的评价结构维度以及维度结构关系和影响因素进行分析。结果表明：(1)教学绩效评价具有七个维度;(2)七个维度之间具有一定的因果关系：知识宽度、人际和谐为外源影响变量,教学热情、师生互动、教学管理、功课量为中介变量,学习价值感为结果变量;(3)评价问卷具有跨专业、跨年级稳定性,并不受课程类别影响,说明评价问卷具有很高的信度。     

Reflection on metacognition in real life situations: the truth is out there

This article was prepared to extend the traditional view of metacognition to include the orientation of thematic and common features analyses of events in daily-life interactions. A brief historical development of metacognition was presented and discussed to pave the way for this new orientation. This heuristic conceptualization and direction of metacognition was realized and materialized due to research in deaf education. Metacognition, as presented in this article, dispelled misconceptions about the cognitive ability of individuals who live with deafness. It was viewed impetus for continued research.     

A reexamination of mental arithmetic models and data: A reply to Ashcraft

In a review of the chronometric literature, M. Ashcraft (1982, Developmental Review, 2, 213–236) concludes that adults store each basic arithmetic fact in a table-like retrieval network. In my commentary (1983, Developmental Review, 3, 225–230), I argued that procedural knowledge (stored rules, principles, or heuristics) might be a cognitively more economical basis for generating many number combinations. In this paper, I draw an analogy between this alternative model of number fact representation and how computers efficiently reconstruct arithmetic combinations, note that the research findings do not clearly support any one model of mental arithmetic, and attempt to address Ashcraft's (1983, Developmental Review, 3, 231–235) criticisms of my model.     

Thinkers and pedagogues: Introductory paper

Considering the needs of the young, searching for a real equilibrium between body, mind and affective, and the desire to develop knowledge and understanding: these are vital paths that must be investigated if are to adapt the current teaching process. A reform of the pace of schooling, a better distribution of prescribed subjects, an inter‐ and trans‐disciplinary approach: these are but some of the means that can be considered to remedy the situation.