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631.
Five behaviorological features of programmed instruction are outlined: behavioral objectives, reinforcement, activity rate: high and relevant, successive approximation, and mastery progression. Each of these topics is explained, and examples are given to illustrate the differences between programmed instruction and the more common transmission model of teaching. A final section provides suggestions on specific techniques of successive approximation. 相似文献
632.
Patricia M. Barbetta Timothy E. Heron William L. Heward 《Journal of applied behavior analysis》1993,26(1):111-119
We used an alternating treatments design to compare the effects of active student response error correction and no-response error correction during sight word instruction. Six students with developmental disabilities were provided one-to-one daily sight word instruction on eight sets of 20 unknown words. Each set of 20 words was divided randomly into two equal groups. Student errors during instruction on one group of words were immediately followed by the teacher modeling the word and the student repeating it (active student response instruction). Errors on the other group of words were immediately followed by the teacher modeling the word while the student attended to the word card (no-response instruction). For all 6 students, the active student response error-correction procedure resulted in more words read correctly during instruction, same-day tests, next-day tests, 2-week maintenance tests, and generality tests (words read in sentences). 相似文献
633.
Computers were used to evaluate the effects of supplying answers to programmed instruction frames. A group experimental design compared passive reading, covert responding to frame blanks, and actively typing answers to blanks with and without immediate confirmation of correctness. Effects of a 315-frame program, teaching elements of programmed instruction design, were evaluated by analyzing answers to posttest generalization questions and an application test. Results strongly supported the effectiveness of requiring the student to supply fragments of a terminal repertoire while working through a program. Students who could either covertly respond to frame blanks or who were required to type frame answers performed significantly better on the frame generalization posttest and, more importantly, carefully followed program rules when preparing elements of a new instructional program. 相似文献
634.
The case study, as a method of inquiry, is particularly suited to the field of political psychology. Yet there is little training in political science, and even less in psychology, on how to do case study research. Furthermore, misconceptions about case studies contribute to the methodological barrier that exists within and between the two parent disciplines. This paper reviews the various definitions and uses of case studies and integrates a number of recent insights and advances into a practical guide for conducting case study research. To this end, the paper discusses various stereotypes of the case study and offers specific steps aimed at addressing these criticisms. 相似文献
635.
Nichols SP 《Science and engineering ethics》2000,6(3):399-412
ABET 2000 Criteria encourages development of proficiency in professional responsibility in engineering as part of the undergraduate
curriculum. This paper discusses the use of industrially sponsored capstone design projects to encourage active discussion
of professional responsibility in engineering that naturally occurs during the engineering design process. The paper also
discusses student participation in designing responses and approaches to issues such as engineering ethics. The paper includes
specific examples of topics addressed by students and the approaches developed (by students) in addressing these issues.
An earlier version of this paper was presented at the International Conference on Ethics in Engineering and Computer Science,
Case Western Reserve University, Cleveland, March 21–24, 1999. 相似文献
636.
Time-dependent changes in a response following aversive conditioning were investigated using a conditioned suppression procedure in a within-subjects design. Four groups of pigeons received Pavlovian conditioning “off the baseline”, immediately followed by an operant task. During the Pavlovian phase, two groups received a forward pairing of a tone with shock, one group received a backward pairing, and one group received a truly random pairing. One of the forward pairing groups also received a delay between the Pavlovian and operant phases. For all groups, key pecking was reinforced on a variable-interval schedule during the operant phase. Testing sessions were identical to training sessions, except that the tone used during Pavlovian conditioning was presented either 0, 15, 30, 45, of 60 minutes after the operant phase began. Testing sessions in which the Pavlovian phase was omitted were also included. The results showed suppression to change as a function of the retention interval, with maximum suppression occurring at intermediate intervals. This U-shaped function was obtained for 11 of the 12 pigeons in the forward-pairing groups and for three of the five in the truly random group. Pigeons in the background pairing group did not show changes in suppression as a function of the retention interval. 相似文献
637.
I present here a modal extension of T called KTLM which is, by several measures, the simplest modal extension of T yet presented. Its axiom uses only one sentence letter and has a modal depth of 2. Furthermore, KTLM can be realized as the logical union of two logics KM and KTL which each have the finite model property (f.m.p.), and so themselves are complete. Each of these two component logics has independent interest as well. 相似文献
638.
Eric A. Storch Carrie Masia‐Warner Heather Crisp Rachel G. Klein 《Aggressive behavior》2005,31(5):437-452
This study reports a one‐year prospective investigation of the relations between overt and relational victimization and social anxiety and phobia in a sample of adolescents. The Social Experience Questionnaire—Self Report Form (SEQ‐S), Social Anxiety Scale for Adolescents (SAS‐A), and Social Phobia and Anxiety Inventory for Children (SPAI‐C) were administered to 144 ninth grade adolescents. A follow‐up assessment with the SEQ‐S, SAS‐A, and SPAI‐C was conducted one year later. Results indicated that relational victimization predicted symptoms of social phobia but not general social anxiety and avoidance one year later. Overt victimization was not a significant predictor of social anxiety and phobia one year later. Social anxiety and phobia did not predict peer victimization one year later. However, increases in social anxiety and social phobia symptoms (for boys) over time were positively associated with increases in relational victimization over time. Implications of these findings for peer victimization and social anxiety in the development of social phobia and negative peer experiences are discussed. Aggr. Behav. 00:1–16, 2005. © 2005 Wiley‐Liss, Inc. 相似文献
639.
Dhanraj Vishwanath 《Axiomathes》2005,15(3):399-486
Computational theories of vision typically rely on the analysis of two aspects of human visual function: (1) object and shape recognition (2) co-calibration of sensory measurements. Both these approaches are usually based on an inverse-optics model, where visual perception is viewed as a process of inference from a 2D retinal projection to a 3D percept within a Euclidean space schema. This paradigm has had great success in certain areas of vision science, but has been relatively less successful in understanding perceptual representation, namely, the nature of the perceptual encoding. One of the drawbacks of inverse-optics approaches has been the difficulty in defining the constraints needed to make the inference computationally tractable (e.g. regularity assumptions, Bayesian priors, etc.). These constraints, thought to be learned assumptions about the nature of the physical and optical structures of the external world, have to be incorporated into any workable computational model in the inverse-optics paradigm. But inference models that employ an inverse optics plus structural assumptions approach inevitably result in a naïve realist theory of perceptual representation. Another drawback of inference models for theories of perceptual representation is their inability to explain central features of the visual experience. The one most evident in the process and visual understanding of design is the fact that some visual configurations appear, often spontaneously, as perceptually more coherent than others. The epistemological consequences of inferential approaches to vision indicate that they fail to capture enduring aspects of our visual experience. Therefore they may not be suited to a theory of perceptual representation, or useful for an understanding of the role of perception in the design process and product. 相似文献
640.