Live training versus e‐learning to teach implementation of listener response programs

Discrete‐trial teaching is an effective teaching procedure that must be implemented with high integrity to produce optimal learning. Behavioral Skills Training (BST) has proven effective for staff training; however, BST is time and labor intensive. Computer‐based instruction (CBI) programs may provide a more efficient and cost‐effective alternative to live training if the CBI program is as effective as BST in producing accurate implementation. The current study compared CBI to BST to train novice undergraduate students to conduct discrete‐trial teaching. Participants were randomly assigned to one of the two conditions and assessed prior to and after the completion of training. Results indicated that although both BST and CBI were effective at training participants to implement discrete‐trial teaching, BST was slightly but significantly more effective whereas CBI quickly created a return on the investment of product development.     

自由回忆中元记忆监控的作用及其影响因素

采用“类信号检测论方法”,通过两个实验,研究了在记忆信息提取过程中元记忆的预见性监测判断（Feeling-of-knowing）和元控制的作用及其影响因素。实验一探讨了识记材料的难易、识记遍数对元监测判断以及输出控制中的反应标准是否有影响;实验二探讨了严格和宽松的奖惩条件对输出控制中反应标准的影响。用计算机随机呈现识记用的词表材料,识记之后让被试进行FOK等级判断和自由回忆,再用“类信号检测论”方法统计实验数据,分析各种条件下回忆成绩、FOK判断等级,计算出相应的符合率和反应标准。实验一结果表明,不同材料难度和识记遍数下的回忆成绩和FOK判断等级差异显著,但输出控制中的反应标准值没受这些因素的影响;实验二结果是严格和宽松奖惩条件下的反应标准值差异显著,严格条件下的反应标准显著高于宽松条件下的反应标准,表明奖惩条件对信息提取中的反应标准有显著影响     

Explaining High Conjunction Fallacy Rates: The Probability Theory Plus Noise Account

The conjunction fallacy occurs when people judge the conjunctive probability P(A ∧ B) to be greater than a constituent probability P(A), contrary to the norms of probability theory. This fallacy is a reliable, consistent and systematic part of people's probability judgements, attested in many studies over at least 40 years. For some events, these fallacies occur very frequently in people's judgements (at rates of 80% or more), while for other events, the fallacies are very rare (occurring at rates of 10% or less). This wide range of fallacy rates presents a challenge for current theories of the conjunction fallacy. We show how this wide range of observed fallacy rates can be explained by a simple model where people reason according to probability theory but are subject to random noise in the reasoning process. Copyright © 2016 John Wiley & Sons, Ltd.     

Conditioned reinforcement and choice with delayed and uncertain primary reinforcers.

In an adjusting-delay choice procedure, pigeons could peck on either a red key or a green key. A peck on the red key always led to a delay associated with red houselights and then food. The delay was adjusted over trials to estimate an indifference point--a delay at which the two keys were chosen about equally often. In some conditions, a peck on the green key led to food on all trials after delays of either 10 s or 30 s, and green houselights were lit during the delays. In other conditions, food was presented on only half of the green-key trials. If the green houselights continued to occur on both reinforcement and nonreinforcement trials, preference for the green key always decreased. Preference for the green key also decreased if half of the trials had 30-s houselights followed by food and the other half had no green houselights and no food. However, preference for the green key actually increased if half of the trials had 10-s green houselights followed by food and the other half had no green houselights followed by no food. The latter condition therefore demonstrated a case in which preference for an alternative increased when food was removed from half of the trials. The results suggest that the red and green houselights served as conditioned reinforcers. A hyperbolic decay model (Mazur, 1989) provided good predictions for all conditions by assuming that the strength of a conditioned reinforcer is inversely related to the total time spent in its presence before food is delivered.     

小学儿童英语课堂学习焦虑发展及其与教师教育行为的关系

运用《外语课堂学习焦虑量表》和《教师教育行为问卷》对399名3～6年级小学儿童英语课堂学习焦虑及他们知觉到的英语教师的教育行为进行了考察。结果发现:(1)小学儿童英语课堂学习焦虑随年级升高而逐渐增长,五、六年级儿童在交际畏惧、考试焦虑、否定评价恐惧方面的得分都显著高于三、四年级儿童;(2)交际畏惧和考试焦虑是我国小学阶段儿童的主要焦虑类型;(3)在英语课堂学习焦虑的三个维度上,男女生差异均不显著;(4)教师的消极反应与评价、鼓励与帮助是预测学生英语课堂学习焦虑的重要变量。研究结果表明,学校、教师和家长应重点关注高年级学生的课堂学习焦虑情况,加强情感疏导,并且教师要多给予学生积极的评价,有助于降低学生的课堂焦虑情绪。     

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.     

Psychoanalysis and its place in the evolutionary chain of academic disciplines

In the long history of liberal learning and higher education, proponents of recent additions to the list of broadly accepted academic disciplines have had to overcome biases on the part of the academic establishment, on the one hand, and, on the other hand, have had to become willing to endure full intellectual access to and criticism of their field. Proponents of academic psychoanalysis face similar challenges today.     

Children and the future of humanity

In the face of a world that is undergoing a radical revolution, in terms of values as well as institutions, we must act so that future generations might have the means to face up to new demands. We must overhaul the educational program: we must teach children solidarity, openness and mutual respect, ecology, if we want our planet to survive.