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Could superior self-control explain the gender difference in reading achievement favoring girls? To test this idea, we drew on a unique population-based sample (N = 11,336) where self-control was measured in kindergarten using a multimethod battery of assessments. Girls showed substantially higher levels of self-control in kindergarten (β = 0.47) and outperformed boys on standardized tests of reading achievement in third/fourth grade (β = 0.20). Further, kindergarten self-control prospectively predicted reading achievement throughout elementary school (β = 0.37). Connecting these findings, our mediation analyses revealed that the female self-control advantage in kindergarten could account for subsequent gender differences in reading achievement. Our results suggest that early gender differences in self-control may represent a key pathway through which gender disparities in reading skills, vocabulary knowledge, and reading comprehension occur. 相似文献
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Biliana Popova 《Zygon》2020,55(4):977-995
This essay presents an analysis of different processes of machine learning: supervised, unsupervised, and semisupervised, through the prism of the epistemologies of several prominent Islamic philosophical schools. I discuss the way each school conceptualizes the ontological absolute (immortality, death, afterlife) and the way this shapes their respective epistemologies. I present an analysis of the different machine learning processes through the prism of the epistemological constructs of each of these philosophic traditions. I conclude with the argument that more scholars from the Islamic philosophical tradition should engage in the debates about the development of artificial intelligence and its implications, given that many Muslim countries are among the leaders in this development and its application in everyday life. 相似文献
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Self-control in mentally retarded adolescents: choice as a function of amount and delay of reinforcement.
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Three severely mentally retarded adolescents were studied under discrete-trial procedures in which a choice was arranged between edible reinforcers that differed in magnitude and, in some conditions, delay. In the absence of delays the larger reinforcer was consistently chosen. Under conditions in which the smaller reinforcer was not delayed, increasing the delay to delivery of the larger reinforcer decreased the percentage of trials in which that reinforcer was chosen. All subjects directed the majority of choice responses to the smaller reinforcer when the larger reinforcer was sufficiently delayed, although the value at which this occurred differed across subjects. Under conditions in which the larger reinforcer initially was sufficiently delayed to result in preference for the smaller one, progressively increasing in 5-s increments the delay to both reinforcers increased percentage of trials with the larger reinforcer chosen. At sufficiently long delays, 2 of the subjects consistently chose the larger, but more delayed, reinforcer, and the 3rd subject chose that reinforcer on half of the trials. These results are consistent with the findings of prior studies in which adult humans responded to terminate noise and pigeons responded to produce food. 相似文献
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Rats were allowed to forage in a simulated natural environment made up of eight food sources (patches) each containing a fixed number of pellets. Two of the eight contained an extra supply of peanuts. The peanut patches were signaled by an olfactory/visual cue located at the bottom of the ladder leading to the patch. In successive phases the number of sessions per day, height of the patches, and availability of peanuts were manipulated. Subjects showed evidence of discrimination learning under these conditions, although the degree of discriminatory behavior varied as a function of environmental manipulations. Assessment of behavior within foraging sessions showed that subjects systematically changed their patterns of utilization of patches across time. Sampling or exploration, as well as food reinforcement, seem implicated in these results. 相似文献
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In each of two experiments, 2 pigeons received discrimination training in which food reinforcement for key pecking was conditional upon both spatial and temporal cues. In Experiment 1, food was available for periods of 30 s at each of three locations (pecking keys) during trials that lasted 90 s. In Experiment 2, food was available for periods of 15 min at each of four locations (pecking keys) during a 60-min trial. In both experiments, pigeons' key pecking was jointly controlled by the spatial and temporal cues. These data, and other recent experiments, suggest that animals learn relationships between temporal and spatial cues that predict stable patterns of food availability. 相似文献
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Parent-tutoring procedures: Experimental analysis and validation of generalization in oral reading across passages,settings, and time 总被引:1,自引:0,他引:1
Steven F. Duvall Ph.D. Joseph C. Delquadri Ph.D. Marlene Elliott Ph.D. R. Vance Hall Ph.D. 《Journal of Behavioral Education》1992,2(3):281-303
A study that involved parents as reading tutors was carried out at home during the summer with four elementary children, three with learning disabilities. One purpose was to determine the effects of tutoring in the basal reader on reading rates at home. Another purpose was to determine potential generalization effects as a result of parent tutoring on different academic tasks at home and, later at school, on different and similar tasks. A combination multiple-baseline and reversal design tested for replication and generalization effects. Increases in correct rates were noted for the targeted variables across conditions. The results indicated that parents tutoring with school basal texts during the summer produced marked increases in reading rates that generalized at home to different academic tasks and at school to different and similar tasks. This suggests that parents, when using specific tutoring procedures, can increase their children's academic skills. 相似文献
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INGEGERD CARLSSON 《Scandinavian journal of psychology》1989,30(4):296-303
A percept-genetic test of defence mechanisms (the Meta-Contrast Technique) was given to 169 undergraduate students. Subjects were divided into three groups: two visual half-field groups and one group tested in the regular way. It was hypothesized that the visual field groups would differ from one another and from the control group. An ANOVA showed that the left and right visual half-field conditions differed significantly, as hypothesized. Clear regressive signs were more common in the left visual half-field group, whereas isolation and repression were more common in the right. Furthermore, the visual half-field conditions differed in certain respects from the control group. It was concluded that processes in both hemispheres are important for complex psychological functions. 相似文献
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In this study, we investigated the conditions that contribute to observational learning of generalized language in children with severe mental retardation. Matrix-training strategies were used to teach 6 children with mental retardation to combine known words into two- or three-word utterances consistent with syntactic rules. Subsequently, the children learned two or more unknown words concurrently, inducing word-referent relations consistent with these word order rules. Generalized learning of responses not taught directly was shown to be under experimental control using a multiple baseline design across submatrices. Expressive modeling of only four or five responses was sufficient to promote recombinative generalization in the expressive and receptive modalities. Thus, 95% to 98% of subjects' learning was attributed to generalization processes. This study demonstrates how the efficiency of language training with children with mental retardation might be enhanced by coupling observational learning and matrix-training strategies. 相似文献