title: A comparison of free access, multiple stimulus without replacement, and concurrent schedule preference assessment methods for evaluating food preference

authors: Bates, Nicole

abstract: Outcomes from three preference assessment methods were examined in a study of food preference with goats. The methods used were: free access, multiple stimulus without replacement, and a concurrent schedule analysis. Results from each method were compared, in terms of the preference ranking they produced. Two male goats, one domesticated wild goat and one Saanen, were used as subjects in this study. Each method yielded similar results, although the concurrent schedule test provided more comprehensive information than either of the other methods. There was moderate agreement between the multiple stimulus without replacement and the concurrent schedule tests, however the free access procedure identified only the two most highly preferred items and provided limited information on preference level of the remaining food items. Five foods were tested in this experiment, all of different texture and composition – crushed maize, sheep and goat pellets, chopped lucerne, lucerne haylage, and timothy and lucerne haylage. During the free access, goats were given unrestricted access to a particular food for 12 seconds. During the multiple stimulus without replacement, goats were presented with all five foods simultaneously and allowed to make one choice. Once the subject had selected a food by pressing the respective cover with their muzzle, that cover was removed to allow access to that food only. When the subject stopped eating, the cover was replaced - subjects could then select another food. This process was repeated until either all five feeds had been sampled or goats had not made contact with any covers for fifteen seconds. The concurrent schedule test involved making two foods available concurrently. Food delivery was determined by a VI 60s schedule and controlled by a computer software program that was linked to the apparatus. The assessment procedure was arranged so that each food was tested alongside every other food. Data was analysed in terms of the proportion of time and responses allocated to each food. Proportion of time and responses varied considerably depending on the food that was available concurrently.

text: A comparison of free access, multiple stimulus without replacement, and concurrent schedule preference assessment methods for evaluating food preference Outcomes from three preference assessment methods were examined in a study of food preference with goats. The methods used were: free access, multiple stimulus without replacement, and a concurrent schedule analysis. Results from each method were compared, in terms of the preference ranking they produced. Two male goats, one domesticated wild goat and one Saanen, were used as subjects in this study. Each method yielded similar results, although the concurrent schedule test provided more comprehensive information than either of the other methods. There was moderate agreement between the multiple stimulus without replacement and the concurrent schedule tests, however the free access procedure identified only the two most highly preferred items and provided limited information on preference level of the remaining food items. Five foods were tested in this experiment, all of different texture and composition – crushed maize, sheep and goat pellets, chopped lucerne, lucerne haylage, and timothy and lucerne haylage. During the free access, goats were given unrestricted access to a particular food for 12 seconds. During the multiple stimulus without replacement, goats were presented with all five foods simultaneously and allowed to make one choice. Once the subject had selected a food by pressing the respective cover with their muzzle, that cover was removed to allow access to that food only. When the subject stopped eating, the cover was replaced - subjects could then select another food. This process was repeated until either all five feeds had been sampled or goats had not made contact with any covers for fifteen seconds. The concurrent schedule test involved making two foods available concurrently. Food delivery was determined by a VI 60s schedule and controlled by a computer software program that was linked to the apparatus. The assessment procedure was arranged so that each food was tested alongside every other food. Data was analysed in terms of the proportion of time and responses allocated to each food. Proportion of time and responses varied considerably depending on the food that was available concurrently.

year: 2018

title: Understanding the beliefs and behaviours of low-skilled adults as they re-engage with mathematics

authors: Whitten, Damon Rodger

subjects: Adult numeracy

abstract: This thesis explored low-skilled adult learners’ beliefs about mathematics and how they engaged with mathematical content delivered as part of foundation-level vocational programmes in New Zealand. It also examined how low-skilled learners holding procedurally-oriented beliefs responded to a classroom environment that emphasised conceptual understanding, collaboration and discourse. An ‘insider research’ approach was adopted to capitalise on the researcher’s prior experience in the sector. Analysis of data utilised an interpretive approach drawing on Bandura’s triadic reciprocal determinant model that posited beliefs, behaviour and the environment as interacting factors. Methods of data collection included surveys, observations, interviews and an intervention in which the researcher took a dual tutor/researcher role. Observation and intervention data were collected through multiple audio-recording devices that recorded private and public utterances as learners participated in lessons.

The survey and interview findings showed that most low-skilled adults believed mathematics to be procedural, performance-oriented, and learned by adopting passive strategies. Many held non-mathematical identities, described school and foundation-level mathematics lessons as potentially shame making, and reported censoring their behaviours to avoid shame.

The use of multiple-recording devices was effective for capturing the complexity of classroom interactions. Learners’ behaviours within lessons were consistent with procedural/calculational beliefs and reflected performance-oriented goals such as completing tasks quickly and accurately. Some learners displayed negative affective responses when expected to engage with mathematical content, and adopted behaviours designed to reduce, or eliminate, public exposure to failure. Group problem-solving was characterised by an unequal division of labour between ‘solvers’ and ‘supporters’. Lower-skilled learners tended to adopt peripheral support roles, while procedurally proficient learners either took, or were assigned, responsibility for all mathematical thinking. These behaviours enabled groups to complete tasks and achieve pseudo-success yet constrained the lower-skilled learners’ engagement in mathematical thinking, while also presenting little mathematical challenge to higher-skilled learners. This pattern appeared to contribute to the maintenance of learners’ low skills and non-mathematical identities by routinising their deferral of agency to more proficient learners.

The intervention indicated that low-skilled procedurally-oriented learners tended to resist conceptually-oriented activities that emphasised mathematical discourse, collaboration, and inquiry. This appeared to be because these activities increased the threat of a shameful episode and were perceived as superfluous to their procedurally-oriented goals. Learners reported that the intervention was more effective than their traditional classes, but attributed this to better tutor explanations, rather than their own active engagement in mathematical thinking. The overall findings indicated that low-skilled procedurally-oriented adults preferred and expected a traditional approach, and many used its familiar routines to reduce their level of engagement and exposure to shame. Implications for educators include the need to differentiate authentic from pseudo-engagement, to understand the impact of shame on behaviour, and establish positive patterns of engagement.

text: Understanding the beliefs and behaviours of low-skilled adults as they re-engage with mathematics This thesis explored low-skilled adult learners’ beliefs about mathematics and how they engaged with mathematical content delivered as part of foundation-level vocational programmes in New Zealand. It also examined how low-skilled learners holding procedurally-oriented beliefs responded to a classroom environment that emphasised conceptual understanding, collaboration and discourse. An ‘insider research’ approach was adopted to capitalise on the researcher’s prior experience in the sector. Analysis of data utilised an interpretive approach drawing on Bandura’s triadic reciprocal determinant model that posited beliefs, behaviour and the environment as interacting factors. Methods of data collection included surveys, observations, interviews and an intervention in which the researcher took a dual tutor/researcher role. Observation and intervention data were collected through multiple audio-recording devices that recorded private and public utterances as learners participated in lessons.

The survey and interview findings showed that most low-skilled adults believed mathematics to be procedural, performance-oriented, and learned by adopting passive strategies. Many held non-mathematical identities, described school and foundation-level mathematics lessons as potentially shame making, and reported censoring their behaviours to avoid shame.

The use of multiple-recording devices was effective for capturing the complexity of classroom interactions. Learners’ behaviours within lessons were consistent with procedural/calculational beliefs and reflected performance-oriented goals such as completing tasks quickly and accurately. Some learners displayed negative affective responses when expected to engage with mathematical content, and adopted behaviours designed to reduce, or eliminate, public exposure to failure. Group problem-solving was characterised by an unequal division of labour between ‘solvers’ and ‘supporters’. Lower-skilled learners tended to adopt peripheral support roles, while procedurally proficient learners either took, or were assigned, responsibility for all mathematical thinking. These behaviours enabled groups to complete tasks and achieve pseudo-success yet constrained the lower-skilled learners’ engagement in mathematical thinking, while also presenting little mathematical challenge to higher-skilled learners. This pattern appeared to contribute to the maintenance of learners’ low skills and non-mathematical identities by routinising their deferral of agency to more proficient learners.

The intervention indicated that low-skilled procedurally-oriented learners tended to resist conceptually-oriented activities that emphasised mathematical discourse, collaboration, and inquiry. This appeared to be because these activities increased the threat of a shameful episode and were perceived as superfluous to their procedurally-oriented goals. Learners reported that the intervention was more effective than their traditional classes, but attributed this to better tutor explanations, rather than their own active engagement in mathematical thinking. The overall findings indicated that low-skilled procedurally-oriented adults preferred and expected a traditional approach, and many used its familiar routines to reduce their level of engagement and exposure to shame. Implications for educators include the need to differentiate authentic from pseudo-engagement, to understand the impact of shame on behaviour, and establish positive patterns of engagement.

year: 2018

title: Kaitiakitanga - Active guardianship, responsibilities and relationships with the world: Towards a bio-cultural future In early childhood education

authors: Paul-Burke, Kura

abstract: The world is a vast family, and humans are children of the earth and sky, and cousins to all living things. Such unity means that nature is the ultimate teacher about life (Royal 2010, p. 9).
For Māori (indigenous peoples of Aotearoa New Zealand) the term kaitiakitanga (pronounced, kye-tee-ah-key-tar-ngah) is often used to refer to the active guardianship and management of natural organisms and their environments. Mātauranga Māori or Māori knowledge positions humans within nature and focuses on ways in which cultural understandings and intergenerational connections between people and their biophysical contexts assist in the retention and protection of biodiversity and ecologically sustainable ecosystems. This entry critically reflects notions of kaitiakitanga and bio-cultural connectivity as important and meaningful contributors for young children and their relationships with and for the world.

text: Kaitiakitanga - Active guardianship, responsibilities and relationships with the world: Towards a bio-cultural future In early childhood education The world is a vast family, and humans are children of the earth and sky, and cousins to all living things. Such unity means that nature is the ultimate teacher about life (Royal 2010, p. 9).
For Māori (indigenous peoples of Aotearoa New Zealand) the term kaitiakitanga (pronounced, kye-tee-ah-key-tar-ngah) is often used to refer to the active guardianship and management of natural organisms and their environments. Mātauranga Māori or Māori knowledge positions humans within nature and focuses on ways in which cultural understandings and intergenerational connections between people and their biophysical contexts assist in the retention and protection of biodiversity and ecologically sustainable ecosystems. This entry critically reflects notions of kaitiakitanga and bio-cultural connectivity as important and meaningful contributors for young children and their relationships with and for the world.

year: 2015