title: The ability of two internal clock models to predict performance on a temporal bisection procedure

authors: Wiles, Lisa Maree

subjects: Animal Timing

abstract: This research is a replication of Machado and Keen’s (1999) procedure which tested the ability of two competing models of animal timing; Learning to Time (LET) and Scalar Expectancy Theory (SET), to predict pigeons performance on a temporal bisection task. Hens were trained in two temporal discrimination's; in Type 1 trials they learned to choose a red key after a 1-s signal and a green key after a 4-s signal and in Type 2 trials they learned to choose a green key after a 4-s signal, and a yellow key after a 16-s signal to receive access to reinforcement.
After they learnt these discriminations, intermediate durations were presented. The resulting psychometric function did not superpose, violating the scalar property of timing. When novel key and duration combinations were presented, performance on subsequent generalisation tests closely matched LET’s predictions. Overall, the results support the findings of Machado and Keen (1999) and supported LET’s rather than SET’s predictions.

text: The ability of two internal clock models to predict performance on a temporal bisection procedure This research is a replication of Machado and Keen’s (1999) procedure which tested the ability of two competing models of animal timing; Learning to Time (LET) and Scalar Expectancy Theory (SET), to predict pigeons performance on a temporal bisection task. Hens were trained in two temporal discrimination's; in Type 1 trials they learned to choose a red key after a 1-s signal and a green key after a 4-s signal and in Type 2 trials they learned to choose a green key after a 4-s signal, and a yellow key after a 16-s signal to receive access to reinforcement.
After they learnt these discriminations, intermediate durations were presented. The resulting psychometric function did not superpose, violating the scalar property of timing. When novel key and duration combinations were presented, performance on subsequent generalisation tests closely matched LET’s predictions. Overall, the results support the findings of Machado and Keen (1999) and supported LET’s rather than SET’s predictions.

year: 2015

title: Transcending the personal and political: Provocations

authors: Morrison, Michele

abstract: Each case study in this book stands alone. The leaders portrayed in these narratives, and the authors who collaborated with them in the re-storying of their lived experience, bring unique worldviews and particular theoretical lenses to bear. le is appropriate chat readers should do the same. In this concluding chapter we seek not to prescribe meaning nor constrain interpretation but to highlight three emerging themes: complexity, agency, and action. Rather than summarise each case we select examples that evoke and illustrate the points we wish co make. We consider the implications of complexity, agency, and action for practitioners, policy makers, and the education profession (pre- and in-service). Finally, we conclude with a series of provocations that we hope will ignite passionate debate, professional commitment, and the political will necessary co reach national consensus over what we mean by social justice and how we best go about achieving this.

text: Transcending the personal and political: Provocations Each case study in this book stands alone. The leaders portrayed in these narratives, and the authors who collaborated with them in the re-storying of their lived experience, bring unique worldviews and particular theoretical lenses to bear. le is appropriate chat readers should do the same. In this concluding chapter we seek not to prescribe meaning nor constrain interpretation but to highlight three emerging themes: complexity, agency, and action. Rather than summarise each case we select examples that evoke and illustrate the points we wish co make. We consider the implications of complexity, agency, and action for practitioners, policy makers, and the education profession (pre- and in-service). Finally, we conclude with a series of provocations that we hope will ignite passionate debate, professional commitment, and the political will necessary co reach national consensus over what we mean by social justice and how we best go about achieving this.

year: 2017

title: Transformative pedagogy and language learning in Maori and Irish contexts

authors: Glynn, Ted

subjects: transformative pedagogy

abstract: Establishing positive learning communities in classrooms where pedagogies are socially and culturally responsive and centred on shared life experiences is critical for the revitalisation of minoritised languages such as Irish and Māori, which lack the dominance and power of the wider languages of government and communication. Transformative pedagogy and pedagogical re-positioning of teachers are essential to legitimising and affirming minoritised languages in the classroom. Three small-scale New Zealand studies of emerging literacy in Māori are introduced, exemplifying a responsive and transformative pedagogy that enables teachers to position themselves as socially and culturally responsive participants within classroom contexts. These studies offer strategies that might facilitate the development of similar transformative pedagogy in Irish contexts also.

text: Transformative pedagogy and language learning in Maori and Irish contexts Establishing positive learning communities in classrooms where pedagogies are socially and culturally responsive and centred on shared life experiences is critical for the revitalisation of minoritised languages such as Irish and Māori, which lack the dominance and power of the wider languages of government and communication. Transformative pedagogy and pedagogical re-positioning of teachers are essential to legitimising and affirming minoritised languages in the classroom. Three small-scale New Zealand studies of emerging literacy in Māori are introduced, exemplifying a responsive and transformative pedagogy that enables teachers to position themselves as socially and culturally responsive participants within classroom contexts. These studies offer strategies that might facilitate the development of similar transformative pedagogy in Irish contexts also.

year: 2009