title: Changeover delay and concurrent schedules

authors: Scown, Jan Marie

abstract: Domestic hens served as subjects in a series of three experiments investigating the effects of changeover delay (COD) on concurrent variable-interval schedule performance. The first experiment involved manipulations of the relative reinforcement rates on the two schedules presented on two separate keys while holding the COD constant over a series of COD durations from no COD to 15-sec. Sensitivity to reinforcement as measured by a in the generalised matching law was, for both response and time measures, less than unity and least at no COD. Generally it increased with the introduction of any COD but did not change systematically with COD length. Responding during the COD was found to be insensitive to changes in reinforcement rate ratios. The second experiment manipulated the stimuli presented on the main key during the COD (CO-key procedure). Adding distinctive key-colours during the COD increased sensitivity to reinforcement while the addition of blackout decreased time (but not response) sensitivity. Both effects carried over into following (non-stimulus) conditions but this did not survive a change in the schedules. The third experiment held the schedule values constant (two-key procedure) while the COD values were varied from no COD to 12-sec (thrice). Measures of behaviour changed with COD value although generally the a values were similar to those of the first experiment. Overall the changes were recoverable although individual point estimates of a were shown not to be reliable. The findings from the three experiments support the use of the generalised matching law to describe performance on concurrent schedules of
reinforcement. They also question the common use of changeover delays in concurrent schedules in that they appear to do more than simply separate the schedules in time.

text: Changeover delay and concurrent schedules Domestic hens served as subjects in a series of three experiments investigating the effects of changeover delay (COD) on concurrent variable-interval schedule performance. The first experiment involved manipulations of the relative reinforcement rates on the two schedules presented on two separate keys while holding the COD constant over a series of COD durations from no COD to 15-sec. Sensitivity to reinforcement as measured by a in the generalised matching law was, for both response and time measures, less than unity and least at no COD. Generally it increased with the introduction of any COD but did not change systematically with COD length. Responding during the COD was found to be insensitive to changes in reinforcement rate ratios. The second experiment manipulated the stimuli presented on the main key during the COD (CO-key procedure). Adding distinctive key-colours during the COD increased sensitivity to reinforcement while the addition of blackout decreased time (but not response) sensitivity. Both effects carried over into following (non-stimulus) conditions but this did not survive a change in the schedules. The third experiment held the schedule values constant (two-key procedure) while the COD values were varied from no COD to 12-sec (thrice). Measures of behaviour changed with COD value although generally the a values were similar to those of the first experiment. Overall the changes were recoverable although individual point estimates of a were shown not to be reliable. The findings from the three experiments support the use of the generalised matching law to describe performance on concurrent schedules of
reinforcement. They also question the common use of changeover delays in concurrent schedules in that they appear to do more than simply separate the schedules in time.

year: 1983

title: Body fractions: A physical approach to fraction learning

authors: Mills, Judith Patricia

subjects: primary school

abstract: Many students experience great difficulty understanding the meaning of fractions (Anthony & Walshaw, 2007; Behr, Lesh, Post & Silver, 1983; Davis, Hunting & Pearn, 1993; Lamon, 2007; Verschaffel, Greer & Torbeyns, 2006; Young-Loveridge, Taylor, Hawera & Sharma, 2007). For many students who have spent their early mathematics lessons focusing on counting (whole) numbers, recognising that there are many numbers between those whole numbers called fractional numbers, is quite revolutionary. The foundation of understanding fractions is the idea that they are parts of a whole. The fact that one whole object can be divided into many equal parts, with each part having a name relative to the original whole, opens up a whole new realm of number understanding for the students.

text: Body fractions: A physical approach to fraction learning Many students experience great difficulty understanding the meaning of fractions (Anthony & Walshaw, 2007; Behr, Lesh, Post & Silver, 1983; Davis, Hunting & Pearn, 1993; Lamon, 2007; Verschaffel, Greer & Torbeyns, 2006; Young-Loveridge, Taylor, Hawera & Sharma, 2007). For many students who have spent their early mathematics lessons focusing on counting (whole) numbers, recognising that there are many numbers between those whole numbers called fractional numbers, is quite revolutionary. The foundation of understanding fractions is the idea that they are parts of a whole. The fact that one whole object can be divided into many equal parts, with each part having a name relative to the original whole, opens up a whole new realm of number understanding for the students.

year: 2011

title: A Mātauranga Māori Perspective of Literacy for Adult Learners

authors: Furness, Jane Amanda

abstract: Globally, literacy can be conceived of in different ways. Two perspectives that have influenced adult literacy policy internationally are the economic functionalist and the sociocultural. In Aotearoa New Zealand, Māori educators have repeatedly advanced a mātauranga Māori perspective of literacy. This perspective has parallels with the embodied, practice-based multiliteracies and sociomateriality of the sociocultural perspective but less so with the dominant functionalist perspective. To address how Māori views have been side-lined in adult literacy policy development, we seek to clarify this view and foreground Māori-led policy recommendations that date back to the creation of the New Zealand Adult Literacy Strategy in 2001. We also highlight the relevance of this perspective by sharing the success and effectiveness of Māori-led adult literacy programmes. In doing so, we demonstrate the need for a biliteracy approach to adult literacy policy to reflect our bicultural nation and ensure Māori aspirations for literacy are met.

text: A Mātauranga Māori Perspective of Literacy for Adult Learners Globally, literacy can be conceived of in different ways. Two perspectives that have influenced adult literacy policy internationally are the economic functionalist and the sociocultural. In Aotearoa New Zealand, Māori educators have repeatedly advanced a mātauranga Māori perspective of literacy. This perspective has parallels with the embodied, practice-based multiliteracies and sociomateriality of the sociocultural perspective but less so with the dominant functionalist perspective. To address how Māori views have been side-lined in adult literacy policy development, we seek to clarify this view and foreground Māori-led policy recommendations that date back to the creation of the New Zealand Adult Literacy Strategy in 2001. We also highlight the relevance of this perspective by sharing the success and effectiveness of Māori-led adult literacy programmes. In doing so, we demonstrate the need for a biliteracy approach to adult literacy policy to reflect our bicultural nation and ensure Māori aspirations for literacy are met.

year: 2023-10-23