ethanporcaro/eric-fulltext-meta huggingface dataset:
Acute and Chronic Effects of Cocaine on the Spontaneous Behavior of Pigeons
Author: Pinkston, Jonathan W.
Date: 2010-07-00
Type: Journal Articles
Subjects: Behavior Patterns,Cocaine,Persistence,Psychomotor Skills,Animals,Animal Behavior,Drug Abuse,Motion,Behavior Problems

The present experiment examined the effects of acute and daily cocaine on spontaneous behavior patterns of pigeons. After determining the acute effects of a range of doses, 9 pigeons were divided into three groups that received one of three doses of cocaine daily, either 1.0, 3.0, or 10.0 mg/kg cocaine. Measures were taken of spontaneous locomotion, pecking, preening, and emesis. Under daily administration, cocaine induced consistent and substantial enhancements of its locomotor effects in all 9 pigeons, consistent with the phenomenon of locomotor sensitization. The maximum locomotor output did not differ according to the size of the daily dose. Locomotion was not elevated following tests of the saline vehicle, suggesting the effect was due to cocaine, not to a change in baseline or reactivity to the injection procedure. Cocaine dose-dependently decreased preening when given acutely, and those effects were not altered by repeated cocaine administration. Pecking occurred at very low rates and was unresponsive to cocaine treatment. Cocaine-induced emesis showed a dose-dependent increase under initial tests with cocaine, and those effects were attenuated following daily exposure. In a final condition, cocaine was replaced with daily saline for 30 days to assess the persistence cocaine-related increases in locomotion. Approximately half of the pigeons continued to show enhanced effects even after 30 days without cocaine, so although persistence was obtained, it showed marked intersubject variability. The data indicate that the effects of repeated cocaine administration on the behavior of pigeons shows parallels with many effects commonly reported with rodents (i.e., increased locomotion following repeated treatment, decrease in preening or grooming, persistence following drug withdrawal). (Contains 5 figures.)
Disruptive Effects of Stimulus Intensity on Two Variations of a Temporal Discrimination Procedure
Author: McClure, Erin A.
Date: 2010-07-00
Type: Journal Articles
Subjects: Stimuli,Animals,Time Perspective,Animal Behavior,Color

Previous reports using stimulus intensity changes to disrupt temporal discrimination have shown shifts in the psychophysical curve for time, while studies using other disruptors have shown a flattening of the curve. The current study investigated the impact of increases and decreases in stimulus intensity on temporal discrimination in pigeons, to determine if a flattening of the curve could be extended to this disruptor. The brightness of the sample to be timed was manipulated under two procedural variations, in which the response alternatives were differentiated by color or location. Results showed that all subjects in the color procedure, and one in the location procedure, showed a flattening of the psychophysical curve when they experienced increased stimulus intensity in descending order. No subjects exposed to an ascending order of stimulus intensities, and none of the other subjects in the location procedure, showed any impact of changed stimulus intensity. Minimal disruption was found when test sessions presented decreased stimulus intensity levels in a second series. These results, together with those using other types of disruptors, add to the evidence of a flattening of the psychophysical curve when temporal discrimination is disrupted. (Contains 3 tables and 4 figures.)
Titrating-Delay Matching-to-Sample in the Pigeon
Author: Kangas, Brian D.
Date: 2010-07-00
Type: Journal Articles
Subjects: Animals,Memory,Recognition (Psychology),Responses,Context Effect,Time,Objective Tests

The titrating-delay matching-to-sample (TDMTS) procedure offers researchers an additional behavioral task thought to capture some important features of remembering. In this procedure, the delay between sample offset and comparison onset adjusts as a function of the subject's performance. Specifically, correct matches increase the delay and incorrect matches decrease the delay, and steady-state titrated delays serve as the primary dependent measure. The present series of experiments investigated the effects of several procedural variables on performance in TDMTS procedures in an effort to elucidate better its features to allow for more precision in future use. Experiment 1 reports results from a parametric analysis of fixed-ratio response requirements on the sample key that indicated improved remembering in the form of higher daily titrated delay values as the requirement was increased. Experiment 2 investigated the extent to which the initial delay value in each session affected session-wide delay values. Results indicated that regardless of value of the initial delay, the subjects' performances adjusted the delay values in the direction of the known baseline delay-value levels. Experiment 3 manipulated the step size by which delay values were adjusted and the results indicated that larger step sizes increased both session-to-session variability and within-session range of titrated delay values, although the average values remained approximately the same. These results suggest that the TDMTS task serves as a promising procedure to study what many refer to as memory. (Contains 4 figures.)
Psychopysics of Remembering: To Bias or Not to Bias?
Author: White, K. Geoffrey
Date: 2010-07-00
Type: Journal Articles
Subjects: Response Style (Tests),Psychology,Probability,Gender Differences,Stimuli,Recognition (Psychology),Models,Feedback (Response),Task Analysis,Bias,Memory,Experiments,Reinforcement,Animals

Delayed matching to sample is typically a two-alternative forced-choice procedure with two sample stimuli. In this task the effects of varying the probability of reinforcers for correct choices and the resulting receiver operating characteristic are symmetrical. A version of the task where a sample is present on some trials and absent on others is analogous to a yes/no recognition task. We describe data from two experiments where an asymmetry in performance in the yes/no task could be attributed to a change in response bias with increasing retention-interval duration from a matching-law perspective, but not from a signal-detection perspective. Both approaches make explicit assumptions about response bias. The apparent inconsistency between the two approaches to the treatment of response bias is resolved in terms of a model proposed by K. G. White and J. T. Wixted (1999) which predicts asymmetrical matching-law functions and receiver operating characteristics without making any assumptions about response bias. (Contains 9 figures.)
Teacher Knowledge about Technology Integration: An Examination of Inservice and Preservice Teachers' Instructional Decision-Making
Author: Greenhow, Christine
Date: 2008-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Technology Integration,Educational Technology,Pedagogical Content Knowledge,Experienced Teachers,Knowledge Level,Decision Making,Computer Simulation,Case Studies,Case Method (Teaching Technique),Performance Based Assessment,Knowledge Base for Teaching,Comparative Testing,Problem Solving,Multimedia Materials

This study compared the abilities of inservice and preservice teachers to demonstrate an understanding of technology integration and to apply such knowledge to instructional decision-making. Using a set of online content-specific multimedia scenarios to resolve complex problems of teaching with technology in a simulated school environment, inservice teachers outperformed preservice teachers on criteria measuring practical and pedagogical content knowledge about technology integration; however, preservice and inservice teachers scored similarly in their ability to make an instructional decision about technology. In addition, both preservice and inservice teachers demonstrated a lack of weighing competing options in the case and a lack of orientation toward reflective and adjustable practices. Overall, inservice teachers demonstrated consideration of a broader range of classroom- and school-level factors in making a technology integration decision. Understanding, capturing, and measuring these differences is essential to advance theory on the dimensions of technological pedagogical content knowledge, and how it develops in different teacher sub-groups to advance the work of teacher educators concerned with designing courses about technology integration appropriate to learners' needs. (Contains 4 tables.)
Teachers as Adult Learners: Re-Conceptualizing Professional Development
Author: Gregson, James A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Vocational Education Teachers,Adult Learning,Professional Development,Adult Education,Inservice Teacher Education,Educational Principles,Teacher Empowerment,Relevance (Education),Teacher Collaboration,Teaching Experience,Educational Environment,Participation,Instructional Effectiveness

This case study examined a professional development experience that was facilitated for career and technical education teachers to help foster the integration of academics and career and technical education. Unlike most professional development experiences that treat teachers as passive learners, this professional development experience was designed to reflect principles of adult learning. The findings of this study suggest that when principles of adult learning inform and shape professional development experiences for teachers, teachers are able to reflect on their practice, construct professional knowledge with their peers, and develop more collaborative relationships with their fellow teachers. The examined professional development experience was deemed as highly effective by the participants and the participants recommended that principles of adult learning be foundational to all future professional development efforts. (Contains 1 table and 1 figure.)
Identifying Your Educational Philosophy: Development of the Philosophies Held by Instructors of Lifelong-Learners (PHIL)
Author: Conti, Gary J.
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Content Validity,Test Construction,Self Evaluation (Individuals),Psychometrics,Ideology,Construct Validity,Test Reliability,Test Validity,Identification,Lifelong Learning,Adult Educators,Psychological Evaluation

The Philosophies Held by Instructors of Lifelong-learners (PHIL) was developed to identify a respondent's preference for one of the major schools of philosophical thought: Idealism, Realism, Pragmatism, Existentialism, or Reconstructionism. Using the pool of items from an established instrument, its final form and content validity were determined by a series of discriminant analyses. Criterion-related validity was established through a three-part process, and reliability was established through the test-retest process. PHIL is a short, user-friendly tool that is designed for self-assessment for instrumented learning. An appendix is included. (Contains 4 tables.)
Connecting Early American Values to the Current Practice of Adult Education
Author: Muetz, Kalpana Gupta
Date: 2007-00-00
Type: Journal Articles
Subjects: Adult Education,Educational Practices,Change Agents,Educational Development,Educational History,Biographies,Profiles,Values,Intellectual History,Educational Philosophy

A historical account is presented of adult education practice by exploring the lives of a few prominent men and women from the 19 century often not associated with the formal adult education 19th movement. These include Elizabeth Cady Stanton and Henry David Thoreau. This article seeks to provide a historical context for the adult education movement in the United States, to discuss some dominant values that seem to have guided the movement, and to examine current values that may be evident in contemporary adult education practice.
Using Adult Learning Theory for New-Hire Training
Author: Woodard, Chris A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Andragogy,Adult Learning,Learning Theories,Job Training,Entry Workers,Instructional Effectiveness

To test if adult learning theory can inform a training program for newly-hired employees in industry, a training program was set up using Knowles' concepts of andragogy. Evaluation results from before and after the new training program indicate that the perceptions of those in the new training program changed in a positive direction. This indicates that the concept of andragogy does translate to the workplace.(Contains 1 table.)
What Managers Do to Create Healthy Work Environments
Author: Kroth, Michael
Date: 2007-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Focus Groups,Leadership Responsibility,Work Environment,Administrator Role,Interviews,Employee Attitudes,Models,Personal Autonomy,Humor,Interpersonal Communication,Power Structure,Interpersonal Relationship,Problem Solving,Role Models,Administrator Characteristics

The purpose of this exploratory qualitative study was to determine what successful managers do to create healthy work environments in a healthcare organization. Managers using exemplary behaviors were selected and interviewed based on employee satisfaction surveys, and focus groups were conducted with employees who worked for them. Effective managers were found to create healthy work environments through behaviors included in three categories: Setting the Climate, Keeping Performance on Track, and Tapping Employee Potential. A healthy work environment was defined, and a model was developed. This model can be the template for leadership training and made an expected part of managerial behavior and competency development. (Contains 1 figure.)
Making the Invisible Visible: A Model for Delivery Systems in Adult Education
Author: Alex, Jennifer L.
Date: 2007-00-00
Type: Journal Articles
Subjects: Delivery Systems,Models,Adult Education,Educational Environment,Adult Students,Learning Theories,Outcomes of Education,Influences,Student Evaluation,Teaching Methods,Educational Philosophy,Educational Needs

Delivery systems are not well defined in adult education. Therefore, this article reviews the multiple components that overlap to affect the adult learner and uses them to create a model for a comprehensive delivery system in adult education with these individual components as sub-systems that are interrelated and inter-locked. These components are philosophy, theory, method, need, educational entity, influence, outcome, and assessment. By combining these, the adult educator has access to a delivery system consisting of a full spectrum of opportunities by which the learner may realize an optimal educational experience within a learning environment. The model provides the components that can make visible this invisible system. (Contains 1 figure.)
Dimensions of Part-Time Faculty Job Satisfaction: Development and Factor Analysis of a Survey Instrument
Author: Hoyt, Jeff E.
Date: 2007-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Factor Analysis,Continuing Education,Test Reliability,Test Validity,Part Time Faculty,Teacher Surveys,Psychometrics,Test Construction,Replication (Evaluation)

The purpose of this research study was to develop a reliable and valid survey instrument for assessing the satisfaction of part-time faculty teaching in continuing higher education at Brigham Young University (BYU). This article describes the reliability and validity of the instrument that may be used by other administrators and researchers interested in evaluating part-time faculty job satisfaction at their respective institutions. The researchers hypothesized that dimensions of overall job satisfaction (adapted from the Herzberg model) would be measured by subscales on the survey instrument. The factor analysis provided empirical support for eight dimensions. The failure of two subscales in the factor analysis (status and job security) and one subscale on the test of internal reliability (challenge) will necessitate a revision of applicable survey questions. (Contains 2 tables.)
Closed-Captioned Video and the ESL Classroom: A Multi-Sensory Approach
Author: Rowland, James L.
Date: 2007-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Video Technology,Audiovisual Aids,Comprehension,Instructional Effectiveness,Foreign Countries

Traditional ESL instruction accepts the idea that a student's ability to visualize text and to create mental pictures of letters and whole words is important in comprehension. Closed-captioned video presentations can be useful in English as a Second Language (ESL) instruction. Video topics rich with the history and culture of the target language provide a meaningful context for language learning. The author started using closed-captioning in   1991 to assist children to learn to read. Students reported that closed-captioning and sub-titles helped them with spelling, reading, writing, and word recognition, which seems reasonable. In this article, the author shares how closed-captioned videotext with high audio/video correlation allows the learner to see, hear, and contextualize words and sentences simultaneously.
Lessons in Conference Planning: Adult Learning Principles at Work
Author: Holyoke, Laura B.
Date: 2007-00-00
Type: Journal Articles
Subjects: Graduate Students,Experiential Learning,Adult Learning,Educational Principles,Educational Practices,Theory Practice Relationship,Conferences (Gatherings),Case Method (Teaching Technique),Learning Activities,Program Design,Program Implementation,Critical Path Method

Chairing the annual Mountain Plains Adult Education Association Conference for 250 adult educators in Coeur d'Alene this past spring provided an opportunity for the author to offer a hands-on, conference planning experience to graduate students. Wanting to try something outside the typical classroom experience, the author organized a special topics course on conference planning which could provide experiential learning that not only espoused but also employed adult learning principles in an authentic context. Effectively applying principles of adult learning is the goal of adult educators which include: (1) the need to know; (2) a sense of autonomy; (3) the importance of life experiences and knowledge; (4) the readiness to learn; (5) the need for practical and applicable learning; and (6) internal motivation. This article describes how one instructor successfully operationalized these principles in a college course in which students planned and executed a professional conference for adult educators.
First Things First in Becoming a Teacher of Adults
Author: Galbraith, Michael W.
Date: 2008-00-00
Type: Journal Articles
Subjects: Adult Education,Values,Teacher Attitudes,Beliefs,Educational Philosophy,Teaching Styles,Teacher Characteristics,Work Ethic,Goal Orientation,Personality Traits,Teaching (Occupation),Adult Educators

The exploration of self-awareness as an essential component for understanding ourselves as a teacher of adults is rather absent in the literature. This article focuses on the elements that are foundational within the self-awareness journey--beliefs, values, and attitudes. Understanding these elements establishes the basis for practice implications, such as formulating a personal philosophy or vision for teaching, establishing authenticity and credibility, and determining a teaching perspective.
Identifying the Multiple Intelligences of Your Students
Author: McClellan, Joyce A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,College Students,Field Tests,Adult Learning,Adult Students,Individual Differences,Test Construction,Screening Tests,Talent Identification,Factor Analysis,Surveys,Content Validity

One way of addressing individual differences among adult learners is to identify the Multiple Intelligences of the learner. Multiple Intelligences refers to the concept developed by Howard Gardner that challenges the traditional view of intelligence and explains the presence of nine different Multiple Intelligences. The purpose of this study was to develop a valid and reliable instrument for identifying these Multiple Intelligences. Items were developed by field testing with 168 college students, and responses from 874 community college students were factor analyzed to develop a 27-item indicator to identify Multiple Intelligences preferences of adult learners. (Contains 1 figure.)
One Dozen Ways to Expand Your Adult Learning Skills!
Author: Ricard, Virginia B.
Date: 2008-00-00
Type: Journal Articles
Subjects: Adult Education,Lifelong Learning,Adult Learning,Learning Strategies,Educational Practices,Cognitive Style,Learner Engagement,Cognitive Processes,Educational Strategies,Skill Development

This article presents 12 practical ways of learning as adults at cognitive, affective, and performance levels. Focused on four areas of active engagement, learners are encouraged to trust themselves in formal as well as informal settings with their variety of learning styles, intelligences, and degrees of self-direction. The importance of venturing beyond comfort levels to enjoy the surprises that reside in discovery is emphasized for those in an era of lifelong learning who take seriously "how" they want that learning to occur.
Andragogy's Transition into the Future: Meta-Analysis of Andragogy and Its Search for a Measurable Instrument
Author: Taylor, Bryan
Date: 2009-00-00
Type: Journal Articles
Subjects: Andragogy,Meta Analysis,Criticism,Measurement Techniques,Learning Processes,Children,Adults

This article is a meta-analysis of the theory of andragogy and its search for a measurable instrument. The article explores three areas surrounding andragogy: (a) its concept and history, (b) its assumptions, and (c) its primary criticisms. In examining these three areas, a foundation is established for the creation of an instrument to provide measurable data on the assumptions put forth by Malcolm Knowles.
Engaging the Adult Learner Generational Mix
Author: Holyoke, Laura
Date: 2009-00-00
Type: Journal Articles
Subjects: Learning Theories,Adult Basic Education,Adult Learning,Adult Students,Student Characteristics,Age Differences,Educational Environment,Definitions,Student Surveys,Needs Assessment,Interest Research,Learner Engagement

Educators and Trainers both focus on adult learning theory when teaching. In the workforce, as well as in higher education, current literature pertaining to adult learners tends to lump all adults into the same category. Scant research exists that reviews the adult learner through a generational lens. This paper examines the elements that engage and disengage adult learners in multiple classroom settings through a generational perspective. The authors suggest implications for adult education professional practices based on understanding as a teacher/trainer that generational characteristics influence expectations of how materials will be taught.