ethanporcaro/eric-fulltext-meta huggingface dataset:
Categorization of Multidimensional Stimuli by Pigeons
Author: Berg, Mark E.
Date: 2011-05-00
Type: Journal Articles
Subjects: Stimuli,Classification,Reinforcement,Animals,Learning,Task Analysis,Visual Stimuli,Comparative Analysis,Models,Evaluation Methods,Experimental Psychology

Six pigeons responded in a visual category learning task in which the stimuli were dimensionally separable Gabor patches that varied in frequency and orientation. We compared performance in two conditions which varied in terms of whether accurate performance required that responding be controlled jointly by frequency and orientation, or selectively by frequency. Results showed that pigeons learned both category tasks, with average overall accuracies of 85.5% and 82% in the joint and selective control conditions, respectively. Although perfect performance was possible, responding for all pigeons fell short of optimality. Model comparison analyses showed that the General Linear Classifier (GLC; Ashby, 1992) provided a better account of responding in the joint control condition than unidimensional models, but a unidimensional model fitted better for the condition that required selective control by frequency. Our results show that pigeons' responding in a visual categorization task can be controlled jointly or selectively by stimulus dimensions, depending on reinforcement contingencies. However, analysis of residuals confirmed that systematic deviations of GLC predictions from the obtained data were present in both conditions, suggesting that an alternative account of responding in multidimensional category learning tasks may be necessary. (Contains 6 tables and 8 figures.)
Nodal Structure and Stimulus Relatedness in Equivalence Classes: Post-Class Formation Preference Tests
Author: Moss-Lourenco, Patricia
Date: 2011-05-00
Type: Journal Articles
Subjects: College Students,Stimuli,Computer Assisted Testing,Psychological Studies,Feedback (Response),Objective Tests,Classification

Three experiments used postclass formation within-class preference test performances to evaluate the effects of nodal distance on the relatedness of stimuli in equivalence classes. In Experiment 1, two 2-node four-member equivalence classes were established using the simultaneous protocol in which all of the baseline relations were trained together, after which all emergent relations probes were presented together. All training and testing was done using match-to-sample trials that contained two comparisons. After class formation, the effects of nodal distance were evaluated using within-class preference tests that contained samples and both comparisons from the same class. These tests yielded inconsistent performances for most participants. Experiment 2 replicated Experiment 1, but a third null comparison was used on all trials during class formation. Thereafter, virtually all of the within-class probes, for all participants, evoked performances that were consistent with the predicted effects of nodal distance, that is, the selection of comparisons that were nodally closer to the samples. It appears, then, that the establishment of the equivalence classes with a third null comparison induced control by nodal structure of the classes. Experiment 3 demonstrated the generality of these findings with larger classes that contained more nodal separations, that is, three-node five-member classes. Emergent-relations tests conducted immediately after the within-class tests showed the classes to be intact. Thus, the differential relatedness of stimuli in a class or their interchangeability depended on the content of a test trial: within-class probes occasioned responding indicative of differential strength among the stimuli in the class, while cross-class tests occasioned responding indicative of interchangeability of stimuli in the same class. (Contains 4 tables and 3 figures.)
Cross-Domain Analogies as Relating Derived Relations among Two Separate Relational Networks
Author: Ruiz, Francisco J.
Date: 2011-05-00
Type: Journal Articles
Subjects: Logical Thinking,Educational Research,Adults,Experiments,Evaluation Methods,Tests,Correlation,Theories,Behavior,Data Analysis,Universities,Undergraduate Students,Foreign Countries,Psychology

Contemporary behavior analytic research is making headway in analyzing analogy as the establishment of a relation of coordination among common types of trained or derived relations. Previous studies have been focused on within-domain analogy. The current study expands previous research by analyzing cross-domain analogy as relating relations among separate relational networks and by correlating participants' performance with a standard measure of analogical reasoning. In two experiments, adult participants first completed general intelligence and analogical reasoning tests. Subsequently, they were exposed to a computerized conditional discrimination training procedure designed to create two relational networks, each consisting of two 3-member equivalence classes. The critical test was a two-part analogical test in which participants had to relate combinatorial relations of coordination and distinction between the two relational networks. In Experiment 1, combinatorial relations for each network were individually tested prior to analogical testing, but in Experiment 2 they were not. Across both experiments, 65% of participants passed the analogical test on the first attempt. Moreover, results from the training procedure were strongly correlated with the standard measure of analogical reasoning. (Contains 2 tables and 4 figures.)
Sample Stimulus Control Shaping and Restricted Stimulus Control in Capuchin Monkeys: A Methodological Note
Author: Brino, Ana Leda F., Barros, Romariz S., Galvao, Ol
Date: 2011-05-00
Type: Journal Articles
Subjects: Followup Studies,Computation,Teaching Methods,Sample Size,Animals,Stimuli,Research Methodology,Comparative Analysis,Error Patterns,Task Analysis

This paper reports use of sample stimulus control shaping procedures to teach arbitrary matching-to-sample to 2 capuchin monkeys ("Cebus apella"). The procedures started with identity matching-to-sample. During shaping, stimulus features of the sample were altered gradually, rendering samples and comparisons increasingly physically dissimilar. The objective was to transform identity matching into arbitrary matching (i.e., matching not based on common physical features of the sample and comparison stimuli). Experiment 1 used a two-comparison procedure. The shaping procedure was ultimately effective, but occasional high error rates at certain program steps inspired a follow-up study. Experiment 2 used the same basic approach, but with a three-comparison matching task. During shaping, the monkey performed accurately until the final steps of the program. Subsequent experimentation tested the hypothesis that the decrease in accuracy was due to restricted stimulus control by sample stimulus features that had not yet been changed in the shaping program. Results were consistent with this hypothesis, thus suggesting a new approach that may transform the sample stimulus control shaping procedure from a sometimes useful laboratory tool to a more general approach to teaching the first instance of arbitrary matching performances to participants who show protracted difficulties in learning such performances. (Contains 5 figures.)
Improving Speaking Fluency for International Teaching Assistants by Increasing Input
Author: Gorsuch, Greta J.
Date: 2011-03-00
Type: Journal Articles
Subjects: Speech Communication,Reading Fluency,Initial Teaching Alphabet,Teaching Assistants,Foreign Students,English (Second Language),Second Language Learning,Linguistic Input,Graduate Students,Simulation,Grammar,Teaching Methods,Achievement Gains

One challenge for many international teaching assistants (ITAs) is improving their spoken English fluency after arrival in the U.S.A. It may be argued that poor fluency, with its hallmarks of slow speech rate, false starts, and particularly pauses that violate phrasal boundaries, account for the failure of many ITAs to be certified by their institutions to teach undergraduate labs or classes. And, for a variety of reasons, simply being in graduate school in the U.S.A. may not result in ITAs rapidly improving their English, even after a semester or more of specialized ITA courses. This study explores the question of whether an input approach, in addition to a production-oriented ITA preparation approach, will improve ITAs' spoken fluency in post-treatment teaching simulations. In this study, 28 participants in an ITA preparation course engaged in twice-a-week repeated reading (RR) sessions, in which they repeatedly and silently read 500-word basic popular science texts along with an audio recorded model of the text. In this study, ITAs' gains in reading fluency and comprehension were tracked throughout an academic semester for a total of twenty 30-minute RR sessions. In addition, two ITAs' teaching simulation presentations were audio recorded, once at the beginning and once at the end of the fourteen-week course. Changes in speech rate, percentage of grammatically intact pause groups, and percentage of disfluent pause groups were tracked. ITAs' reading fluency and comprehension increased significantly, while the percentage of intact pause groups increased, and the percentage of "split" pause groups decreased. While causality between the RR treatments and improvements in ITAs' spoken fluency cannot be strictly stated, a theoretical model of how extensive input may promote speaking fluency is presented, along with specific suggestions on creating input-focused programs for ITAs. (Contains 5 tables.)
Planning in Feedback: Insights from Concurrent Verbal Protocols
Author: Sharmini, Sharon
Date: 2011-03-00
Type: Journal Articles
Subjects: Writing Processes,Intervention,Feedback (Response),Role,Graduate Students,English (Second Language),Second Language Learning,Protocol Analysis,Writing (Composition),Data Analysis,Reflection,Revision (Written Composition)

Feedback plays an intervention role in the writing process. It is through feedback that writers are guided to achieve negotiated writing goals. Feedback encourages a process of discovery and this plays a developmental role in the writing process. In this paper, we report on three case studies that sought to understand cognitive processes when writers attended to feedback. Three ESL postgraduate students were asked to think aloud while attending to lecturer written feedback. Concurrent verbal protocols were analysed qualitatively using computer assisted data analysis software called Nvivo8. The findings from this study indicate that attending to written feedback is a recursive process. While recursively attending to feedback, the writers planned globally, locally, reflected, and justified. The findings suggest that dialogical type of feedback encourage recursiveness and planning. These are essential for the potential development of a writer. (Contains 1 figure.)
Elementary School Student Burnout Scale for Grades 6-8: A Study of Validity and Reliability
Author: Aypay, Ayse
Date: 2011-00-00
Type: Journal Articles
Subjects: School Activities,Burnout,Measures (Individuals),Factor Analysis,Correlation,Test Construction,Psychometrics,Test Validity,Test Reliability,Elementary School Students,Foreign Countries,Family Influence,Student Interests

The purpose of this study is to develop an &quot;Elementary School Student Burnout Scale for Grades 6-8&quot;. The study group included 691 students out of 10 schools in Eskisehir. Both Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted on the data (Burnout stem from school activities, burnout stem from family, feeling of insufficiency in school, lack of interest towards school). A four factor solution was emerged with 26 items. These four factors explain 59 % of the total variance. Factor loadings ranged from 0.42-0.81. Cronbach Alpha reliability coefficient for the sub-dimensions ranged from the lowest 0.76 to the highest 0.92. Split-half correlation coefficient for the sub-dimensions ranged from 0.65 to 0.81. The model indices emerged from the Confirmatory Factor Analysis [GFI=0.94, AGFI=0.91, PGFI=0.89, RMSEA=0.07, CFI=0.91; ([chi][superscript 2]=787.6, df=293, p less than 0.01)] indicated that there was a good fit. To establish criterion validity of the scale, &quot;Academic Expectations Stress Inventory&quot; was used. The correlation coefficients between the two scales as well as among the sub-dimensions of the scales varied from the lowest 0.20 to the highest 0.38. (Contains 4 tables and 1 figure.)
Goal Orientations, Locus of Control and Academic Achievement in Prospective Teachers: An Individual Differences Perspective
Author: Bulus, Mustafa
Date: 2011-00-00
Type: Journal Articles
Subjects: Majors (Students),Undergraduate Students,Locus of Control,Academic Achievement,Goal Orientation,Individual Differences,Preschool Teachers,Student Teacher Attitudes,Correlation,Regression (Statistics),Measures (Individuals),Foreign Countries,Teacher Characteristics

The aim of this study is to investigate the role of the prospective teachers' locus of control in goal orientations and of both orientations in academic achievement. The participants were 270 undergraduate students studying in different majors at the Faculty of Education in Pamukkale University. Goal Orientations and Locus of Control Scales were used to gather the data. Pearson Correlation and regression analyses were performed to analyze the data. Results showed that mastery goal orientation was positively and avoidant goal orientation was negatively related with locus of control and academic achievement. A positive relationship was found between locus of control and academic achievement. In the study regression analyses indicated that mastery and avoidance goal orientations were predicted by locus of control and academic achievement was predicted by goal orientations and locus of control together. Implications of the findings were discussed and suggestions were given for the educators.
The Effects of School Bonds, Discipline Techniques in School and Victimization on Delinquency of High School Students
Author: Unal, Halime
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Attachment Behavior,Teacher Student Relationship,Student School Relationship,Classroom Techniques,Discipline,School Safety,Victims of Crime,Violence,Context Effect,Delinquency,Social Problems,Sampling,Social Environment

Delinquency has become an import social problem in Turkey, especially in schools. Along with this trend, empirical studies have started to pay attention to delinquent acts in schools. However, most of these studies have mainly focused on the nature and prevalence of the delinquent behaviors. There are limited numbers of studies that explore relationships between school related factors and delinquency among Turkish students. Thus, the main purpose of the present study is to examine how various delinquent behaviors (property delinquency , violent behavior, delinquency in in school and substance use) are related to some school related factors such as school bonds (attachment to teacher and commitment to school), discipline techniques used in schools (coercive and inductive discipline) and victimization in the school. For this, a total of 3742 students from 11 high schools in Izmir were chosen through stratified cluster sampling techniques. The mean age of the sample was 16.8 and percentage of male students was 52. Self-report instruments used in previous studies were mainly adapted to measure school-related variables and various delinquent involvements. Due to the censored nature of dependent variables (delinquent involvements), Tobit regression techniques were used in analysis. The analysis revealed that commitment to school had an effect in the reduction of all kinds of delinquent acts that are assessed in this study. Results also indicated that coercive discipline techniques and victimization in schools were positively related to delinquent involvements regardless of the nature of delinquency. Overall, findings have confirmed that schools should be considered as an important social context along with family, communities or neighborhood that also affect various processes related to delinquency. (Contains 5 tables.)
Functions of Identity Scale: Turkish Validity and Reliability
Author: Demir, Ilkay
Date: 2011-00-00
Type: Journal Articles
Subjects: Validity,Factor Structure,Measures (Individuals),Factor Analysis,Reliability,Foreign Countries,Correlation,College Students,Item Analysis,Higher Education,Structural Equation Models,Undergraduate Students

The aim of the present study was to test the factor structure, convergent validity, and reliability of the Functions of Identity Scale (FIS) on a Turkish college sample. FIS is a 15 item, self-report instrument consisting of five scales. In line with the original version, both the exploratory and confirmatory factor analysis revealed a five-factor structure, each representing distinct functions of identity formation. Convergent validity of the instrument was proved via bivariate correlations with theoretically comparable scales. Finally, internal consistency coefficients, test-retest values, and item-total correlations demonstrated the reliability of FIS for Turkish use. Overall, the findings suggest that the Turkish version of FIS is a useful instrument to assess the diverse functions of identity among Turkish college students. (Contains 4 tables and 1 figure.)
Investigation of Starting Romantic Intimacy in Emerging Adulthood in Terms of Self-Esteem, Gender and Gender Roles
Author: Eryilmaz, Ali
Date: 2011-00-00
Type: Journal Articles
Subjects: Intimacy,Young Adults,Cultural Influences,Gender Differences,Self Esteem,Sex Role,Statistical Analysis,Regression (Statistics),Statistical Significance,Foreign Countries,Females,Males,College Students,Higher Education,Sexual Identity,Masculinity,Multiple Regression Analysis

This study aims, firstly, to examine whether gender plays a decisive role in starting romantic intimacy during the emerging adulthood period; secondly, to compare emerging adults who are assigned different gender roles, in terms of starting romantic intimacy; and thirdly, to analyze the level at which self-esteem and gender roles predict the ability to start romantic intimacy. This study examines the relationship between, gender, gender roles, self-esteem and initiating romantic intimacy at emerging adulthood. A total of 256 individuals (148 female and 108 male) completed the Rosenberg Self-Esteem Scale, Bem Gender Roles Inventory (BGRI) and Markers of Starting Romantic Intimacy Scale. In this study, t-test was used to determine whether gender plays a significant role in initiating a romantic intimate relationship, and also variance analysis method was used to determine whether gender roles plays a significant role in initiating a romantic intimate relationship. Besides basic regression analysis was employed to uncover the interaction between initiating a romantic intimate relationship and gender, self-esteem, and gender roles. It was found out that there was gender difference on starting romantic intimacy. Regression analysis shows that self-esteem, gender, and also gender roles were the most important factors for starting romantic intimacy. The findings of the study suggest that there is a statistically significant relationship between starting romantic intimacy, gender, gender roles, and also self-esteem. The results of the research were found parallel with the literature, and also they are discussed with respect to emerging adulthood, gender, self-esteem and cultural factors.
Investigating the Effects of Group Practice Performed Using Psychodrama Techniques on Adolescents' Conflict Resolution Skills
Author: Karatas, Zeynep
Date: 2011-00-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Conflict,Problem Solving,Adolescents,Conflict Resolution,High School Students,Foreign Countries,Pretests Posttests,Grade 9,Grade 10,Grade 11,Feedback (Response)

The aim of this study is to examine the effects of group practice which is performed using psychodrama techniques on adolescents' conflict resolution skills. The subjects, for this study, were selected among the high school students who have high aggression levels and low problem solving levels attending Haci Zekiye Arslan High School, in Nigde. They were divided into three groups, the experimental, placebo and control groups. Each group consisted of 12 high school students, 6 boys and 6 girls. The Scale for Identification of Conflict Resolution Behavior, developed by Koruklu, was used to collect data. Psychodrama group practices one of which lasted for 90-120 minutes were applied to the experimental group once a week for 10 weeks. Inventory was administered to experimental and control groups before and after treatment and 12 weeks after the treatment, it was administered to the experimental group once again. Data were analyzed with Kruskal Wallis, Mann-Whitney U and Wilcoxon tests. The findings show that aggression levels of the students who were in the experimental group were dropped significantly and problem solving levels were increased compared to the placebo and control groups. The effect could also be seen 12 weeks later after the treatment. The results have shown that group practices which are performed using psychodrama techniques have favorable effects on adolescents' conflict resolution skills.
The Effect of Gender on Organizational Commitment of Teachers: A Meta Analytic Analysis
Author: Aydin, Ayhan
Date: 2011-00-00
Type: Journal Articles
Subjects: Meta Analysis,Gender Differences,Males,Doctoral Dissertations,Effect Size,Females,Administrators,Foreign Countries,Employees,Job Satisfaction,Teachers,Control Groups,Experimental Groups

The purpose of this study is to determine the effect of gender on the organizational commitment of teachers. In this respect, the levels of organizational commitment were also investigated with organizational commitment. Fifteen master and doctorate theses done between 2005-2009 were analyzed using meta analysis. At the end of the research study, the mean effect size was calculated as -0,07. It means that the effect of gender on the organizational commitment is on the favor of males. Particularly, it was found that the effect of gender is in the favor of males at the levels of identification and internalization. Male teachers can adopt the norms and values of the organization easier than females. On the other hand, female teachers have a tendency of organizational commitment so as to carry on their acquisition.
The Views of New Teachers at Private Teaching Institutions about Working Conditions
Author: Yilmaz, Kursad
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Schools,Teaching Conditions,Phenomenology,Models,Teacher Attitudes,Negative Attitudes,Qualitative Research,Video Technology,Focus Groups,Slavery,Figurative Language,Sampling

The main purpose of the research was to determine the views of teachers about working conditions working at private teaching institutions for 5 years or less. The research was designed as a phenomenology model. The data were collected by focus group interview technique of qualitative research method. 10 teachers from private teaching institutions working for 5 years or less underwent focus group interview by homogeneous sampling, which is one of purposeful sampling techniques. The video recorded focus group, then interview was deciphered. In the analysis process, descriptive analysis techniques were used. Generally, the participants said that working at private teaching institutions was not their first choice, the working conditions there were very difficult and they affected the teachers negatively in general and despite such conditions, their wages were too low. While talking about the private teaching institutions, the participants used such metaphors as maze, ant home, lacework, carrying water with a bucket, castle, watch, horse race, slavery and workmanship.