ethanporcaro/eric-fulltext-meta huggingface dataset:
The Inner Voice
Author: Ridgway, Anthony James
Date: 2009-00-00
Type: Journal Articles
Subjects: Written Language,Second Languages,Short Term Memory,Second Language Learning,Inner Speech (Subvocal),Memory,Reading,Phoneme Grapheme Correspondence

The inner voice- we all know what it is because we all have it and use it when we are thinking or reading, for example. Little work has been done on it in our field, with the notable exception of Brian Tomlinson, but presumably it must be a cognitive phenomenon which is of great importance in thinking, language learning, and reading in a foreign language. The inner voice will be discussed as a cognitive psychological phenomenon associated with short-term memory, and distinguished from the inner ear. The process of speech recoding will be examined (the process of converting written language into the inner voice) and the importance of developing the inner voice, as a means of both facilitating the production of a new language and enhancing the comprehension of a text in a foreign language, will be emphasized. Finally, ways of developing the inner voice in beginning and intermediate readers of a foreign language will be explored and recommended. (Contains 1 figure.)
Extensive Reading through the Internet: Is It Worth the While?
Author: Silva, Juan Pino
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Publishing,Electronic Journals,Internet,Second Languages,Reading Materials,Recreational Reading,Reading Programs,Independent Study

Reading materials written in English is the prime goal of many reading programs around the world. Extensive reading (ER) has for years aided new students at my institution to gradually acquire large vocabularies and other sub-skills that are needed to read fluently. To continue to do that effectively, a new scheme involving the use of internet--called w-ERP--was set in place in collaboration with the students. The main focus of this article is to describe the 3-phase, gradual process that led to the current design of the web-based ER scheme. The paper begins with a brief discussion of ER, reading on line (RO) and self-directed learning as part of the rationale for the new scheme. Participants' preliminary data on the benefits and potentials for learning to read and reading for learning other things are discussed. (Contains 2 notes.)
Using Dramatic Role-Play to Develop Emotional Aptitude
Author: DiNapoli, Russell
Date: 2009-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Brain,Empathy,Role Playing,College Faculty,Higher Education,Lateral Dominance,Brain Hemisphere Functions,English (Second Language),Creativity,Individual Development,Learning Processes,Business English,Foreign Countries

As university educators, we need to prepare students for the transition from the information age to what Daniel H. Pink (2005) calls the conceptual age, which is governed by artistry, empathy and emotion, by including in the curricula activities that stimulate both hemispheres of the brain. This can be done by promoting activities that energize what Daniel Goleman (1995) refers to as emotional intelligence, and it further maintains that, as Paul Ekman (2003) suggests, the ability to detect feelings improves communication. Recognizing the need to include in the curricula procedures that help develop students' right brain aptitudes and enhance their communication skills, I have endeavoured to introduce dramatic scene study as a sustained activity in my English for Specific Purposes courses at the Universidad de Valencia. My aim was to energize the students' creative and emotional aptitudes, as well as to dynamize effective teamwork. This article sustains that dramatic role-play, based on scripted scene study and related improvisational activities, is one way of achieving this.
The Transition to Kindergarten in Hawai'i
Author: Riley, Jeanne
Date: 2005-00-00
Type: Journal Articles
Subjects: School Readiness,Early Childhood Education,Kindergarten,Transitional Programs,Teacher Role,Parent Participation,School Community Relationship,Interpersonal Communication,Family Involvement,Developmentally Appropriate Practices,Preschool Children

A successful transition from home or preschool to kindergarten is a key component of school readiness. Yet, quite often this major step in a child's life is neither planned nor well coordinated. Thoughtful planning for this transition, however, can have a positive impact on children, families, teachers, schools, and communities that last well beyond the first weeks of school. There are five critical elements to be considered to ensure successful transitions for young children and their families. Elementary teachers and staff, and early education and care teachers, together with families, can make starting school a positive experience for all by focusing attention on each one of these elements: (1) Create and promote connections and relationships in the community; (2) Maintain ongoing communication; (3) Prepare children for transition; (4) Involve families in the transition; and (5) Provide program continuity through developmentally appropriate curriculum. In this article, the authors describe efforts in Hawai'i to support children's successful transition from home or preschool to kindergarten.
Dual Effects on Choice of Conditioned Reinforcement Frequency and Conditioned Reinforcement Value
Author: McDevitt, Margaret A.
Date: 2010-03-00
Type: Journal Articles
Subjects: Stimuli,Reinforcement,Conditioning,Animals,Selection

Pigeons were presented with a concurrent-chains schedule in which the total time to primary reinforcement was equated for the two alternatives (VI 30 s VI 60 s vs. VI 60 s VI 30 s). In one set of conditions, the terminal links were signaled by the same stimulus, and in another set of conditions they were signaled by different stimuli. Choice was in favor of the shorter terminal link when the terminal links were differentially signaled but in favor of the shorter initial link (and longer terminal link) when the terminal links shared the same stimulus. Preference reversed regularly with reversals of the stimulus condition and was unrelated to the discrimination between the two terminal links during the nondifferential stimulus condition. The present results suggest that the relative value of the terminal-link stimuli and the relative rate of conditioned reinforcer presentation are important influences on choice behavior, and that models of conditioned reinforcement need to include both factors. (Contains 2 figures and 2 tables.)
Delay Discounting of Qualitatively Different Reinforcers in Rats
Author: Calvert, Amanda L.
Date: 2010-03-00
Type: Journal Articles
Subjects: Rewards,Delay of Gratification,Reinforcement,Animals,Food,Research Methodology,Operant Conditioning,Experimental Psychology

Humans discount larger delayed rewards less steeply than smaller rewards, whereas no such magnitude effect has been observed in rats (and pigeons). It remains possible that rats' discounting is sensitive to differences in the quality of the delayed reinforcer even though it is not sensitive to amount. To evaluate this possibility, Experiment 1 examined discounting of qualitatively different food reinforcers: highly preferred versus nonpreferred food pellets. Similarly, Experiment 2 examined discounting of highly preferred versus nonpreferred liquid reinforcers. In both experiments, an adjusting-amount procedure was used to determine the amount of immediate reinforcer that was judged to be of equal subjective value to the delayed reinforcer. The amount and quality of the delayed reinforcer were varied across conditions. Discounting was well described by a hyperbolic function, but no systematic effects of the quantity or the quality of the delayed reinforcer were observed. (Contains 6 figures and 4 tables.)
A Choice Procedure to Assess the Aversive Effects of Drugs in Rodents
Author: Podlesnik, Christopher A.
Date: 2010-03-00
Type: Journal Articles
Subjects: Positive Reinforcement,Drug Use,Animals,Punishment,Behavior Modification,Experimental Psychology,Operant Conditioning,Food

The goal of this series of experiments was to develop an operant choice procedure to examine rapidly the punishing effects of intravenous drugs in rats. First, the cardiovascular effects of experimenter-administered intravenous histamine, a known aversive drug, were assessed to determine a biologically active dose range. Next, rats responded on each of two levers with concurrently available fixed-ratio 1 schedules of food reinforcement. Intravenous histamine was delivered along with food when responses were made on one of the options, and the lever on which both food and histamine were contingent was switched on a regular basis. A dose of 1.0 mg/kg/inj of histamine was effective in moving responding to the alternate lever, whereas saline, 0.1, or 0.3 mg/kg/inj of histamine were not. Histamine injections produced reliable selection of the alternate lever when they were presented on the same lever for three consecutive sessions, but not when they were switched between levers on each session. In addition, histamine produced greater selection of the alternate lever when it was presented with shorter intertrial interval durations. These findings indicate that, with appropriate parameters, the aversive effects of histamine and perhaps other drugs can be rapidly established using a concurrent choice procedure. (Contains 9 figures.)
The Identities Hidden in the Matching Laws, and Their Uses
Author: Thorne, David R.
Date: 2010-03-00
Type: Journal Articles
Subjects: Behavioral Science Research,Economics,Responses,Reinforcement,Probability,Mathematical Models,Equations (Mathematics),Identification

Various theoretical equations have been proposed to predict response rate as a function of the rate of reinforcement. If both the rate and probability of reinforcement are considered, a simple identity, defining equation, or "law" holds. This identity places algebraic constraints on the allowable forms of our mathematical models and can help identify the referents for certain empirical or theoretical coefficients. This identity can be applied to both single and compound schedules of reinforcement, absolute and relative measures, and to local, global and overall rates and probabilities. The rate matching equations of Hernstein and Catania appear to have been approximations to, and to have been evolving toward, one form of this algebraic identity. Estimates of the bias and sensitivity terms in the generalized ratio and logarithmic matching models are here held to be averaging artifacts arising from fitting procedures applied to models that violate or conceal the underlying identities. (Contains 2 figures and 3 tables.)
Response Acquisition and Fixed-Ratio Escalation Based on Interresponse Times in Rats
Author: Taylor, Tracy G.
Date: 2010-03-00
Type: Journal Articles
Subjects: Animals,Reaction Time,Behavior,Reinforcement,Methods,Responses

The effectiveness of a fixed-ratio (FR) escalation procedure, developed by Pinkston and Branch (2004) and based on interresponse times (IRTs), was assessed during lever-press acquisition. Forty-nine experimentally naive adult male Long Evans rats were deprived of food for 24 hr prior to an extended acquisition session. Before the start of the session, three food pellets were placed in the magazine. Otherwise, no magazine training, shaping, nor autoshaping procedure was employed. The first 20 presses each resulted in the delivery of a 45-mg food pellet. Then, the FR increased (2, 4, 8, 11, 16, 20, 25, 30) when each IRT in the ratio was less than 2 s during three consecutive ratios. Sessions lasted 13 hr or until 500 pellets were earned. On average, rats reached a terminal ratio of 11 (mean) or 16 (median) during the first session. Seven rats reached the maximum value of FR 30 and only one rat did not acquire the response. In most rats, a break-and-run pattern of responding characteristic of FR schedules began to develop in this acquisition session. Subsequently, the ratio-escalation procedure continued during daily 2-hr sessions. In these sessions, the starting ratio requirement was set at the terminal ratio reached in the previous session. Using this procedure, over half (26) of the rats reached the FR 30 requirement by the fourth session. These data demonstrate that a ratio-escalation procedure based on IRTs provides a time-efficient way of establishing ratio responding. (Contains 4 figures.)
Conditioned Reinforcement and Response Strength
Author: Shahan, Timothy A.
Date: 2010-03-00
Type: Journal Articles
Subjects: Stimuli,Reinforcement,Responses,Conditioning,Behavior Modification,Resistance to Change,Resistance (Psychology),Animals,Food,Behavioral Science Research

Stimuli associated with primary reinforcers appear themselves to acquire the capacity to strengthen behavior. This paper reviews research on the strengthening effects of conditioned reinforcers within the context of contemporary quantitative choice theories and behavioral momentum theory. Based partially on the finding that variations in parameters of conditioned reinforcement appear not to affect response strength as measured by resistance to change, long-standing assertions that conditioned reinforcers do not strengthen behavior in a reinforcement-like fashion are considered. A signposts or means-to-an-end account is explored and appears to provide a plausible alternative interpretation of the effects of stimuli associated with primary reinforcers. Related suggestions that primary reinforcers also might not have their effects via a strengthening process are explored and found to be worthy of serious consideration. (Contains 5 figures.)
Dual Familial Roles: An Asperger's Syndrome Case Story
Author: Ivey, Julie K.
Date: 2010-02-00
Type: Journal Articles
Subjects: Siblings,Autism,Asperger Syndrome,Parenting Styles,Sibling Relationship,Interaction,Child Rearing,Family Environment,Coping,Special Needs Students,Family School Relationship

Sibling interactions are challenges that all families face on a daily basis. These interactions are significantly more difficult when one child has autism. With the apparent increase in diagnoses of autism, there are more families each year who are dealing with issues of relationships. Children learn, as part of the growing up experience, how to interrelate with their brothers and sisters. They also acquire future parenting styles by watching their own parents and how they relate to children with and without disabilities. This case study explores one woman's childhood experiences with a sibling of undiagnosed Asperger's Syndrome and the effects of her experiences as a parent of a son with Asperger's Syndrome.
Children's Perceptions of Peers with Disabilities
Author: Smith-D'Arezzo, Wendy M.
Date: 2010-02-00
Type: Journal Articles
Subjects: Childrens Literature,Urban Schools,Student Attitudes,Negative Attitudes,Learning Disabilities,Focus Groups,Interviews,Grade 5,Attitudes toward Disabilities,Discussion Groups,Attitude Measures,Elementary School Students

Children's books with characters that have disabilities have been touted as an avenue to introduce children to their peers with disabilities. Children's literature specialists have suggested that the use of these books may result in a more positive attitude on the part of children without disabilities toward their peers with disabilities. Working with fifth grade children in an urban school setting, structured book discussion groups were held during the reading of two books that feature a main character with a learning disability. Data was gathered using an attitude survey, audio-tapes of group discussions and focus group interviews before and after the intervention. Results showed there was not a clear increase in positive attitudes toward peers with learning disabilities. In fact, the focus on the topic may have reinforced some children's negative attitudes. Further study is warranted to examine the premise that these books will improve children's attitudes toward their peers. (Contains 2 tables.)
An Adaption Tool Kit for Teaching Music
Author: McDowell, Carol
Date: 2010-02-00
Type: Journal Articles
Subjects: Education Majors,Music Education,Teaching Methods,Curriculum Development,Lesson Plans,Planning,Special Needs Students,Disabilities,Preservice Teacher Education,Inclusive Schools,Behavior Modification,Student Behavior,Student Motivation,Mental Retardation,Physical Disabilities,Educational Environment,Environmental Influences,Hearing Impairments,Visual Impairments,Speech Impairments,Language Impairments,Learning Disabilities

Music-education majors often struggle when making classroom and curricular modifications for their lesson plans during their university coursework. This article offers behavioral, curricular, environmental, motivational, organizational, and presentational strategies for planning instruction for various disabilities in the music classroom. (Contains 25 sources.)
Response to Intervention in the Social-Emotional-Behavioral Domain: Perspectives from Urban Schools
Author: Pavri, Shireen
Date: 2010-02-00
Type: Journal Articles
Subjects: Urban Schools,Intervention,Social Behavior,Focus Groups,Disability Identification,Interviews,Special Education Teachers,Special Needs Students,Behavior Problems,Emotional Problems,At Risk Students,Student Needs,Social Development,Behavior Modification,Program Effectiveness,Screening Tests

This article examines the application of the popular Response to Intervention (RTI) approach to the early identification and service delivery for students with social, emotional, and behavioral difficulties in schools. The article begins with an explanation of the RTI model as applied to the social behavior domain, based on the empirical research base. It proceeds to share data from focus group interviews with exemplary urban special education teachers about RTI strategies used in their schools and classrooms and what it would take to implement RTI in this domain. The article then discusses implications for school personnel who are interested in adopting an RTI model in this domain. (Contains 1 figure, 1 table and 4 online resources.)
Barriers to Participation of Children with Disabilities in Youth Sports
Author: Moran, Thomas E.
Date: 2010-02-00
Type: Journal Articles
Subjects: Disabilities,Barriers,Athletics,Children,Participation,Community Programs,Attitudes toward Disabilities,Athletic Coaches,Competence,Fear,Parent Role,Youth Programs

Youth sports were created as opportunities for children to play, be active, and begin learning how to become better or more successful at a given sport. Unfortunately for many children with disabilities they may not get the same opportunities that are available to other children. There are a number of barriers that may inhibit children with significant disabilities from either participating in the youth sport programming all together or have a strong impact their level of successful participation. This article both identifies key barriers as well as provides strategies to eliminate or minimize the impact of the given barrier. This problem-solution approach is meant to help to focus our attention on the root of the problem and begin using some practical strategies that will help better serve and provide opportunities for children with disabilities to help them "get into the game".
India, Families, and a Special School
Author: Byrd, E. Stephen
Date: 2010-02-00
Type: Journal Articles
Subjects: Special Schools,Reading Readiness,Mental Retardation,Young Adults,Foreign Countries,Special Education,Access to Education,Educational Legislation,Special Needs Students,Private Schools,Job Skills,Children,Social Support Groups,Special Education Teachers,Family Role,Elementary Schools,Secondary Schools,Vocational Education,Daily Living Skills

Families in India face many challenges in caring for and educating their children with disabilities. India has enacted a landmark special education law, Persons with Disabilities Act of 1995, which provides schooling and services to all children. For some students with disabilities, however, integrated and special schools are providing schooling. This paper highlights one school, the Bethshan Special School, a private day-school for students with intellectual disabilities. At Bethshan, teachers provide quality academic instruction and job readiness skills for a range of children and young adults, as well as support programs for parents. Concluding this brief examination, several challenges and positive directions for Indian special education and teacher preparation are highlighted. (Contains 3 tables.)
Rethinking &quot;Cosmopolitanism&quot; as an Analytic for the Comparative Study of Globalization and Education
Author: Sobe, Noah W.
Date: 2009-00-00
Type: Journal Articles
Subjects: International Education,Global Approach,Comparative Analysis,Comparative Education,Scholarship,Foreign Countries,Educational Research,Lifelong Learning,Educational Objectives

This article proposes that for scholars in comparative and international education the study of &quot;cosmpolitanisms&quot; offers a productive avenue for thinking outside of the traditional paradigms of area studies and for understanding the new world-generating optics and multi-layered geographies that appear to be emerging with globalization. The piece explores the concept of &quot;vernacular cosmopolitanisms&quot; and discusses recent scholarship--on 21st century American education and on early-20th-century Yugoslav education--that have used cosmopolitanism as an analytic category. The article argues that studying actually, existing cosmopolitanisms is a useful strategy for examining the ways that solidarities are formed, identities are developed, and principles of inclusion and exclusion are elaborated amidst local and global assemblages.
The Ethics and Ontology of Cosmopolitanism: Education for a Shared Humanity
Author: Snauwaert, Dale
Date: 2009-00-00
Type: Journal Articles
Subjects: Nationalism,Human Dignity,Moral Values,Ethics,Beliefs,Theories,Realism,Comparative Analysis,Transformative Learning,Teaching Methods,Social Characteristics

is argued that Cosmopolitan theory and its main competitor, Realism, issue from fundamentally different presuppositions. Realists presuppose that communal/national identity overrides a shared humanity to the degree that the moral consideration of others stops at the border of the society. Based upon this presupposition, Realists also assume the existence of a perpetual state of war between nations. In contrast, on the basis of a shared humanity Cosmopolitans assert the existence of a duty of moral consideration to all human beings. They argue that if the fundamental moral value of a shared humanity is acknowledged, then a universal duty of moral consideration follows. They argue that this duty morally requires nations to conduct their relations with each other in accordance with ethical principles consistent with the intrinsic value and dignity of a shared humanity. In addition, as exemplified in Gandhi's philosophy, Cosmopolitans posit particular ontological beliefs that require moral agents to engage in processes of internal self-transformation. They believe that internal self-transformation is necessary in order to develop the internal capacities to morally respond to the human dignity of others. It will be argued that the aims of a cosmopolitan education logically follow from this ontological perspective.