ethanporcaro/eric-fulltext-meta huggingface dataset:
Associative Symmetry by Pigeons after Few-Exemplar Training
Author: Velasco, Saulo M.
Date: 2010-11-00
Type: Journal Articles
Subjects: Animals,Associative Learning,Reinforcement,Training

The present experiment investigated whether pigeons can show associative symmetry on a two-alternative matching-to-sample procedure. The procedure consisted of a within-subject sequence of training and testing with reinforcement, and it provided (a) exemplars of symmetrical responding, and (b) all prerequisite discriminations among test samples and comparisons. After pigeons had learned two arbitrary-matching tasks (A-B and C-D), they were given a reinforced symmetry test for half of the baseline relations (B1-A1 and D1-C1). To control for the effects of reinforcement during testing, two novel, nonsymmetrical responses were concurrently reinforced using the other baseline stimuli (D2-A2 and B2-C2). Pigeons matched at chance on both types of relations, thus indicating no evidence for symmetry. These symmetrical and nonsymmetrical relations were then directly trained in order to provide exemplars of symmetry and all prerequisite discriminations for a second test. The symmetrical test relations were now B2-A2 and D2-C2 and the nonsymmetrical relations were D1-A1 and B1-C1. On this test, 1 pigeon showed clear evidence of symmetry, 2 pigeons showed weak evidence, and 1 pigeon showed no evidence. The previous training of all prerequisite discriminations among stimuli, and the within-subject control for testing with reinforcement seem to have set favorable conditions for the emergence of symmetry in nonhumans. However, the variability across subjects shows that methodological variables still remain to be controlled. (Contains 1 table and 6 figures.)
Observing Behavior and Atypically Restricted Stimulus Control
Author: Dube, William V.
Date: 2010-11-00
Type: Journal Articles
Subjects: Behavior,Observation,Discrimination Learning,Mental Retardation,Adults,Eye Movements,Stimuli,Intervention

Restricted stimulus control refers to discrimination learning with atypical limitations in the range of controlling stimuli or stimulus features. In the study reported here, 4 normally capable individuals and 10 individuals with intellectual disabilities (ID) performed two-sample delayed matching to sample. Sample-stimulus observing was recorded with an eye-tracking apparatus. High accuracy scores indicated stimulus control by both sample stimuli for the 4 nondisabled participants and 4 participants with ID, and eye tracking data showed reliable observing of all stimuli. Intermediate accuracy scores indicated restricted stimulus control for the remaining 6 participants. Their eye-tracking data showed that errors were related to failures to observe sample stimuli and relatively brief observing durations. Five of these participants were then given interventions designed to improve observing behavior. For 4 participants, the interventions resulted initially in elimination of observing failures, increased observing durations, and increased accuracy. For 2 of these participants, contingencies sufficient to maintain adequate observing were not always sufficient to maintain high accuracy; subsequent procedure modifications restored it, however. For the 5th participant, initial improvements in observing were not accompanied by improved accuracy, an apparent instance of observing without attending; accuracy improved only after an additional intervention that imposed contingencies on observing behavior. Thus, interventions that control observing behavior seem necessary but may not always be sufficient for the remediation of restricted stimulus control. (Contains 5 tables and 2 figures.)
Choice in Quail Neonates: The Origins of Generalized Matching
Author: Schneider, Susan M.
Date: 2010-11-00
Type: Journal Articles
Subjects: Animals,Neonates,Reinforcement,Selection

Although newborns have surprised scientists with their learning skills, proficiency on concurrent schedules of reinforcement requires (in effect) the ability to integrate and compare behavior-consequence relations over time. Can very young animals obey the quantitative relation that applies to such repeated choices, the generalized matching law? The provenance of the skill is not well understood, and this study provides the first investigation of matching in neonates. Northern bobwhite ("Colinus virginianus") hatchlings pecked left and right targets on a touchscreen for heat delivery on a concurrent variable-interval reinforcement schedule. Within 5 days after hatching, the chicks showed sensitivity levels significantly greater than zero, but short of typical adult levels. However, stable sequential patterns emerged almost immediately, including a consistent choose-rich tendency after unreinforced responses, one that entails some degree of temporal integration. These exploratory data suggest that the basic ability to match develops quickly in this precocial species, but that more extensive experience may be required to achieve the higher sensitivities typically seen in adults. (Contains 6 figures and 1 footnote.)
Signaled and Unsignaled Terminal Links in Concurrent Chains I: Effects of Reinforcer Probability and Immediacy
Author: Mattson, Karla M.
Date: 2010-11-00
Type: Journal Articles
Subjects: Reinforcement,Probability,Animals,Selection

Eight pigeons responded in a three-component concurrent-chains procedure, with either independent or dependent initial links. Relative probability and immediacy of reinforcement in the terminal links were both varied, and outcomes on individual trials (reinforcement or nonreinforcement) were either signaled or unsignaled. Terminal-link fixed-time schedules were varied across components within conditions to yield immediacy ratios of 1:2, 1:1 and 2:1. The probabilities of reinforcement were varied across conditions to yield reinforcer ratios of 1:5, 1:2, 2:1 and 5:1. Results showed that a model based on the generalized matching law provided a good description of response allocation, accounting for 92% of the variance overall. As expected, sensitivity to probability was greater in the unsignaled conditions. However, sensitivity to immediacy was also greater in the unsignaled conditions, suggesting that the effect of signaling terminal-link outcomes may not be limited to probability but apply to reinforcer variables in general. The effects of signaling can be explained in terms of conditioned reinforcement added to each alternative's outcomes in the matching law. There was some evidence for an interaction between reinforcer probability and immediacy, particularly for the dependent-schedules group, such that sensitivity to immediacy was greater at moderate rather than extreme reinforcer ratios. However, further analysis suggested that this could have been due to a ceiling effect on response allocation imposed by dependent scheduling. Overall, the present results show that the generalized matching law can provide a useful account of choice between outcomes that vary in both probability and immediacy of reinforcement. (Contains 4 tables and 7 figures.)
Rate, Probability and Matching: Comments on "The Identities Hidden in the Matching Laws, and Their Uses" by David Thorne
Author: Rachlin, Howard
Date: 2010-11-00
Type: Journal Articles
Subjects: Reinforcement,Probability,Selection

David Thorne's (2010) article, "The Identities Hidden In The Matching Laws, And Their Uses" performs a valuable service in pointing out alternative expressions of matching. However, some identities tend to obscure rather than illuminate empirical relationships. Three such problematic instances are discussed: interresponse time as a function of interval and ratio schedule parameters; probability equality as implying rate matching; the apparent simplicity of probabilistic functions, as opposed to response rate functions, of reinforcement rate. (Contains 4 footnotes.)
Identities and Their Uses: Response to "Rate, Probability and Matching" by Rachlin and Locey
Author: Thorne, David R.
Date: 2010-11-00
Type: Journal Articles
Subjects: Probability,Reinforcement,Behavior

Some of the differences between Rachlin & Locey (2010) and Thorne (2010) are due to what assumptions are taken as givens versus questionable. Most of the other apparent differences are largely linguistic and can be resolved by agreeing on terminology. The identity combining both rate and probability of reinforcement is general, has already revealed order not previously noted, even in its currently simple form, and provides a way of incorporating additional variables known to influence and characterize behavior.
Examining African American and Caucasian Interaction Patterns within Computer-Mediated Communication Environments
Author: Bellamy, Al
Date: 2009-00-00
Type: Journal Articles
Subjects: African American Students,Computer Mediated Communication,Ethnic Groups,Interaction,Anxiety,Network Analysis,White Students,Gender Differences,Social Psychology,Emotional Response,Emotional Intelligence,Affective Behavior,Questionnaires,Student Attitudes,Racial Relations

This study explored the extent to which student emotion management factors and normative orientation (belief that chat rooms have normative standards of conduct similar to face-to-face interaction) circumscribe the sending of hostile messages within electronic relay chat rooms on the Internet. A questionnaire survey collected data from 114 undergraduate and graduate students from a large university in southeastern Michigan. The results of the survey revealed statistically significant differences between African American and Caucasian chat room users in terms of how the emotion management factors of shame, guilt, and embarrassment affect communication. The normative orientation of the chat room users was shown to have an inverse relationship regarding the flaming messages between both ethnic groups. This article describes how these factors are influenced by gender and ethnicity/gender. Findings regarding the perceptions of racism within electronic chat rooms are also discussed. (Contains 1 chart and 6 tables.)
Active Learning through Toy Design and Development
Author: Sirinterlikci, Arif
Date: 2009-00-00
Type: Journal Articles
Subjects: Middle School Students,Active Learning,Toys,Cognitive Processes,Elementary School Students,Games,Surveys,STEM Education,Creative Development,Concept Formation,Creativity,Reflection,Thinking Skills,Learning Processes,Elementary Secondary Education,Federal Legislation,Case Studies

This article presents an initiative that is based on active learning pedagogy by engaging elementary and middle school students in the toy design and development field. The case study presented in this article is about student learning experiences during their participation in the TOYchallenge National Toy Design Competition. Students followed the product development process to design and realize toys. They started with marketing surveys and conception, and then followed through by making prototypes to realize these designs. The experience generated an engaging and fun learning environment that promoted higher level, divergent, and creative thought processes--an effort that is needed in today's climate of increased attention on STEM education. Collection of two years of student work is included within this study to depict both the students' work and their perceptions toward this work. (Contains 8 figures.)
Proposed Model for a Streamlined, Cohesive, and Optimized K-12 STEM Curriculum with a Focus on Engineering
Author: Locke, Edward
Date: 2009-00-00
Type: Journal Articles
Subjects: Engineering Education,Middle Schools,Elementary Secondary Education,Engineering,Technology Education,STEM Education,Curriculum Design,Science Curriculum,Academic Standards,National Standards,State Standards,Mastery Learning,Scientific Principles,Prediction,Critical Thinking,Thinking Skills,Career Choice,Career Planning

This article presents a proposed model for a clear description of K-12 age-possible engineering knowledge content, in terms of the selection of analytic principles and predictive skills for various grades, based on the mastery of mathematics and science pre-requisites, as mandated by national or state performance standards; and a streamlined, cohesive, and optimized K-12 engineering curriculum, in terms of a continuous educational process that starts at kindergarten and/or elementary schools, intensifies at middle schools, differentiates at high schools and streamlines into four-year universities through two-year community colleges, integrating solid mastery of particular analytic skills and generic engineering design processes. This article is based upon a "Vision Paper" that was presented at the International Technology Education Association's 71st Annual Conference held in Louisville, Kentucky under the sponsorship of Dr. John Mativo, from the University of Georgia. It is hoped that many ideas explored in this article could provide answers to the problems in the current practice of K-12 engineering education, as discussed in the authoritative report issued several months later, on September 8, 2009, by the Committee on K-12 Engineering Education established by the National Academy of Engineering and the National Research Council, titled "Engineering in K-12 Education: Understanding the Status and Improving the Prospects," which included the absence of cohesive K-12 engineering curriculum and the lack of well-developed standards. (Contains 4 figures and 2 tables.)
Green Printing: Colorimetric and Densitometric Analysis of Solvent-Based and Vegetable Oil-Based Inks of Multicolor Offset Printing
Author: Dharavath, H. Naik
Date: 2009-00-00
Type: Journal Articles
Subjects: Printing,Fuels,Inhalants,Literature Reviews,Color,Computers,Natural Resources,Sustainable Development,Conservation (Environment)

The purpose of this study was to determine the differences in the measurable print attributes (Print Contrast and Dot Gain) and color gamut of solvent-based (SB) inks vs. vegetable oil-based (VO) inks of multicolor offset printing. The literature review revealed a lack of published research on this subject. VO inks tend to perform (color reproduction) better than petroleum inks; in recent years many printers have come to prefer using VO inks. This research adopted an experimental research method. The experiment was conducted in a computer to plate (CTP) based workflow. During the printing, once the density values met the standard (GRACoL) ink density values, the press was run continuously without operator interference and 1,000 sheets were printed, from which 278 were randomly selected for colorimetric and densitometric analysis. The color gamuts of both inks were derived by using colorimetric data. The comparison of SB inks to VO inks led to the conclusion that the latter provides a greater color gamut. VO inks offer greater color perception in printed images. The densitometric findings make it difficult to draw conclusions about print contrast, as each of the inks had statistically significant higher levels of print contrast for two of the four ink colors. Further study is needed to control the variables. (Contains 6 figures and 5 tables.)
Pedagogical Content Knowledge and Industrial Design Education
Author: Phillips, Kenneth R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Classification,Educational Change,Pedagogical Content Knowledge,Models,Researchers,Epistemology,Technology Education,Accreditation (Institutions),Problem Solving,Communication Skills,Education

Pedagogical content knowledge (PCK) has been embraced by many of the recent educational reform documents as a way of describing the knowledge possessed by expert teachers. These reform documents have also served as guides for educators to develop models of teacher development. However, in the United States, few if any of the current models accurately address the role of PCK in the development of industrial design educators. This article introduces the concept of PCK and how a taxonomy of essential industrial design subject matter can be organized to serve as a content guide. The PCK model presented could serve as a catalyst for the field of industrial design education to produce a conceptual framework and taxonomy for the teaching of industrial design upon which future PCK studies in industrial design education can be based. These conceptual frameworks (or taxonomies) help within a field to articulate the core knowledge, skills, and dispositions that define practice. The interaction of teacher content knowledge in industrial design, pedagogical knowledge, and context of industrial design is framed within a PCK taxonomy. (Contains 1 figure.)
Epistemological Beliefs of Engineering Students
Author: King, Bethany A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Graduate Students,Grade Point Average,Engineering,Epistemology,Beliefs,Higher Education,Engineering Education,Problem Solving,College Students,STEM Education,Educational Change,Models,Likert Scales,Student Surveys,Predictor Variables,Comparative Analysis,Regression (Statistics)

This study examined undergraduate and graduate engineering students' epistemological beliefs as a function of their educational level. Schommer's (1998) Epistemological Questionnaire was used to assess the beliefs in quick learning, certain knowledge, fixed ability, and simple knowledge of 396 students attending two universities in Western Tennessee. Additional analyses examined the effects of background characteristics, such as gender, ethnicity, and high school grade point average. Results indicated that freshmen and sophomores were more likely than juniors and seniors to have beliefs in quick learning and certain knowledge above and beyond the effects of the background characteristics. There were no significant differences in graduate students' and undergraduate students' beliefs. The results of this study also indicate that engineering students' beliefs are related to their advancement in problem-solving processes in an undergraduate engineering curriculum. (Contains 1 table.)
Course Modules on Structural Health Monitoring with Smart Materials
Author: Shih, Hui-Ru
Date: 2009-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Information Technology,Technology Education,Learning Modules,Experiential Learning,Safety,Structural Elements (Construction),Feedback (Response)

Structural Health Monitoring (SHM) is an emerging technology that has multiple applications. SHM emerged from the wide field of smart structures, and it also encompasses disciplines such as structural dynamics, materials and structures, nondestructive testing, sensors and actuators, data acquisition, signal processing, and possibly much more. To stimulate students' desire for pursuing advanced technologies and to ensure that they are well prepared for their future careers, technology educators need to dedicate their efforts to educate the students with this emerging technology. At Jackson State University (JSU), three course modules (Smart Materials and Structures, Data Acquisition Systems, and Lamb Waves Generation & Detection) were added to the existing course to help undergraduate students develop hands-on experience for understanding this technology. The course modules did not require prior knowledge of software and hardware, and they all followed an applied, hands-on approach. These three course modules allowed students to gain insight into the SHM as well as to become knowledgeable users of the instrumentation. (Contains 8 figures and 1 table.)
Staking the Claim for the "T" in STEM
Author: Kelley, Todd
Date: 2010-00-00
Type: Journal Articles
Subjects: Technology Education,STEM Education,Engineering Education,Mathematics Education,Science Education,Integrated Curriculum,Technology Integration,Interdisciplinary Approach,Higher Education,Elementary Secondary Education,Partnerships in Education

There are a number of examples in technology education history of multidisciplinary and interdisciplinary efforts linking technology education with other disciplines; however, there has never been a time in technology education where multidisciplinary and interdisciplinary efforts are not only promising but also may be essential for the prosperity of technology education. One important example of blurred boundaries caused by a multidisciplinary effort from the recent past was the Math, Science, and Technology (MST) movement in the early 1990s. The MST movement had an important impact on technology education, and a strong case can be made that the MST efforts of the 1990s paved the way for the recent STEM education initiatives. In this article, the author seeks to make the case that no previous multidisciplinary and interdisciplinary efforts within technology education's history has such potential to impact the field greater than the recent Science, Technology, Engineering, and Mathematics (STEM) movement. Here, the author defines the terms "multidisciplinary" and "interdisciplinary," reviews a recent history of such efforts in technology education, explores how funding can and has blurred the mission of technology education, and presents the opportunities for technology education regarding STEM education. (Contains 1 figure.)
Using Motorsports Design Concepts to Further STEM Education
Author: Hylton, Pete
Date: 2010-00-00
Type: Journal Articles
Subjects: Secondary School Students,Engineering,STEM Education,Day Camp Programs,Engineering Education,Motor Vehicles,Auto Mechanics,Athletics

Few career paths are as dynamic, exciting, and engaging to potential Science, Technology, Engineering and Math (STEM) students as those in motorsports. Secondary school students, looking forward to their initial driver's licenses and their first cars, are captivated by the speed and color of the sport. Indiana University Purdue University Indianapolis (IUPUI), which offers the first Bachelor's Degree in Motorsports Engineering in the United States, has found motorsports to be an excellent mechanism for attracting STEM students, of both genders, regardless of demographic background. This article will discuss how this connection has been used to promote STEM growth. (Contains 5 figures.)
Teaching University-Level Technology Students via the Learning Preferences and Problem-Solving Approach
Author: Scott, Sophia
Date: 2010-00-00
Type: Journal Articles
Subjects: Cognitive Style,Problem Solving,Learning Processes,Teaching Methods,Teaching Models,Learning Strategies,Educational Strategies,Interest Inventories,Educational Practices,Technology Education,Engineering Education,Student Attitudes,Student Surveys

This article focuses on how technology educators can challenge students to &quot;think&quot; about technical problems. A key aspect of success in quality problem solving is understanding learning preferences and problem-solving approaches. The Learning Style Inventory (LSI) can be used to assess an individual's ideal way to learn, in essence, a person's learning preference (Kolb, 1984). It also can be beneficial to understand how students approach problems. The Kirton Adaption-Innovation Inventory (KAI) can be used to measure an individual's problem-solving approach (Kirton, 1999). The purpose of this study was to determine the most effective way to teach university-level technology students to solve problems, according to their learning preferences and problem-solving approaches. The results of the study indicated that a majority of the technology students had a combination of learning preferences. The next highest percent and frequency of the students' learning preferences was accommodating. In addition, the students in this study were both adaptive and innovative in their problem-solving approaches. One way to effectively teach problem solving to university-level technology students is to form teams of students whose members have differing learning preferences and approaches. Moreover, educators can provide learning activities that address the phases of the learning cycle and the ways in which students like to approach problems. (Contains 2 figures and 6 tables.)