ethanporcaro/eric-fulltext-meta huggingface dataset:
Ethical Dimensions of Shared Ethnicity, Language, and Immigration Experience
Author: Victoria, Mabelle P.
Date: 2011-00-00
Type: Journal Articles
Subjects: Intimacy,Immigration,Ethics,Ethnicity,Immigrants,Native Language,Ethnography,Researchers,Decision Making,Role Conflict,English (Second Language),Second Language Learning,Tagalog,Counselors,Employment

In this article I illustrate how some commonalities that I share with my participants--ethnic background, native language, and immigration experience--create unexpected ethical concerns. I explore how these commonalities facilitate the establishment of rapid intimacy, at the same time creating the temptations of over-identification and blurring the boundaries between researcher and participants. Drawing on three episodes from my ethnographic field work, I demonstrate how the mundane and taken-for-granted encounters with informants (used synonymously with participants) reveal the seeds of ethical dilemmas when put under the powerful and critical lens of reflexivity. Instead of viewing ethics as adherence to a set of codes, I explore reflexivity as ethical practice. Researchers continually make on-the-fly decisions in the field and take corresponding actions without the luxury of careful forethought. I argue that such decisions need to be unpacked after the event to examine if they carry ethical implications with them.
Reality, Dysconsciousness, and Transformations: Personal Reflections on the Ethics of Cross-Cultural Research
Author: Janusch, Sandra
Date: 2011-00-00
Type: Journal Articles
Subjects: Language Research,Foreign Countries,Personal Narratives,Ethics,English (Second Language),Second Language Learning,Cross Cultural Studies,Reflection,Contrastive Linguistics,Language Teachers,Second Language Instruction,Transformative Learning,Translation

In this personal narrative, I offer reflections about the process of conducting a cross-cultural, cross-linguistic research project with teachers of English in China. Lessons learned from this study address some of the hegemonic perspectives and assumptions that can be dysconsciously held by native English-speakers, the value of crossing borders both literally and metaphorically to learn about others, and the reciprocal transformations that can occur when cultures and languages converge in research.
A Tri-State Study: Is the Middle School Movement Thriving...or Barely Surviving?
Author: Huss, John A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Middle Schools,Testing,High Stakes Tests,Reliability,Middle School Teachers,Accountability,Teacher Attitudes,Program Implementation,Sampling,Professional Autonomy,Academic Achievement,Teacher Surveys,Validity

This descriptive study sought to determine the attitudes of middle school teachers in Indiana, Kentucky, and Ohio toward the current implementation of key components of the middle school concept within their schools. Researchers were asked to assess the relationship of state accountability programs to the implementation levels of such components. Random cluster sampling was used to select participants from a population list of districts. One hundred four teachers of 201 (52%) completed the questionnaires. Results revealed that many essential components of effective middle school programs are currently present in the schools, but often less so than in prior years. Other tenets were perceived to be disappearing or absent completely. A lack of fit with state testing/accountability was the primary reason for the current lack of fully implemented middle school components, although a clear majority of teachers did not select this option. Some reported that high-stakes testing/state testing and accountability had some positive effects in the classroom. Teachers, however, believed they have less autonomy. Most perceived a decrease for enrichment, elective, or exploratory courses and activities. In sum, the results from this tri-state study suggested that teachers still consider the middle school concept to be quite relevant and applicable. The real issue would appear to be the intensity, integrity, and strength with which the components are implemented. (Contains 7 tables.)
Confirming a Middle Grades Leadership Model and Instrument
Author: Bickmore, Dana L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Principals,Middle Schools,Leadership,Models,Questionnaires,Factor Analysis,Replication (Evaluation),Construct Validity,Reliability

The purpose of this replication study was to confirm a model of middle grades principal leadership, Developmentally Responsive Middle Level Leadership (DRMLL), proposed by Brown and Anfara (2002) through the validation of the &quot;Middle Level Leadership Questionnaire&quot; (MLLQ), which was developed by Anfara, Roney, Smarkola, DuCette, and Gross (2006) to measure DRMLL. In this study, the principal form of the MLLQ was administered to middle grades principals in the State of Georgia. A factor analysis indicated the constructs of the principal form of the MLLQ support DRMLL, providing further confirmation of this model of leadership. However, the results of this study indicate principal responses and constructs may differ from those of teachers. The principal form of the MLLQ may provide an effective research tool to examine how antecedents, such as professional development, affect principal practice and how principal practice affects mediating factors to student achievement, such as teacher efficacy. (Contains 1 footnote and 3 tables.)
Exploring the &quot;How&quot; and &quot;Why&quot; of Value Orientations in Physical Education Teacher Education
Author: Gillespie, Lorna B.
Date: 2011-09-00
Type: Journal Articles
Subjects: Physical Education Teachers,Teacher Attitudes,Values,Curriculum,Curriculum Development,Secondary School Teachers,Teacher Education,Teacher Educators,Course Content,Reflective Teaching,Student Teaching,Foreign Countries

This paper focuses on the significance of curriculum value orientations for curriculum implementation and, therefore, for teacher education. The paper draws on data arising from research undertaken with six Health and Physical Education teachers in Aotearoa New Zealand to explore issues pertinent to Physical Education teacher education (PETE). Selected findings from the study are presented and critically engaged with from a teacher education viewpoint to specifically address (i) considerations relating to students' value orientations that teacher educators need to be cognisant of, and (ii) issues arising for teacher educators seeking to engage with value orientations in undergraduate and/or post-graduate PETE programmes. The paper foregrounds the highly personal nature of value orientations in considering their significance in teacher education programmes and is written from the position of the author as a teacher educator committed to raising student teachers' awareness of value orientations and their influence on curriculum and pedagogy. Attention is drawn to the significance of course content, practicum, critically reflective practice, and programme structures in relation to efforts to embed value orientations into teacher education programmes. (Contains 1 figure.)
Establishing Compliance with Liquid Medication Administration in a Child with Autism
Author: Schiff, Averil
Date: 2011-00-00
Type: Journal Articles
Subjects: Autism,Behavior Modification,Positive Reinforcement,Compliance (Psychology),Drug Therapy,Child Behavior,Stimuli,Males,Young Children,Intervention

Children with autism often display difficulty with swallowing pills and liquid medications. In the current study, stimulus fading and positive reinforcement established compliance with liquid medication administration in a young boy with autism. The boy's mother eventually administered liquid medication on her own. (Contains 1 figure.)
Text-Messaging Practices and Links to General Spelling Skill: A Study of Australian Children
Author: Bushnell, Catherine
Date: 2011-00-00
Type: Journal Articles
Subjects: Spelling,Foreign Countries,Telecommunications,Handheld Devices,Correlation,Literacy,Questionnaires,Statistical Analysis,Children

This study investigated 10- to 12-year-old Australian children's text-messaging practices and their relationship to traditional spelling ability. Of the 227 children tested, 82% reported sending text-messages; a median of 5 per day. Use of predictive and multi-press entry methods was roughly equal. Children produced a wide range of text-message abbreviations (textisms) (M = 53%) when asked to re-write a list of 30 conventionally-spelt words as they would in a text-message to a friend. The proportion of textisms produced was significantly positively correlated with general spelling ability, which fits with previous findings of positive relationships between children's textism use and literacy. (Contains 3 tables.)
Animal Research in the "Journal of Applied Behavior Analysis"
Author: Edwards, Timothy L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Barriers,Animals,Horses,Behavioral Science Research,Science Education,Reinforcement,Functional Behavioral Assessment

This review summarizes the 6 studies with nonhuman animal subjects that have appeared in the "Journal of Applied Behavior Analysis" and offers suggestions for future research in this area. Two of the reviewed articles described translational research in which pigeons were used to illustrate and examine behavioral phenomena of applied significance (say-do correspondence and fluency), 3 described interventions that changed animals' behavior (self-injury by a baboon, feces throwing and spitting by a chimpanzee, and unsafe trailer entry by horses) in ways that benefited the animals and the people in charge of them, and 1 described the use of trained rats that performed a service to humans (land-mine detection). We suggest that each of these general research areas merits further attention and that the "Journal of Applied Behavior Analysis" is an appropriate outlet for some of these publications.
College-Level Instruction: Derived Relations and Programmed Instruction
Author: Fienup, Daniel M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching Methods,Higher Education,Mathematics Education,Biology,College Students,Theories,Educational Research,Computer Uses in Education,Computer Software

Recent research has demonstrated the effectiveness of programmed instruction that integrates derived relations to teach college-level academic material. This method has been demonstrated to be effective and economical in the teaching of complex mathematics and biology concepts. Although this approach may have potential applications with other domains of college learning, more studies are needed to evaluate important technological variables. Studies that employ programmed instruction are discussed in relation to future directions for research.
Matching- and Nonmatching-to-Sample Concept Learning in Rats Using Olfactory Stimuli
Author: April, L. Brooke
Date: 2011-09-00
Type: Journal Articles
Subjects: Stimuli,Reinforcement,Generalization,Novelty (Stimulus Dimension),Operant Conditioning,Animals,Olfactory Perception,Behavioral Science Research

Previous research has shown that rats can learn matching-to-sample relations with olfactory stimuli; however, the specific characteristics of this relational control are unclear. In Experiment 1, 6 rats were trained to either match or nonmatch to sample in a modified operant chamber using common household spices as olfactory stimuli. After matching or nonmatching training with 10 exemplars, the contingencies were reversed with five new stimuli such that subjects trained on matching were shifted to nonmatching and vice versa. Following these reversed contingencies, the effects of the original training persisted for many trials with new exemplars. In Experiment 2, 9 rats were trained with matching procedures in an arena that provided for 18 different spatial locations for comparison stimuli. Five subjects were trained with differential reinforcement outcomes and 4 with only one type of reinforcer. Differential outcomes and multiple exemplars facilitated learning, and there was strong evidence for generalization to new stimuli for most rats that acquired several conditional discriminations. Performances with novel samples were generally above chance, but rarely reached the high levels obtained during baseline with well-trained stimulus relations. However, taken together, the data from the two experiments extend previous work, show that rats can learn both match and nonmatch relations with different experimental protocols, and demonstrate generalization to novel sample stimuli. (Contains 3 tables and 8 figures.)
Adaptive Criterion Setting in Perceptual Decision Making
Author: Stuttgen, Maik C.
Date: 2011-09-00
Type: Journal Articles
Subjects: Infants,Reinforcement,Probability,Animals,Evaluation Methods,Models,Decision Making,Perception,Behavior

Pigeons responded in a perceptual categorization task with six different stimuli (shades of gray), three of which were to be classified as "light" or "dark", respectively. Reinforcement probability for correct responses was varied from 0.2 to 0.6 across blocks of sessions and was unequal for correct light and dark responses. Introduction of a new reinforcement contingency resulted in a biphasic process of adjustment: First, choices were strongly biased towards the favored alternative, which was followed by a shift of preference back towards unbiased choice allocation. The data are well described by a signal detection model in which adjustment to a change in reinforcement contingency is modeled as the change of a criterion along a decision axis with fixed stimulus distributions. Moreover, the model shows that pigeons, after an initial overadjustment, distribute their responses almost optimally, although the overall benefit from doing so is extremely small. The strong and swift effect of minute changes in overall reinforcement probability precludes a choice strategy directly maximizing expected value, contrary to the assumption of signal detection theory. Instead, the rapid adjustments observed can be explained by a model in which reinforcement probabilities for each action, contingent on perceived stimulus intensity, determine choice allocation. (Contains 1 table and 12 figures.)
Reversing the Course of Forgetting
Author: White, K. Geoffrey
Date: 2011-09-00
Type: Journal Articles
Subjects: Intervals,Retention (Psychology),Animals,Task Analysis,Short Term Memory,Experiments,Experimental Psychology,Evaluation Methods,Data Analysis,Case Studies,Behavior

Forgetting functions were generated for pigeons in a delayed matching-to-sample task, in which accuracy decreased with increasing retention-interval duration. In baseline training with dark retention intervals, accuracy was high overall. Illumination of the experimental chamber by a houselight during the retention interval impaired performance accuracy by increasing the rate of forgetting. In novel conditions, the houselight was lit at the beginning of a retention interval and then turned off partway through the retention interval. Accuracy was low at the beginning of the retention interval and then increased later in the interval. Thus the course of forgetting was reversed. Such a dissociation of forgetting from the passage of time is consistent with an interference account in which attention or stimulus control switches between the remembering task and extraneous events. (Contains 4 figures.)
Temporal Context, Preference, and Resistance to Change
Author: Podlesnik, Christopher A.
Date: 2011-09-00
Type: Journal Articles
Subjects: Resistance to Change,Reinforcement,Theories,Behavior,Motion,Animals,Experiments,Science Education,Experimental Psychology,Visual Measures,Evaluation Methods

According to behavioral momentum theory, preference and relative resistance to change in concurrent chains schedules are correlated and reflect the relative conditioned value of discriminative stimuli. In the present study, we explore the generality of this relation by manipulating the temporal context within a concurrent-chains procedure through changes in the duration of the initial links. Consistent with previous findings, preference for a richer terminal link was less extreme with longer initial links across three experiments with pigeons. In Experiment 1, relative resistance to change and preference were related inversely when responding was disrupted with response-independent food presentations during initial links, replicating a previous finding with rats. However, more food was presented with longer initial links, confounding the disrupter and initial-link duration. In Experiment 2, presession feeding was used instead and eliminated the negative relation between relative resistance to change and preference, but relative resistance to change was not sensitive to relative terminal-link reinforcement rates. In Experiment 3, with more extreme relative terminal-link reinforcement rates, increasing initial-links duration similarly decreased preference and relative resistance to change for the richer terminal link. Thus, when conditions of disruption are equal and assessed under the appropriate reinforcement conditions, changes in temporal context impact relative resistance to change and preference similarly. (Contains 9 figures, 1 table, and 3 footnotes.)
Preference as a Function of Active Interresponse Times: A Test of the Active Time Model
Author: Misak, Paul
Date: 2011-09-00
Type: Journal Articles
Subjects: Models,Behavioral Science Research,Feedback (Response),Experiments,Animals,Science Education,Time Factors (Learning),Observation,Reinforcement,Equations (Mathematics),Probability,Training

In this article, we describe a test of the active time model for concurrent variable interval (VI) choice. The active time model (ATM) suggests that the time since the most recent response is one of the variables controlling choice in concurrent VI VI schedules of reinforcement. In our experiment, pigeons were trained in a multiple concurrent similar to that employed by Belke (1992), with VI 20-s and VI 40-s schedules in one component, and VI 40-s and VI 80-s schedules in the other component. However, rather than use a free-operant design, we used a discrete-trial procedure that restricted interresponse times to a range of 0.5-9.0 s. After 45 sessions of training, unreinforced probe periods were mixed with reinforced training periods. These probes paired the two stimuli associated with the VI 40-s schedules. Further, the probes were defined such that during their occurrence, interresponse times were either "short" (0.5-3.0 s) or "long" (7.5-9.0 s). All pigeons showed a preference for the stimulus associated with the relatively rich VI 40-s schedule--a result mirroring that of Belke. We also observed, though, that this preference was more extreme during long probes than during short probes--a result predicted by ATM. (Contains 1 table and 6 figures.)
Examining the Discriminative and Strengthening Effects of Reinforcers in Concurrent Schedules
Author: Boutros, Nathalie
Date: 2011-09-00
Type: Journal Articles
Subjects: Reinforcement,Probability,Animals,Evaluation Methods,Research Methodology,Food,Tests,Experimental Psychology

Reinforcers may increase operant responding via a response-strengthening mechanism whereby the probability of the preceding response increases, or via some discriminative process whereby the response more likely to provide subsequent reinforcement becomes, itself, more likely. We tested these two accounts. Six pigeons responded for food reinforcers in a two-alternative switching-key concurrent schedule. Within a session, equal numbers of reinforcers were arranged for responses to each alternative. Those reinforcers strictly alternated between the two alternatives in half the conditions, and were randomly allocated to the alternatives in half the conditions. We also varied, across conditions, the alternative that became available immediately after a reinforcer. Preference after a single reinforcer always favored the immediately available alternative, regardless of the local probability of a reinforcer on that alternative (0 or 1 in the strictly alternating conditions, 0.5 in the random conditions). Choice then reflected the local reinforcer probabilities, suggesting some discriminative properties of reinforcement. At a more extended level, successive same-alternative reinforcers from an alternative systematically shifted preference towards that alternative, regardless of which alternative was available immediately after a reinforcer. There was no similar shift when successive reinforcers came from alternating sources. These more temporally extended results may suggest a strengthening function of reinforcement, or an enhanced ability to respond appropriately to "win-stay" contingencies over "win-shift" contingencies. (Contains 1 table and 7 figures.)
Testing for Transitive Class Containment as a Feature of Hierarchical Classification
Author: Slattery, Brian
Date: 2011-09-00
Type: Journal Articles
Subjects: Experiments,Investigations,Models,Classification,Stimuli,Observation,Vertical Organization,Adults,Cognitive Psychology,Research Methodology,Behavioral Science Research

Three experiments investigated responding consistent with transitive class containment, a feature of hierarchical classification. Experiment 1 replicated key components of a preliminary attempt to model hierarchical classification (Griffee & Dougher, 2002) and tested for responding consistent with transitive class containment. Only 2 out of 5 participants showed the expected pattern. Experiment 2 tested whether repeated exposures to the Experiment 1 protocol would give rise to the expected pattern more reliably. None of 3 novel participants demonstrated the pattern. In Experiment 3, physically similar stimuli used in Experiments 1 and 2 were replaced across testing cycles by arbitrary stimuli. Transitive-class-containment-consistent responding was observed in all 3 novel participants. Implications, limitations and future research are discussed. (Contains 3 tables and 4 figures.)
An Evaluation of Persistence of Treatment Effects during Long-Term Treatment of Destructive Behavior
Author: Wacker, David P.
Date: 2011-09-00
Type: Journal Articles
Subjects: Persistence,Behavior Modification,Negative Reinforcement,Behavior Disorders,Task Analysis,Cues,Outcomes of Treatment,Prediction,Training,Communication (Thought Transfer)

Eight young children who displayed destructive behavior maintained, at least in part, by negative reinforcement received long-term functional communication training (FCT). During FCT, the children completed a portion of a task and then touched a communication card attached to a microswitch to obtain brief breaks. Prior to and intermittently throughout FCT, extinction probes were conducted within a withdrawal design in which task completion, manding, and destructive behavior were placed on extinction to evaluate the relative persistence of appropriate and destructive behavior over the course of treatment. FCT continued until appropriate behavior persisted and destructive behavior failed to recur at baseline levels during extinction probes. The completion of FCT was followed by four challenges to the persistence of treatment effects conducted within mixed- or multiple-schedule designs: (a) extended extinction sessions (from 5 to 15 min), (b) introduction of a novel task, (c) removal of the microswitch and communication card, and (d) a mixed schedule of reinforcement in which both appropriate and destructive behavior produced reinforcement. The results showed that although FCT often resulted in quick reductions in destructive behavior and increases in appropriate behavior, destructive behavior often recurred during the extinction probes conducted during the initial treatment. When the effects of treatment persisted during the extinction probes, the remaining challenges to treatment effects resulted in only mild to moderate disruptions in behavior. These results are consistent with the quantitative predictions of behavioral momentum theory and may provide an alternative definition of maintenance as constituting behavioral persistence. (Contains 3 tables, 1 footnote, and 8 figures.)