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Descriptors:
Stimuli; Conditioning; Concept Formation; Pictorial Stimuli; Transfer of Training; Comparative Analysis; Role; Learning Processes

Abstract:
The present two studies investigated whether semantic as well as evaluative stimulus aspects can be conditioned to neutral stimuli. In Study 1, pictures of large and small objects were paired with neutral stimuli (conditioned stimuli (CSs)). The subsequently assessed size and likeability ratings indicated that valence as well as size was transferred to the CSs. CSs paired with pictures showing large objects were judged as larger and more positive compared to CSs paired with pictures of small objects. Interestingly, however, concept conditioning did not depend on valence transfer, whereas the EC effect was driven by concept conditioning. This pattern was replicated in a second study in which the concept of softness was used as the to-be-conditioned concept. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Task Analysis; Responses; Familiarity; Performance; Olfactory Perception; Animals; Stimuli; Short Term Memory; Comparative Analysis; Decision Making; Cues

Abstract:
The olfactory span task (OST) uses an incrementing non-matching to sample procedure such that the number of stimuli to remember increases during the session. The number of consecutive correct responses (span length) and percent correct as a function of the memory load have been viewed as defining rodent working memory capacity limitations in several studies using the OST. However, the procedural parameters of the OST vary across experiments and their effects are not well understood. For example, in several studies, the number of stimuli to remember is confounded with the number of comparison stimuli displayed in the test arena. Experiment 1 addressed whether performance is influenced by the number of comparison choices available on any given trial (2, 5, 10) as well as the number of odor stimuli to remember during a session (12, 24, 36). Performance was most accurate when the number of stimuli to remember was low, as would be expected from a working memory interpretation of OST. However, accuracy was also affected by the number of comparison stimulus choices. High levels of accuracy were seen even with 36 odors, suggesting that the capacity for odor memory in rats was greater than suggested by previous research. Experiment 2 attempted to define this capacity by programming sessions with 36, 48 or 72 stimuli to remember in a group of rats that had previously received extensive OST training. Highly accurate performance (80% correct or better) was sustained throughout the session at even the greatest memory loads, arguing strongly against the notion that the OST models the limited capacity of human working memory. Experiment 3 explored the possibility that stimulus control in the OST is based on relative stimulus familiarity, rather than recognition of stimuli not yet presented during the current session. Number of odor cups visited increased with the number of comparisons in the arena, but rats rarely sampled all of the comparison odors before responding. However, on probe trials which included only stimuli that had been presented during the session, latency to respond and number of comparisons sampled was sharply increased. These data suggest that responding in the OST is determined not just by relative familiarity, but rather by a more specific "what-when" or perhaps "how long ago" form of stimulus control. (Contains 4 tables and 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Skill Development; Instructional Effectiveness; Instructional Innovation; Conventional Instruction; Teaching Methods; Allied Health Occupations Education; Undergraduate Students; Satisfaction; Student Attitudes; Pilot Projects; Comparative Analysis; Video Technology; Technology Uses in Education; Questionnaires

Abstract:
Effective education of practical skills can alter clinician behaviour, positively influence patient outcomes, and reduce the risk of patient harm. This study compares the efficacy of two innovative practical skill teaching methods, against a traditional teaching method. Year three pre-clinical physiotherapy students consented to participate in a randomised controlled trial, with concealed allocation and blinded participants and outcome assessment. Each of the three randomly allocated groups were exposed to a different practical skills teaching method (traditional, pre-recorded video tutorial or student self-video) for two specific practical skills during the semester. Clinical performance was assessed using an objective structured clinical examination (OSCE). The students were also administered a questionnaire to gain the participants level of satisfaction with the teaching method, and their perceptions of the teaching methods educational value. There were no significant differences in clinical performance between the three practical skill teaching methods as measured in the OSCE, or for student ratings of satisfaction. A significant difference existed between the methods for the student ratings of perceived educational value, with the teaching approaches of pre-recorded video tutorial and student self-video being rated higher than "traditional" live tutoring. Alternative teaching methods to traditional live tutoring can produce equivalent learning outcomes when applied to the practical skill development of undergraduate health professional students. The use of alternative practical skill teaching methods may allow for greater flexibility for both staff and infrastructure resource allocation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Content Analysis; Qualitative Research; Comparative Analysis; Cross Cultural Studies; Case Studies; Computer Literacy; Program Descriptions; Educational Technology; National Curriculum; Curriculum Design; Elementary School Curriculum; Educational Principles; Computer Uses in Education; Educational Policy

Abstract:
The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A qualitative cross-case document analysis of the national educational technology curriculum of Norway, Flanders and England was conducted. The analysis focuses on the underlying visions, specific aims and instruction related aspects that are integrated in the national educational technology curricula of the three cases under investigation. The results indicate that specific aims mainly focus on the critical use of educational technology; safe and responsible use of educational technology; information retrieval, processing and production; communication by use of educational technology; and use of educational technology for subject learning. It is possible that a discrepancy exists between the concepts of digital literacy and the specific aims that are addressed in educational technology curricula. Moreover, the rationales that underlie educational technology curricula represent a catalytic and social point of view rather than an economic one. The implications of our findings for curriculum developers and researchers are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Artificial Intelligence; Computer Simulation; Computer Mediated Communication; Intelligent Tutoring Systems; Pretests Posttests; Instructional Effectiveness; Learning Processes; Feedback (Response); Metacognition; Science Education; Scientific Concepts; Concept Mapping; Middle School Students; Scaffolding (Teaching Technique); Grade 8; Computer Assisted Instruction; Instructional Design; Comparative Analysis

Abstract:
Betty's Brain is an open-ended learning environment in which students learn about science topics by teaching a virtual agent named Betty through the construction of a visual causal map that represents the relevant science phenomena. The task is complex, and success requires the use of metacognitive strategies that support knowledge acquisition, causal map construction, and progress monitoring. Previous research has established that middle school students struggle at such tasks without proper scaffolding and feedback. In Betty's Brain, this feedback is provided by Betty and Mr. Davis, another virtual agent designed to provide guidance and suggestions as students work. This paper discusses our implementation of contextualized conversational (CC) feedback, and then presents the results of an experimental study exploring the effects of this feedback in two 8th-grade science classrooms. The results illustrate some advantages of the CC feedback in comparison with a baseline dialogue mechanism that presents similar strategies in a non-conversational, non-contextualized form. While both groups showed significant pre-to-post test learning gains, the difference in learning gains between the groups was not statistically significant. However, students who received CC feedback more often performed actions in accordance with the advised strategies, and they created higher quality causal maps. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Computer Mediated Communication; Discussion; Internet; Computer Uses in Education; Blended Learning; Instructional Effectiveness; Comparative Analysis; Content Analysis; Learning Activities; Learning Processes; Notetaking; Health Education

Abstract:
This article reports a theory-driven experimental study that evaluates the effects of an annotation functionality on online social interaction and individual learning outcomes. The central hypothesis of this study is that directly addressing a part of a text by annotating it and then connecting each annotation with its related discussion can decrease coordinative interaction costs and result in a higher-quality discussion that favors greater gains in individual learning outcomes. To reach our objective, we carried out a theory-driven experimental study that compares two versions of an anchored discussion system: one with annotation functionality and one without it, both displaying the learning material side by side with its associated discussion in one window. Participants were 106 students enrolled in two sections of a blended-format course in health education. We assigned each section to a software condition. The examination of students' online social interaction centered on a fine-grained content analysis of coordination and knowledge construction activities as well as sequential analysis of knowledge construction activities. The results indicate that annotation functionality decreased coordinative interaction costs and stimulated more elaborated discussions that favored greater gains in individual learning outcomes. Implications for research and practice are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Surgery; Foreign Countries; Comparative Analysis; Counseling; Health Services; Medical Services; Tourism; Costs; Dentistry; Counselor Role; Counselor Training; Psychotherapy; Work Experience

Abstract:
With one of the world's most comprehensive universal healthcare systems, medical tourism in Costa Rica has increased significantly over the past few decades. American tourists save up to 80% of comparative costs for procedures, from heart surgery to root canal treatment. Although many Costa Rican healthcare professionals receive training in North America or Europe, there can be differences when compared to the same professionals in foreign countries. This paper examines the educational and role differences between counselors in the United States and Costa Rica. Implications for tourists in need of psychotherapeutic services while abroad or counseling professionals seeking foreign work experiences are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Learning Experience; Social Work; Educational Change; Poverty; Socioeconomic Status; Comparative Analysis; Disadvantaged Youth; Case Studies; Underachievement; Assignments; College Preparation; Articulation (Education); Social Differences; Cultural Background

Abstract:
The state of tertiary education in South Africa is not adequately meeting the needs of its populace. The system in place does not effectively nor appropriately target the racial group of students which forms the democratic majority. This paper portrays the reasons why these students are not succeeding on the basis of a mismatch between their preparation at secondary level and their required or perceived level at a tertiary standard. This lack of responsiveness and adaptiveness shown by the pedagogical system to the effects of poverty and disadvantage on youth entering the tertiary system indicates a potential unintended bias towards students of higher socio-economic standing. This is demonstrated through a case example of social work students underperforming on a written assignment at the University of the Western Cape in South Africa. The article further contrasts the similarity and important differences between the American and the South African socio-educational contexts to illustrate the differences in approach needed within the South African example in order to examine American methods in dealing with similar problems when facing the integration and incorporation of students from differing backgrounds. It discusses the appropriateness of these methods in a South African context, as well as in the universal context of a local population. (Contains 2 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Discourse Analysis; Comparative Analysis; Children; Youth; Foreign Countries; Movement Education; Youth Clubs; Males; Females; Organizations (Groups); Extracurricular Activities; Citizenship Responsibility; Socialization

Abstract:
The aim of this article is to analyze the Swedish scout program. Socialization is used as a theoretical tool in the analysis. The method is inspired by critical discourse analysis. What are children and young people being prepared for, how is it accomplished, and by whom? The findings reveal two discourses: doing things as an investment for the future versus having fun. In "the scout factory," the movement is the initiator, the leader the performer, and the young person the individual who is to become the final product--a responsible citizen. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Outcome Measures; Intervention; Well Being; Bullying; Foreign Countries; Counseling Effectiveness; Outcomes of Treatment; Program Evaluation; Longitudinal Studies; Scores; Peer Relationship; Comparative Analysis; Emotional Response

Abstract:
Bullying remains a significant issue in the lives of many children and young people at school and can have serious negative implications for emotional health and well-being in the short and longer term. This paper reports on an impact evaluation of the effectiveness of a school counselling intervention in promoting positive change in the peer relationships of pupils who have been bullied. Longitudinal data were collected from 202 pupils (mean age = 12.5, standard deviation = 2.3) using the self-rated Strengths and Difficulties Questionnaire (SDQ). In total, 27.2% of referrals (55 pupils) to the intervention related to being bullied. Latent growth curve modelling confirmed that pupils who had been bullied scored significantly higher initial status scores (1.40, p less than 0.01) on the Peer problems subscale of the SDQ and experienced a significantly more rapid rate of decrease on this subscale (-0.25, p less than 0.01) with each successive session of school counselling compared with those pupils who had accessed the intervention for another reason. Results indicate that school counselling is an effective intervention in supporting pupils who have been bullied and should be a key component of an effective whole school approach aimed at addressing bullying. The implications for research and practice development are considered. (Contains 2 tables, 3 figures and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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