Back to Search | Help | Tutorial Search Within Results | New Search | Save This Search | RSS Feed
Sort By: RelevancePublication Date (newest to oldest)Publication Date (oldest to newest)Title (A to Z)Title (Z to A)Author (A to Z)Author (Z to A)Source (A to Z)Source (Z to A)
Use My Clipboard to print, email, export, and save records. More Info: Help 0 items in My Clipboard
Now showing results 1-10 of 241. Next 10 >>
1. Developmental Changes in the Consideration of Sample Diversity in Inductive Reasoning (EJ810800)
Author(s):
Rhodes, Marjorie; Gelman, Susan A.; Brickman, Daniel
Source:
Journal of Cognition and Development, v9 n1 p112-143 Jan 2008
Pub Date:
2008-01-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Logical Thinking; Age Differences; Grade 1; Inferences; Thinking Skills; Generalization; Developmental Stages; Comprehension; Elementary School Students; Sampling
Abstract: Determining whether a sample provides a good basis for broader generalizations is a basic challenge of inductive reasoning. Adults apply a diversity-based strategy to this challenge, expecting diverse samples to be a better basis for generalization than homogeneous samples. For example, adults expect that a property shared by two diverse mammals (e.g., a lion and a mouse) is more likely to be shared by all mammals than a property that is shared by two more similar mammals (e.g., a lion and a tiger). Across four studies, we document a developmental progression in children's understanding that diverse samples provide a strong basis for generalizations, such that young children (grade 1) consistently failed to consider sample diversity within their inductive reasoning, but older children (grade 5) preferred to create diverse samples on which to base inferences about basic-level categories. These results suggest that recognizing the value of a diverse sample for inductive reasoning emerges slowly across the elementary school years. (Contains 4 figures, 2 tables, and 1 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info: Help | Tutorial Help Finding Full Text | More Info: Help Find in a Library | Publisher's Web Site
2. The CA3 Network as a Memory Store for Spatial Representations (EJ779774)
Papp, Gergely; Witter, Menno P.; Treves, Alessandro
Learning & Memory, v14 n11 p732-744 Nov 2007
2007-11-00
Journal Articles; Reports - Descriptive
Descriptors: Animals; Memory; Anatomy; Brain; Brain Hemisphere Functions; Cognitive Processes; Models; Spatial Ability
Abstract: Comparative neuroanatomy suggests that the CA3 region of the mammalian hippocampus is directly homologous with the medio-dorsal pallium in birds and reptiles, with which it largely shares the basic organization of primitive cortex. Autoassociative memory models, which are generically applicable to cortical networks, then help assess how well CA3 may process information and what the crucial hurdles are that it may face. The analysis of such models points at spatial memories as posing a special challenge, both in terms of the attractor dynamics they can induce and how they may be established. Addressing such a challenge may have favored the evolution of elements of hippocampal organization observed only in mammals. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Lateralized Cognition: Asymmetrical and Complementary Strategies of Pigeons during Discrimination of the "Human Concept" (EJ765035)
Yamazaki, Y.; Aust, U.; Huber, L.; Hausmann, M.; Gunturkun, O.
Cognition, v104 n2 p315-344 Aug 2007
2007-08-00
Descriptors: Cognitive Processes; Classification; Brain Hemisphere Functions; Memory; Animals; Laboratory Experiments; Pictorial Stimuli
Abstract: This study was aimed at revealing which cognitive processes are lateralized in visual categorizations of "humans" by pigeons. To this end, pigeons were trained to categorize pictures of humans and then tested binocularly or monocularly (left or right eye) on the learned categorization and for transfer to novel exemplars (Experiment 1). Subsequent tests examined whether they relied on memorized features or on a conceptual strategy, using stimuli composed of new combinations of familiar and novel humans and backgrounds (Experiment 2), whether the hemispheres processed global or local information, using pictures with different levels of scrambling (Experiment 3), and whether they attended to configuration, using distorted human figures (Experiment 4). The results suggest that the left hemisphere employs a category strategy and concentrates on local features, while the right hemisphere uses an exemplar strategy and relies on configuration. These cognitive dichotomies of the cerebral hemispheres are largely shared by humans, suggesting that lateralized cognitive systems already defined the neural architecture of the common ancestor of birds and mammals. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Making Sound Connections (EJ774195)
Deal, Walter F., III
Technology Teacher, v66 n8 p6-12 May-Jun 2007
2007-00-00
Descriptors: Animals; Physics; Acoustics; Auditory Stimuli; Information Technology; Communication (Thought Transfer); Measurement Techniques; Energy; Navigation; Robotics
Abstract: Sound provides and offers amazing insights into the world. Sound waves may be defined as mechanical energy that moves through air or other medium as a longitudinal wave and consists of pressure fluctuations. Humans and animals alike use sound as a means of communication and a tool for survival. Mammals, such as bats, use ultrasonic sound waves to detect and capture insects for food while flying in the air. Whales and dolphins use echolocation as a means to navigate in the rivers and oceans. Humans use the properties of sound for communication, entertainment, and to do useful work. Sound and speech are significant factors that differentiate humans from other animals. Sound and ultrasonics are used extensively in business, industry, medical professions, and civilian sectors as tools to measure, clean, and machine materials. Additionally, sound technologies, such as sonar, may be used for mapping and navigation of rivers and oceans. Robots may use ultrasonic technologies for navigation, guidance, and avoidance strategies. Several basic principles about the properties of sound enable everyone to use mathematical relationships to measure distance by using the speed of sound versus time. Sound is truly amazing. (Contains 2 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Taiwanese Students' Alternative Conceptions of Animal Biodiversity (EJ764409)
Yen, Chiung-Fen; Yao, Tsung-Wei; Mintzes, Joel J.
International Journal of Science Education, v29 n4 p535-553 Mar 2007
2007-03-00
Descriptors: Biodiversity; Foreign Countries; Scientific Concepts; Curriculum Development; Science Curriculum; Science Teachers; Animals; Comparative Analysis; Knowledge Level; Science Education; Elementary School Students; Junior High School Students; High School Students; College Students; Zoology; Biological Sciences; Wildlife
Abstract: This study explored and documented Taiwanese students' alternative conceptions of animal classification. We examined the understanding of the "animal", "vertebrate" and "invertebrate", "fish", "amphibian", "reptile", "bird", and "mammal" concepts among elementary, junior high school and senior high school, and university students in a sample population of close to 2,000 students. Using clinical interviews, sorting tasks, and a two-tiered diagnostic instrument, we documented the frequencies of a wide range of ideas and compared our findings with those of studies in the United Kingdom, New Zealand, and the United States. The most important results indicate that for most students, the concept label "animal" refers to vertebrates, especially to common, well-known mammals and birds; the most common attributes used by students to define animals are movement and viability; many students had difficulty in making the distinction between vertebrates and invertebrates, and between reptiles and amphibians; and students tended to use external morphology, habitat, and movement in distinguishing between common, well-known vertebrates and invertebrates, and certain vertebrate animals pose special conceptual problems for students by virtue of their external morphology and habitat (e.g., the penguin and octopus). We contend that insights gained from this study will provide useful suggestions for Taiwanese science curriculum designers, science teachers, and researchers involved in the new 9-year curriculum reform. (Contains 5 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Creatures in an Exhibition (EJ755968)
Cohen, David
Chronicle of Higher Education, v53 n24 pA56 Feb 2007
2007-02-16
No
Descriptors: Recreational Facilities; Animals; Exhibits; Behavioral Science Research; Consciousness Raising; Conservation (Environment); Foreign Countries
Abstract: Adelaide Zoo, already home to 3,400 animals representing nearly 300 species of exotic and native mammals, birds, reptiles, and fish, just acquired a new specimen: Homo exhibitionist. For 28 days, four sets of six volunteers get to spend a week living the life of an animal, foraging and playing and partying like it's 1999 million years ago. The idea is to raise popular awareness of conservation matters, in particular the preservation of apes in the wild, whose plight is described on signs around the 50-by-65-foot enclosure, and to finance a new enclosure for apes at a sister zoo, all the while conducting behavioral research study about how creatures cope living paw by jowl in such a close setting. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. If It's an Animal It Has Axons: Experience and Culture in Preschool Children's Reasoning about Animates (EJ738985)
Tarlowski, Andrzej
Cognitive Development, v21 n3 p249-265 Jul-Sep 2006
2006-00-00
Descriptors: Logical Thinking; Animals; Preschool Children; Thinking Skills; Student Experience; Biology; Classification; Social Differences; Correlation; Cultural Influences
Abstract: To claim that young children's biological thought is anthropocentric or that their induction depends on similarity rather than categories is to overlook the role of experience in reasoning. We tested four groups of 4-year-olds differing in two aspects of exposure to biological information: (a) their direct experience with nature (urban versus rural) and (b) biological expertise of their parents (expert biologists versus laypeople). We used a modified version of a novel feature projection task--in which projections are made from humans, mammals and insects to an array of nine targets representing various ontological kinds. Children's exposure to biology had consequences on their patterns of induction. There was an effect of parents' expertise: laypeople's children's projections were based on similarity, while experts' children's projections were based on the category "animal." There was also an effect of direct experience: rural children were more restricted in their responses than were urban children. Although we found asymmetries in projections between humans and animals, humans were not a better source of knowledge about animates than were mammals or insects. These results show that the early emergence of domain specific biological thought and the use of biological categories in induction are highly contingent on children's experience. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Marine Mammal Brain Game: Students Compare the Brains and Behaviors of Dolphins, Sea Lions, and Manatees in This Unique Standards-Based Activity (EJ714383)
Demetrikopoulos, Melissa K.; Morris, Lee G.; Fobbs, Archibald J., Jr.; Johnson, John I.
Science Teacher, v72 n5 p24 Jul 2005
2005-07-01
Descriptors: Teaching Methods; Biodiversity; Oceanography; Science Instruction; Standards; Class Activities; Comparative Analysis; Brain; Animals
Abstract: Dolphins, manatees, and sea lions are all aquatic mammals but are not closely related taxonomically. All three species are marine mammals, meaning they spend part or all of their lives in the sea and contiguous bodies of water. Dolphins belong to the taxonomic order Cetacea, which includes whales, dolphins, and porpoises. Manatees (sea cows), however, belong to the order Sirenia, which also includes the dugong. Sea lions were once placed in the order Pinnipedia, with seals, but now belong to the order Carnivora with bears, dogs, and raccoons. Even though these species at first glance may seem similar, the way they are classified shows that each has very different characteristics and abilities. The specific characteristics and abilities are outlined in this article. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
More Info: Help | Tutorial Help Finding Full Text | More Info: Help Find in a Library
9. The Impact of an Educational Intervention on Breastfeeding (EJ802260)
Costa, Monica M.; Diniz-Santos, Daniel R.; Santana, Jose S.; Silva, Luciana R.
Health Education, v106 n4 p309-314 2006
Descriptors: Knowledge Level; Workshops; Foreign Countries; Literacy; Infants; Nutrition; Questionnaires; Intervention; Health Education; Animals; Teaching Methods
Abstract: Purpose: Given the importance of education-based approaches in stimulating breastfeeding, the paper aims to investigate the feasibility and efficacy of discussing breastfeeding with school children. Design/methodology/approach: Two workshops about breastfeeding and on the view of the human being as a mammal were carried out in schools in Brazil. Children were invited to express their views of breastfeeding based on what they had learned. Questionnaires were applied immediately before and 15 days after the workshops to assess the impact on children's knowledge. Findings: There was on average a low level of knowledge about breastfeeding previous to the interventions. The interventions increased children's self-perception as mammals, and managed to enhance their knowledge about several important issues regarding breastfeeding. Research limitations/implications: There was a fairly small number of participants and a restricted age range. More studies with other age ranges are warranted. Practical implications: Educative interventions on breastfeeding targeting young school children can have very positive results, suggesting that school could successfully include breastfeeding. Originality/value: This is the first study to demonstrate the impact of this innovative approach on school children's awareness on breastfeeding and it demonstrates this pedagogic approach to be effective. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Relationship in Teamwork--Between Cooperation and Parasitism (EJ749768)
Sorgo, Andrej; Logar, Dagmar
International Journal of Instructional Media, v33 n1 p113 Win 2006
Journal Articles; Reports - Evaluative
Descriptors: Foreign Countries; Cooperation; Teacher Collaboration; Interprofessional Relationship; Biology; Computer Uses in Education; Information Technology; Interdisciplinary Approach
Abstract: The big question which has arisen with the growth of ICT is how to incorporate this new technology into existing curriculum. The authors relate how they established a viable cooperation and transfer of knowledge between subjects biology and ICT in their school in Slovenia. The result was that their students produced more than 150 biological Web pages, covering topics like evolution, genetics, human anatomy, birds and mammals. During the implementation of this program, the authors relate that they can achieve desirable outcomes only through cooperation between the teachers of IT and biology. The first underlying reason is that the IT teacher can not be an expert in every discipline, so she cannot recognize if web pages produced by the students contains data from corrupted sources, is trivial, or even wrong. Without cooperation, students would produce technically correct Web pages but with questionable content. As such, the authors suggest that work must be carefully balanced between teachers, so students are taught things about computer and they get to put their knowledge into practice in other subjects. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Help
Help