智能行为发展与教育心理学：中心过程理论探索

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"智能行为的发展V：中心过程理论家" 这篇学术论文主要探讨了智能行为的发展，特别是关注中心过程理论家的观点。作者Stanley L. Deno和Joseph R. Jenkins指出，教育者在观察人类行为时，并不总是能得出一致的学习项目或应用不变的教学术语来评价学生的表现。他们认为，这可能是由于教育者推理能力的不足，以及行为科学家未能充分证明何时进行这样的推理是恰当的。论文中提到，许多教师并不在教育心理学家的语言系统中操作，可能是因为他们对这个系统是否稳定持怀疑态度。作者引用了一系列参考资料，包括Brown的社会心理学研究，强调了社会环境对个体行为的影响； Commission on Science Education关于明确行为目标的新闻通讯，强调了教学目标的明确性对于教育过程的重要性；Deno和Jenkins的预规划课程目标评估报告，讨论了如何有效评估教学目标的实现；以及Gagne的分析，他探讨了教学目标在程序化学习中的角色和设计方法。此外，Glasier关于新教育学的探讨被提及，提出教育技术在促进教学创新中的作用。这些参考文献共同构建了一个框架，即理解智能行为发展不仅需要关注外在的行为表现，还需要深入探究内在的心理过程，以及教育者如何根据这些理论来制定和实施有效的教学策略。论文的核心议题在于，教育者和行为科学家之间存在理解和应用上的差距，这影响了对智能行为发展的科学理解。为了缩小这一差距，教育者需要更深入地理解行为科学的理论，而行为科学家则需要提供更清晰、更具操作性的指导，以便教育者能够更好地将理论应用于实践，从而促进学生智能行为的健康发展。

THOMAS

ROWLAND

AND

CARSON

MCGUIRE

Following the first experiments, Harlow continued his studies, presenting a set

of eight monkeys with a series of discrimination problems. The monkeys were

given fifty trials to learn the discrimination of one color from another, then another

fifty trials to learn to discriminate between two different colors. Another problem

involved discriminating a particular container by shape, i.e. square

vs.

round. The

results confirmed Harlow’s earlier hypothesis that an organism develops “learning

sets,” i.e. that one can learn to learn. In the first three trials, the organism’s per-

centage of successful discriminations was not significantly greater than chance,

and successful discriminations were made in only about seventy-five percent of

the instances after six trials, but the amount of successful discrimination

after

experience with the problem

rises dramatically. After much experience, only the

instance is chance

lower, with a sharp increase to almost perfect discrimi-

nation thereafter. The animals learned how to solve discrimination problems.

Harlow’s “educated” monkeys eventually needed only one trial to make the proper

solution.

Using the same set of monkeys, Harlow (1949) complicated the environment

and demonstrated that organisms can

learn

solve reversal problems.

The reversal

problem involved switching the relevant stimulus after an initial learning experience,

i. e. in the

first

few trials the color of the cover was rewarded, but a reversal was

made and the unrewarded color became the relevant and rewarded stimulus. At

the point of reversal, the monkeys made many mistakes in discrimination but after

experience with the problem, the percentage of correct respqnses rose to ninety-

seven percent correct. In addition, after having learned the reversal problem, the

monkeys were eventually able to achieve almost perfect performances in similar

problem situations after the first trial.

Further extending his work, Harlow (1951a) applied

his

concept of

oddity

problem.

In such a problem, the organism is presented with three stimulus objects,

two of which are identical. The previous relevant stimuli of perceptual cues (color)

and position now had to be ignored by the organism, and response had to be made

to one shape in comparison to two other shapes which themselves had to be com-

pared. As was expected, the monkeys made many errors in the initial phases of the

problem, but they showed progressive transfer from their previous experience with

discrimination problems to the situation in which they were placed.

the end of

Harlow’s training experiences, the monkeys were making ninety percent correct

discriminations on the

first

trial.

That learning sets may operate as relatively

isolated central

units

was demon-

strated by Harlow (1949) in an experiment with six monkeys with previous ex-

perience with discrimination training but no experience with positional discrimi-

nation. After an initial block of problems involving object discriminations, the

monkeys were presented with an equal block of problems involving right-left

positional discriminations. Twenty-five blocks of fourteen problems were alter-

nated between object discrimination sets and positional discrimination sets. The

results showed that the original object discrimination remained at a high level of

accuracy after

small decline with the second set which may be explained as inter-

ference from the first set of positional discrimination problems. Throughout the

experience the performance on the previously unexperienced positional discrimi-

nation problems improved steadily until with the last set of such problems the

animals were making eighty-five percent correct discriminations.

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