Secondary Reinforcement Strength and Primary Reinforcement Schedule: Single Group Design and Successive Discrimination Testing

1995 ◽  
Vol 45 (2) ◽  
pp. 319-323
Author(s):  
Harvard L. Armus
Keyword(s):  
Reinforcement Schedule ◽  
Secondary Reinforcement ◽  
Primary Reinforcement ◽  
Successive Discrimination ◽  
Single Group ◽  
Group Design ◽  
Discrimination Testing

Secondary reinforcement strength and primary reinforcement schedule.

1964 ◽  
Vol 57 (2) ◽  
pp. 313-315 ◽  
Author(s):  
Harvard L. Armus ◽  
James F. Guinan ◽  
Ronald A. Crowell ◽  
Stephen R. Schroeder ◽  
J. Anthony Rudge ◽  
...  
Keyword(s):  
Reinforcement Schedule ◽  
Secondary Reinforcement ◽  
Primary Reinforcement

Effect of Primary Reinforcement Schedule on Secondary Reinforcement Strength with Continuous Secondary Reinforcement during Training

1962 ◽  
Vol 11 (1) ◽  
pp. 203-208 ◽  
Author(s):  
Harvard L. Armus ◽  
W. Edwin De Voy ◽  
Terry Eisenberg ◽  
Stephen R. Schroeder
Keyword(s):  
Reinforcement Schedule ◽  
Secondary Reinforcement ◽  
Primary Reinforcement

Secondary reinforcement and magnitude of primary reinforcement.

1955 ◽  
Vol 48 (5) ◽  
pp. 378-380 ◽  
Author(s):  
Michael R. D'Amato
Keyword(s):  
Secondary Reinforcement ◽  
Primary Reinforcement

Evaluation of the ‘Unforgettable’ art programme by people with dementia and their care-givers

2019 ◽  
pp. 1-19
Author(s):  
Iris Hendriks ◽  
Franka J. M. Meiland ◽  
Debby L. Gerritsen ◽  
Rose-Marie Dröes
Keyword(s):  
Background Characteristics ◽  
Single Group ◽  
Group Design ◽  
Care Givers ◽  
People With Dementia ◽  
Face Scale ◽  
Before And After ◽  
Key Factor ◽  
Smiley Face

AbstractArt programmes have been shown to contribute to the quality of life of people with dementia. To understand how people with dementia benefit from art programmes it is important to evaluate them. ‘Unforgettable’ is an interactive museum programme for people with dementia and their care-givers in the Netherlands. This study examined how it is experienced and appreciated by its users. It also investigated whether the user experience and appreciation are linked to their specific background characteristics. In a single-group design, we used a ‘take-home’ survey to collect the participants’ background characteristics and their experience and appreciation of the programme. A before and after intervention measurement took place, using a smiley face scale, to measure the change in mood of participants. Participants evaluated the programme very positively. Social interaction proved a key factor in their appreciation. The mood of the persons with dementia (N = 95) and care-givers (N = 104) improved after participation in the ‘Unforgettable’ programme. The results of this evaluation may contribute to the quality of art programmes in museums.

scholarly journals Pemberian Nugget Tempe terhadap Kadar Hemoglobin pada Remaja Putri

2021 ◽  
Vol 6 (1) ◽  
pp. 23
Author(s):  
Nurhidayah Nurhidayah
Keyword(s):  
Adolescent Girls ◽  
Statistical Test ◽  
Single Group ◽  
Test Analysis ◽  
Group Design ◽  
Teenage Girls ◽  
Average Value ◽  
Independent Variable ◽  
Poor Memory ◽  
Average Hemoglobin

In Indonesia, 23.9 percent of adolescent girls suffer from anemia. Adolescent girls with anemia have poor memory and are less thorough in scholastic exams, resulting in inferior learning achievements. They are also more susceptible to illness, putting them at risk when they become pregnant. The goal of this study was to see how providing tempeh nuggets affected adolescent girls' hemoglobin levels at SMP Negeri in Gorontalo City. This sort of study uses a pre-experimental design with a pretestposttest research design with a single group design and a sample of 43 persons drawn by chance. Provision of tempe nuggets was the independent variable, whereas hemoglobin levels in teenage girls was the dependent variable. The average value or difference in the average hemoglobin levels of adolescent girls after being fed tempeh nuggets was 0.40 gr/dl, standard deviation was 0.42, and sig (2-tailed) = 0.000< 0.05, according to the findings of statistical test analysis with Paired T-test. Conclusion At SMP Negeri Gorontalo City, giving tempeh nuggets has an effect on hemoglobin levels in adolescent girls.

scholarly journals EFFECTS OF MEANINGFUL LEARNING ON CONCEPTUAL PERCEPTIONS RELATED TO “FORCE AND MOTION”: AN EXPERIMENTAL STUDY FOR PRE-SERVICE SCIENCE TEACHERS

2014 ◽  
Vol 13 (3) ◽  
pp. 394-410
Author(s):  
Murat Demirbaş
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Meaningful Learning ◽  
Learning Activities ◽  
Evaluation Instrument ◽  
Single Group ◽  
Group Design ◽  
Force And Motion ◽  
Research Designs ◽  
Post Test

The main purpose of science education is to enable students to connect concepts with daily life and establish relations between the concepts. Thus, many implementations related to constructivism have been carried out. The aim of the study is to explore how students’ conceptual perceptions related to “Force and Motion” subject changed with meaningful learning. Pre-test -post test single group design, one of the experimental research designs, were used in the research. In order to interpret the students’ results in meaningful learning process, Conceptual Perception Test related to Force and Motion subject (CPTFM) was developed and the test was composed of five open-ended questions. The content of the items in the test was developed in such a way to include “Action-Reaction Law”, “Gravity”, and “Pairs of Balanced Forces.” The points obtained from the evaluation instrument were evaluated according to the levels created by the researcher. 35 students in their third year of study in the Department of Science Teaching participated in the study. The results of the study revealed that meaningful learning activities made positive contributions to pre-service teachers’ conceptual perceptions related to force and motion concepts. Key words: conceptual learning, force and motion concepts, meaningful learning, science teaching.

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