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1.
Two experiments were performed in which either White Plymouth Rock chicks or domestic turkeys were reared under three maintenance conditions (with a mirror, with a conspecific, or in visual isolation) from Day 1 posthatch until Day 7. On Day 7, the Ss were given a preference test to determine whether they spent more time before a mirror or with another bird. Ss reared with a mirror spent approximately two-thirds of their time in the vicinity of the mirror, whereas socially reared Ss spent approximately two-thirds of their time with an agemate. The social isolates, on the other hand, failed to show a preference for either mirror image of conspecific stimulation. A third experiment evaluated the choice behavior of turkeys socially reared in the presence of a mirror, and revealed that, like the social isolates, these Ss also failed to exhibit a reliable preference. The results are interpreted in terms of the effects of early rearing conditions upon social stimulus preferences.  相似文献   

2.
This article explores the intersection of work in media education, religious education, concerns about digital cultures’ impact on human relationality, and the possible role that mirror neurons might play in the development of empathy. Digital story telling—particularly as embodied in the work of the Center for Digital Storytelling (http://www.storycenter.org), and the Storytelling as Faith Formation project (www.storyingfaith.org)—is proposed as a mechanism within which to foster mirror neuron development, and thereby provide one promising route for deepening empathic learning within religious education.  相似文献   

3.
In three separate experiments, maleBetta splendens were exposed, respectively, to mirror images, a variety of conspecifics, and to future opponents, prior to combat with unexposed subjects. Threat display to mirror images and to live opponents habituated significantly, but the outcomes of dominance-subordinance tests were not significantly affected by prior exposure to any of the threat-eliciting stimuli. Results are discussed in terms of stimulus and response specificity and possible chemical suppression of agonistic behavior.  相似文献   

4.
Three‐dimensional (3D) food printing is a new technology that can be used to produce personalized and customized food products. However, very little research has been completed on how 3D food printers could be used as educational tools. As such, the objective of this study was to evaluate how teachers (n = 6), dietitians (n = 6), and nutrition students (n = 11) envision the use of 3D food printers when disseminating information about food and nutrition. Focus groups were conducted with teachers, dietitians, and nutrition students. Initially, the participants were introduced to the concept of 3D food printing and then they were asked how they could use a 3D food printer in their teachings. The participants did not feel that a 3D food printer would enhance their teaching and instead felt it could confuse or frighten people. Also, all of the participants were worried about learning how to 3D print foods. The participants did state that people would be interested in watching a 3D food printer. Furthermore, the teachers and nutrition students indicated they thought a demonstration of a 3D food printer would lead to more interest in food and nutrition. Additionally, they thought a 3D food printer could be used to create visually appealing foods. Overall, until 3D food printers are found in residential and commercial kitchens, the participants did not think it would enhance their teachings; however, they did indicate that 3D food printing demonstrations could lead to students being interested in the food and nutrition fields.  相似文献   

5.
The ability of infants to locate a toy from a mirror reflection was investigated in 3 experiments. In the first, it was found that a minority of 22-month-old infants turned to locate the toy that was the source of the reflection, and that localization of the toy occurred regardless of whether the infants' own image was visible in the mirror. The results of 2 further experiments indicated that younger infants aged 14 and 18 months rarely use mirror information to locate a toy. When they do so, they also turn whether or not images of themselves are visible. It is concluded that tasks involving the localization of objects or events from mirror images are not direct indices of self-recognition. Rather, they indicate the skill of infants in using the mirror as a perceptual tool.  相似文献   

6.
In Experiment I Siamese fighting fish performed operant responses that produced a mirror image to which the fish could display; consistent detectable display was not necessary for maintenance of operant performance. In Experiment II fish acquired and continued to perform an operant response that produced a mirror, although a “free” mirror was continually present; display rate to the contingent mirror increased while display rate to the “free” mirror was decreasing. An interpretation of these and previous data in terms of sensory reinforcement is suggested.  相似文献   

7.
The purpose of this study is to test whether Thomas Kuhn's model of scientific revolutions and his hypothesis of the ‘mirror effect’ of education apply to the history of the sociology of development, as many analysts of the field argue. Syllabi were examined from 1970 to 1981 for each of the existing graduate programs in sociology of development in Mexican major public and private universities.Results are inconsistent with the claim that the sociology of development has experienced a major scientific revolution, and we found no evidence of the existence of paradigms in the field. The same results are consistent with Kuhn's hypothesis of the ‘mirror effect’ of scientific change on textbooks and scientific training in pre-paradigmatic disciplines.  相似文献   

8.
ABSTRACT:  The purpose of this study was to use a validated instrument to determine the attitudes and knowledge of high school teachers regarding food irradiation, and to determine the correlations among their knowledge and attitudes and certain demographic variables. Knowledge and attitudes about food irradiation were measured in selected high school family and consumer sciences teachers ( n = 121) who taught Food and Nutrition, Food Science and Technology, and/or Food Production Management and Services, via a 24-item instrument with 6 factors. Results revealed these teachers held neutral to positive attitudes about the safety of irradiated foods, their perception of the risk of foodborne illness, and learning about food irradiation, and neutral to negative perceptions of their understanding of food irradiation and their competence to teach about it. These teachers had a moderate knowledge base regarding food irradiation. Teachers' attitudes regarding the safety of food irradiation were positively correlated with their perceived understanding of food irradiation, actual knowledge of it, and competence to teach about it. Their perceived understanding of food irradiation was positively correlated with competence to teach about it, knowledge, and attitudes toward the safety of food irradiation. The only demographic variable correlated with knowledge or attitudes was teachers' previous food irradiation educational experiences. These data suggest the importance of education for family and consumer sciences teachers concerning food irradiation.  相似文献   

9.
In left-to-right writing cultures, spontaneous mirror writing of letters and digits in preliterate children appears more frequently on left-than right-facing characters. A compelling theory drawn on neuropsychological evidence of mirror generalization suggests that children resort to a right-orienting/writing rule when learning to write. The aim of the present study was to conceptually replicate and specify recent findings (Fischer, 2017a) on the predominant contribution of writing directionality to mirror writing in preliterate children. A training study was designed to compare on-line production of conventional versus mirror writing of 4-to-5 year-old French children (n?=?30). Over a 4-week period, children were taught to write from memory words and digits. During a subsequent writing-from-memory task, a spatial constraint (Cornell, 1985) was imposed to elicit paired conventional and mirror writing of the words/digits. Spatial and kinematic data were recorded through the use of a digital pen. The results indicate a main contribution of writing directionality to letter and digit reversals. Furthermore, kinematic equivalence between conventional and mirror writing supports the neurological mirror generalization process in children. Overall, these results constitute a further illustration that the manifestation of mirror writing in typically developing children is culture-bound.  相似文献   

10.
英国著名女作家艾丽斯·默多克在其小说《钟》里建构了多重镜像,女主人公多拉辗转于由自我之镜、他人之镜、空间之镜等构成的“镜城”之中,经历了自我迷失到自我重建的艰难历程.依据拉康的精神分析逻辑,多拉镜像式生存的本质只是一种“非我”的他者生存.默多克构建了以“关注”为中心的道德哲学,为陷于拉康悲剧论断中的人们带来了重生的希望  相似文献   

11.
镜子阶段理论是拉康学说的出发点和归宿,并围绕镜子阶段以及镜子阶段的虚幻自我展开论述,梳理了虚幻自我之前、之后辨证运动的整个历程,突出了镜子阶段在自我的功能形成,以及拉康整个理论体系中的重要地位。  相似文献   

12.
Lundgren, U. P. 1979. Educational Evaluation. A Basis for, or a Legitimation of, Educational Policy. Scandinavianjoumal of Educational Research 2), 31‐45. The article is written as a basis for a discussion on the function and purpose of educational evaluation. The main standpoint is that different approaches for educational evaluation are presented as scientific improvements, but mirror mainly the objective functions of education in the society and the need within the state apparatus for a scientific legitimation of various political decisions. From that notion, arguments are developed for a wider interpretation of educational evaluation‐based theories on the relation between education, the state apparatus, and the society oriented critical research.

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13.
Conclusion Activities along the lines of those suggested above can be planned for any food about which the children have little or no knowledge or for any food that is needed but not chosen by the group, such as green peppers. The number of activities planned for a food will, of course, reflect the interest of the children as well as that of the teacher or caregiver. The goal should be to foster positive attitudes about nutritious foods by helping children to acquire knowledge about foods through sensory experiences.  相似文献   

14.
选择焦点和焦点参数为基本量，将几何光学中只研究球面成像，扩展到旋转二次曲面成像、研究了旋转二次曲面及其透镜的成像规律和成像质量等问题，展现了研制各种旋转二次曲面透镜的必要性，为光学仪器的改进和更新换代奠定了理论基础、将旋转二次曲面的成像理论引入了几何光学教学和新的几何光学教材中。从只研究球面成像扩展到整个旋转二次曲面，从而扩大了学生的知识面，培养了学生的科研能力和创造思维能力。  相似文献   

15.
Two experiments examined the responses of infant stumptail macaques (Macaco arctoides) to mirror-image stimulation (MIS) during short social separations. Overall, infants living in pairs showed agitation when separated from their partners, but were calmer when the partner, an unfamiliar peer, or their own mirror image was visible. MIS elicited more facial expressions than the familiar peer, and more affiliative contact than an unfamiliar peer. In contrast, infants reared in a group were not calmed during separations either by an unfamiliar peer or by MIS, and they exhibited some negative reactions to the mirror. Social responsiveness to MIS varies with the social background of the subjects.  相似文献   

16.
Exploratory behaviors of Down Syndrome (DS) and Nondelayed (ND) young children between the mental ages of 16 and 32 months were examined in 4 situations involving finding things seen in a large standing mirror: free play, marked face, finding the reflected mother, and finding a reflected toy. Behaviors coded from videotape included observing the self making faces, kissing the mirror, patting the mirror, comparing a person or object with the mirror image, looking behind the mirror, touching own body, and staring at another's image. Both ND and DS children used these behaviors and were able to adapt their choice of behaviors to demands of particular tasks. However, DS and ND children differed in number, type, and frequency of exploratory behaviors. DS children used a greater variety of behaviors and used them more frequently than ND children. DS children used a less focused selection of behaviors, and behaviors involving switching attention were performed only by ND children. For most behavior examined, mental and chronological age were not related to amount of exploration. Results are interpreted in terms of the role of different behaviors in exploration of the mirror.  相似文献   

17.
银镜反应是中学及大学有机化学实验中的一个典型反应,但实验过程中常常会出现一些反常的实验结果。本文经过反复多次的实验,对银镜反应的反常实验现象进行了初步的探讨。  相似文献   

18.
This study addresses the development, dissemination, and assessment of a Food Safety System Management (FSSM) curriculum offered to college‐aged, agribusiness students in Yerevan, Armenia. Prior to beginning the program, demographic data were collected and a paper‐based pretest was administered to access the food safety knowledge, behavior, and attitude of participants (n = 29). For assessment of a skill, participants’ handwashing techniques were videotaped and scored before the program commenced. Immediately after completion of the entire curriculum, a paper‐based post‐test with identical questions for food safety knowledge, behavior, and attitude was administered and handwashing skills were assessed. ANOVA with repeated measures was used to evaluate significant differences (α = 0.05) for food safety knowledge using a pretest, post‐test, and a 3‐mo follow‐up. A paired t‐test was used to evaluate handwashing skills before and after the curriculum was presented. The pretest score (44.93%, ± 2.87) for food safety knowledge (n = 29) differed significantly (P <0.0001) when compared with the post‐test score (73.21%, ± 3.28) and the 3‐mo follow‐up (n = 23) score (67.76%, ± 3.93). Participants’ (n = 9) handwashing skills prior to delivery of the FSSM curriculum differed significantly (P <0.0001), when compared to handwashing skills after completion of the curriculum. Students’ food safety attitudes and behavior assessed using a five‐point Likert scale, also improved significantly as a result of the FSSM program. The 3‐mo follow‐up survey on food safety attitude and behavior was consistent with the post‐test survey results. The information from this project may be of interest to education experts, Extension professionals, food industry personnel, or regulatory agencies, in the development and dissemination of an international food safety program.  相似文献   

19.
Forty-eight maleBetta splendens were assigned to three groups of 16 (eight pairs) each. In two of the groups, pairs of fish were first allowed to fight until a dominance-subordinance relationship was established. Then each subject was tested on measures of time spent in approach and threat display toward either (1) its own pair member, with which it was experienced and familiar (Group EF), or toward (2) another combat-experienced fish, with which it was unfamiliar (Group EU). A third group of inexperienced and unfamiliar individuals (Group IU) were first exposed to their own mirror images and then tested for approach and threat-display duration. Pairs of these fish were then allowed to fight until dominance was determined. The three major findings were: (a) Dominant subjects approached and displayed significantly more than subordinates in all three groups; (2) Dominant subjects of Group IU did not differ significantly from dominants in the other two groups with respect to time spent in approach and display; and (3) Fish exposed to mirrors prior to combat required significantly fewer sessions to establish dominance than fish not receiving mirror exposure. Results suggest that dominant fish can be distinguished on the basis of their approach tendency and threat-display scores prior to actual physical combat. An habituation model of dominance determination was proposed.  相似文献   

20.
This literature review uses four dimensions to classify and compare how food‐related decision‐making is conceptualized and experimentally assessed in neuroscience and other disciplines: (1) food‐related decision‐making other than the decision of what to eat that is part of each eating episode, (2) decision complexes other than the eating episode itself, (3) the evolution of food‐related decision‐making over time, and (4) the nature of food related decisions. In neuroscience in particular, food‐related decision‐making research has been dominated by studies exploring the influence of a wide range of factors on the final outcome, the type and amount of foods eaten. In comparison, the steps that are leading up to this outcome have only rarely been discussed. Neuroscientists should broaden their historically narrow conceptualization of food‐related decision‐making. Then neuroscience research could help group the numerous hypothesized influences for each of the decision complexes into meaningful clusters that rely on the same or similar brain mechanisms and that thus function in similar ways. This strategy could help researchers improve existing broad models of human food‐related decision‐making from other disciplines. The integration of neuroscientific and behavioral science approaches can lead to a better model of food‐related decision‐making grounded in the brain and relevant to the design of more effective school and nonschool lifestyle interventions to prevent and treat obesity in children, adolescents, and adults.  相似文献   

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