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1.
White DJ 《Learning & behavior》2004,32(1):105-113
Evidence from both field and laboratory is consistent with the hypothesis that animals can acquire mate preferences by observing
the mating behavior of others. It is difficult, however, to distinguish social learning about mates from a host of other social
effects on mating that do not produce changes in preferences. Examples are drawn from laboratory studies on mate choice in
female and male Japanese quail that illustrate ways in which social cues influence mating decisions. Quail of both sexes use
social cues to modify their mate choices, but the sexes use the information to serve different purposes. Female quail gain
preferences for males seen mating with other females, whereas males avoid females that they had observed mating with other
males. This sex difference in social learning provides an example of how costs and benefits of sexual behavior can shape decision-making
processes. Implications of the influence of social learning on sexual selection are briefly discussed. 相似文献
2.
求偶行为是动物的一种本能,是动物繁殖的一个重要环节。在性激素的作用下,各种动物的求偶方式多种多样,主要是以体色与动作、接触与触摸、声音与信息素、聚合、奇特等求偶方式,每种方式都能最大限度地引诱异性,以达到交配的目的。在求偶行为中时常伴随争斗行为,通过争斗,可以选择最强壮的个体繁衍后代,遗传保留更适应环境的优良基因。求偶行为还具有多种功能。 相似文献
3.
The waning of aggressive behavior in two groups of community-housed maleBetta was studied by observing incidences of display and fighting behaviors. In Experiment 1, observations were made during the establishment of a community, while it was maintained at a stable size, and during systematic removal of the dominant (alpha) males. Experiment 2 investigated the aggressive interactions of males in a stable-sized population, maintained for a period of 10 weeks. The results indicate that prolonged periods of constant conspecific exposure do not necessarily result in a significant attenuation of display behaviors. The data further indicate that the social organization (as determined from aggressive interactions) appears to be one in which the top- and bottom-ranking males are clearly defined. It is suggested that the maintenance of aggressive behavior among community-housed maleBetta may well be related to their social position. 相似文献
4.
Young children show social preferences for resource-rich individuals, although few studies have explored the causes underlying such preferences. We evaluate the viability of one candidate cause: Children believe that resource wealth relates to behavior, such that they expect the resource rich to be more likely to materially benefit others (including themselves) than the resource poor. In Studies 1 and 2 (ages 4–10), American children from predominantly middle-income families (n = 94) and Indian children from lower income families (n = 30) predicted that the resource rich would be likelier to share with others than the resource poor. In Study 3, American children (n = 66) made similar predictions in an incentivized decision-making task. The possibility that children's expectations regarding giving contribute to prowealth preferences is discussed. 相似文献
5.
Can young children, forming expectations about the social world, capture differences among people without falling into the pitfalls of categorization? Categorization often leads to exaggerating differences between groups and minimizing differences within groups, resulting in stereotyping. Six studies with 4‐year‐old children (N = 214) characterized schematic faces or photographs as falling along a continuum (really mean to really nice) or divided into categories (mean vs. nice). Using materials that children naturally group into categories (Study 3), the continuum framing prevented the signature pattern of categorization for similarity judgments (Study 1), inferences about behavior and deservingness (Studies 2 and 5), personal liking and play preferences (Study 4), and stable and internal attributions for behavior (Study 6). When children recognize people as members of continua, they may avoid stereotypes. 相似文献
6.
The Dangers of Pipeline Thinking: How the School‐To‐Prison Pipeline Metaphor Squeezes Out Complexity
Ken McGrew 《Educational theory》2016,66(3):341-367
In this essay Ken McGrew critically examines the school‐to‐prison pipeline metaphor and associated literature. The origins and influence of the metaphor are compared with the origins and influence of the competing prison industrial complex concept. Specific weaknesses in the pipeline literature are examined. These problems are described as resulting, in part, from the influence that the pipeline metaphor has on the thinking of those who follow it. McGrew argues that addressing the weaknesses in the literature, abandoning the metaphor, and adopting a more complex theoretical orientation grounded in critical scholarship, will enable educational scholars to better capture the relational nature of the social phenomena being described while simultaneously making their work more useful to emerging movements for social justice. 相似文献
7.
Sverker Lindblad 《Scandinavian Journal of Educational Research》2013,57(4):181-192
Abstract: Lindblad, S. 1986. Teachers and Social Class Orientation. An Empirical Note Based on Comparisons with Different Social Classes in Sweden. Scandinavian Journal of Educational Research 30, 181‐192. The study is an exploratory reanalysis of a questionnaire survey of a random probability sample drawn from the economically active population in Sweden. The investigation was carried out in 1980 and includes 1170 subjects. The teachers in the sample were used as a specific category. Their social class orientations were compared with those of different social classes pictured in the sample. The orientations in focus concerned economic contradictions, political preferences, division of labour, and norms of socialization. The results showed that the social class orientations of teachers concerning economic contradictions and political preferences were closest to employers and most distant from workers. In addition, the teachers were the group that was most negative to a vertical division of labour and advocated more liberal socialization norms. These results were empirically related to the social origin of teachers. 相似文献
8.
Education is far too costly an enterprise to operate without precise indicators of the successes and consequences of educational interventions. Unfortunately, many educational economists and educators have resisted measuring the societal impacts of educational programs, options, and interventions because a reliable and valid metric did not exist for those consequences. This article explores alternatives to the metrics utilized thus far in measuring the individually oriented “preferences” used in the conceptualization of utility, and argues that a “hard” metric which would either monetize or impute monetary values for both individual and social outcomes is both possible and useful. A hard metric is one that is independently verifiable based upon values attributed to results. While any such metric will be both imperfect and controversial, we suggest that it is more desirable to attempt its development than to take the greater risk of pretending that one is not possible. Three alternative (and related) types of educational results are suggested: products, outputs, and outcomes. Possible results-oriented indicators for each are suggested. These will serve as a basis for developing a useful hard metric for educational utility. 相似文献
9.
Katharine E. Scott Tory L. Ash Bailey Immel MaKayla A. Liebeck Patricia G. Devine Kristin Shutts 《Child development》2023,94(1):74-92
Multiple studies (n = 1065 parents, 625 females, 437 males, 3 nonbinary, 99.06% White; n = 80, 5 to 7-year-old children, 35 girls, 45 boys, 87.50% White; data collection September 2017–January 2021) investigated White U.S. parents' thinking about White children's Black-White racial biases. In Studies 1–3, parents reported that their own and other children would not express racial biases. When predicting children's social preferences for Black and White children (Study 2), parents underestimated their own and other children's racial biases. Reading an article about the nature, prevalence, and consequences of White children's racial biases (Study 3) increased parents' awareness of, concern about, and motivation to address children's biases (relative to a control condition). The findings have implications for engaging White parents to address their children's racial biases. 相似文献
10.
Young children view social category members as morally obligated toward one another, and expect these obligations to shape people's social behavior. The present work investigates how children specify which behaviors are constrained by social categories in this way. In two studies (N = 128), 4- and 5-year-old children predicted that morally positive behaviors would be directed toward in-group members, and that morally negative behaviors would be directed toward out-group members, but did not hold equally strong expectations about behaviors described as positive or negative for reasons irrelevant to morality. Thus, notions of morality are embedded within children's representations of social categories, such that when learning about novel moral norms, children immediately expect those obligations to uniquely hold within social groups. 相似文献
11.
William W. Jacobs 《Learning & behavior》1976,4(1):77-83
Male courtship of nonreceptive females and male-male agonistic encounters were monitored daily for eight heterosexual groups of guinea pigs. Typically, one male (the associating male) accounted for much more courtship of a given female during her pregnancy than did any of the other males. Associating males were high ranking animals but were not always the group’s normal alpha male. Nonalpha associating males invariably ranked higher on the day of the female’s litter and postpartum estrus than their modal daily rank during her pregnancy. In 10 of the 18 cases, a nonalpha associating male took over the alpha position on the day of the litter. The courtship of females by associating males was found to differ from that by nonassociating males in that associating males displayed circling, rumping, swaying, and pursuit in a significantly higher percentage of the total number of courtship bouts. 相似文献
12.
This article focuses on the development of education relating to aging in a specific professional education program: social work at the University of Queensland. A brief outline of features of the aged population and services for the aged in Queensland, an Australian state, is given as a background for describing one approach to gerontology education with the University of Queensland social work faculty. The challenges and tasks of curriculum development in relation to gerontology in a generic undergraduate course are described. Specific training in gerontology at a theoretical and practical level is provided through field practicums in an institution for the aged and proposals to extend this to a community‐based practice research program for the aged are outlined. To give a combined approach to social work, current research programs relating to this program — social policy and aging — are described. 相似文献
13.
Gao Yong-ming Zhu Jun Song You-shen He Ci-xin Shi Chun-hai Xing Yong-zhong 《浙江大学学报(A卷英文版)》2004,5(4):371-377
Immortalized F2 population of rice (Oryza sativa L.) was developed by randomly mating F1 among recombinant inbred (RI) lines derived from (Zhenshan 97B × Minghui 63), which allowed replications within and across
environments. OTL (quantitative trait loci) mapping analysis on kilo-grain weight of immortalized F2 population was performed by using newly developed software for QTL mapping, QTLMapper 2.0. Eleven distinctly digenic epistatic
loci included a total of 15 QTL were located on eight chromosome. QTL main effects of additive, domainance, and additive ×
additive, additive × domainance, and dominance × dominance interactions were estimated. Interaction effects between QTL main
effects and environments (QE) were predicted. Less than 40% of single effects, most of which were additive effects, for identified QTL were significant
at 5% level. The directional difference for QTL main effects suggested that these QTL were distributed in parents in the repulsion
phase. This should make it feasible to improve kilo-grain weight of both parents by selecting apprents in the repulsion phase.
This should make it feasible to improve kilo-grain weight of both parents by selecting appropriate new recombinants. Only
few of theQE interaction effects were significant. Application prospect for QTL mapping achievements in genetic breeding was discussed.
Project (No. 39893354) supported by the National Natural Science Foundation of China 相似文献
14.
Lauren H. Howard Annette M. E. Henderson Cristina Carrazza Amanda L. Woodward 《Child development》2015,86(1):259-275
Although children can use social categories to intelligently select informants, children's preference for in‐group informants has not been consistently demonstrated across age and context. This research clarifies the extent to which children use social categories to guide learning by presenting participants with a live or video‐recorded action demonstration by a linguistic in‐group and/or out‐group model. Participants’ (N = 104) propensity to imitate these actions was assessed. Nineteen‐month‐olds did not selectively imitate the actions of the in‐group model in live contexts, though in‐group preferences were found after watching the demonstration on video. Three‐year‐olds selectively imitated the actions demonstrated by the in‐group member regardless of context. These results indicate that in‐group preferences have a more nuanced effect on social learning than previous research has indicated. 相似文献
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16.
In the last ten years, a number of innovations, mainly inspired by constructivist notions of learning, have been introduced at various levels of the Dutch educational system. However, constructivist learning environments are rarely implemented. Teachers tend to stick to expository and structured learning environments. This consistent finding requires research in order to gain insight into teachers' preferences for learning environments and to determine the factors that support and impede the realization of these learning environments. Regarding the influence of social backgrounds on student learning, is it also important to take stock of parental views on learning environments.This study is focused on teachers' preferences for learning environments, their reported teaching behavior, and how these match with parents' preferences. Three parallel questionnaires were developed for teachers (n = 285), students (n = 951), and parents (n = 636) to measure preferences and behavior at different levels of education, for three types of learning environments: direct instruction; discovery learning; and authentic pedagogy. The results show that teachers often prefer direct instruction, and seldom promote discovery learning. While teachers sometimes realize authentic pedagogy, constructive learning tasks are seldom used. Teachers' reported practice and parents' preferences for their children appear to correspond reasonably.Results of multiple regression analyses show that the use of the three types of learning environments yield different predictors. For the use of discovery learning and authentic pedagogy, confidence in students' regulative skills is an important predictor. In predicting the use of direct instruction, the teacher's own conception of learning turns out to be an important predictor. 相似文献
17.
Predicting Adolescents’ Bullying Participation from Developmental Trajectories of Social Status and Behavior 
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下载免费PDF全文 J. Loes Pouwels Christina Salmivalli Silja Saarento Yvonne H. M. van den Berg Tessa A. M. Lansu Antonius H. N. Cillessen 《Child development》2018,89(4):1157-1176
The aim of this study was to determine how trajectory clusters of social status (social preference and perceived popularity) and behavior (direct aggression and prosocial behavior) from age 9 to age 14 predicted adolescents’ bullying participant roles at age 16 and 17 (n = 266). Clusters were identified with multivariate growth mixture modeling (GMM). The findings showed that participants’ developmental trajectories of social status and social behavior across childhood and early adolescence predicted their bullying participant role involvement in adolescence. Practical implications and suggestions for further research are discussed. 相似文献
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19.
Rachael Davis Georgina Donati Kier Finnegan James P. Boardman Bethan Dean Sue Fletcher-Watson Gillian S. Forrester 《Child development》2022,93(4):869-880
Visual field biases have been identified as markers of atypical lateralization in children with developmental conditions, but this is the first investigation to consider early lateralized gaze behaviors for social stimuli in preterm infants. Eye-tracking methods with 51 preterm (33 male, 92.1% White) and 61 term-born (31 male, 90.1% White) infants aged 8–10 months from Edinburgh, UK, captured the development of visual field biases, comparing gaze behavior to social and non-social stimuli on the left versus right of the screen. Preterm infants showed a significantly reduced interest to social stimuli on the left versus right compared to term children (d = .58). Preterm children exhibit early differential orienting preferences that may be an early indicator of atypical lateralized function. 相似文献
20.
Rachael E. Wagner Yi Zhang Teddi Gray Anna Abbacchi Deporres Cormier Alexandre Todorov John N. Constantino 《Child development》2019,90(2):441-451
Deficits in reciprocal social behavior are a characterizing feature of autism spectrum disorder (ASD). Autism-related variation in reciprocal social behavior (AVR) in the general population is continuously distributed and highly heritable—a function of additive genetic influences that overlap substantially with those which engender clinical autistic syndromes. This is the first long-term prospective study of the stability of AVR from childhood through early adulthood, conducted via serial ratings using the Social Responsiveness Scale, in a cohort-sequential study involving children with ASD, other psychiatric conditions, and their siblings (N = 602, ages = 2.5–29). AVR exhibits marked stability throughout childhood in individuals with and without ASD. 相似文献