Conditioned inhibition of rotation-induced taste aversion     

Joseph V. Lambert  Rose Mary Barber  Phyllis Carpenito  Marilyn Cianfrani  Bernadette Mendez  Linda C. Potosnak 《Learning & behavior》1989,17(4):457-467

In three experiments, we investigated the existence of conditioned inhibition of body rotation-induced taste aversion. Rats were given conditioned inhibition training in which the taste of saccharin was always followed by rotations, but the taste of vanilla was not. Flavor-preference tests, retardation-of-acquisition tests, and summation tests of inhibition indicated that the vanilla stimulus had acquired conditioned inhibitory properties. These findings could not be interpreted as functions of either initial solution preferences or simple nonassociative effects of flavor preexposure. They lend support to a theory that views learning mechanisms as being central to the phenomenon of motion sickness, and suggest that inhibitors might be effectively employed to ameliorate its symptoms.  相似文献   

The effect of surface geometry on soccer ball trajectories     

S. Barber  M. J. Carré 《Sports Engineering》2010,13(1):47-55

Two different measurement techniques are used to examine the effect of surface geometry on soccer ball trajectories. Five professional players are observed using high-speed video when taking curling free kicks with four different soccer balls. The input conditions are measured and the average launch velocity and spin are found to be approximately 24 m/s and 106 rad/s. It is found that the players can apply more spin (~50%) on average to one ball, which has a slightly rougher surface than the other balls. The trajectories for the same four balls fired at various velocities and spin rates across a sports hall using a bespoke firing device are captured using high-speed video cameras, and their drag and lift coefficients estimated. Balls with more panels are found to experience a higher lift coefficient. The drag coefficient results show a large amount of scatter, and it is difficult to distinguish between the balls. Using the results in a trajectory prediction programme it is found that increasing the number of panels from 14 to 32 can significantly alter the final position of a 20 m-curling free kick by up to 1 m.  相似文献   

Individual and Institutional Productivity in Educational Psychology Journals from 2009 to 2014     

Hannah?Greenbaum  Lisa?Meyer  M?Cecil?Smith  Amanda?Barber  Heather?Henderson  David?Riel  Daniel?H.?RobinsonEmail author 《Educational Psychology Review》2016,28(2):215-223

This article examines the productivity of both individuals and institutions, indexed through an examination of five educational psychology journals (Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2014. These results are discussed relative to four previous studies (Hsieh et al. Contemporary Educational Psychology, 29, 333–343, 2004; Jones et al. Contemporary Educational Psychology, 35, 11–16, 2010; Smith et al. Contemporary Educational Psychology, 23, 173–181, 1998; Contemporary Educational Psychology, 28, 422–430, 2003). Vanderbilt University and Fred Paas replaced the University of Maryland and Richard E. Mayer as the top research institution and author, respectively. Sixteen of the top 19 researchers’ institutions were outside the USA, compared to only 10 of the top 32 during 2003–2008 and three of the top 20 during 1991–1996. Educational psychology research continues the trend of becoming more international.  相似文献   

On the cultural validity of science assessments     

Guillermo Solano‐Flores  Sharon Nelson‐Barber 《科学教学研究杂志》2001,38(5):553-573

We propose the concept of cultural validity as a form of test validity in science assessment. The conceptual relevance of cultural validity is supported by evidence that culture and society shape an individual's mind and thinking. To attain cultural validity, the process of assessment development must consider how the sociocultural context in which students live influences the ways in which they make sense of science items and the ways in which they solve them. These sociocultural influences include the values, beliefs, experiences, communication patterns, teaching and learning styles, and epistemologies inherent in the students' cultural backgrounds, as well as the socioeconomic conditions prevailing in their cultural groups. We contend that current approaches to handling student diversity in assessment (e.g., adapting or translating tests, providing assessment accommodations, estimating test cultural bias) are limited and lack sociocultural perspective. We find that attaining cultural validity may conflict with current basic principles and assumptions in testing, such as item independence and standardization. We discuss the ways in which adopting cultural validity as a criterion for test validity makes it necessary to shift assessment paradigms and adopt new procedures for assessment development. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 553–573, 2001  相似文献   

A cross-national study of teacher’s perceptions of online learning success     

Elena Barberà  Francisco Fernández-Navarro 《Open Learning》2016,31(1):25-41

This study examines success factors in online learning from the instructors’ perspective. Academic success comprises not only student satisfaction and good grades, but also perception of learning and knowledge transfer. A systemic model of inputs–process–outputs of learning was used. A total of 322 online teachers from four different universities and countries were used to study factors of attainment. Findings suggest that: (i) instructors from the University of Peking and the Autonomous Popular University of the State of Puebla reported learner factors as the most important for students on online courses, (ii) instructors from the University of New Mexico perceived institutional factors as the most important for establishing effective online learning and (iii) instructors from the Open University of Catalonia reported outcome factors as the most important for learners in online courses. Compared with other research results in online learning, instructors in this study generally reflect a greater concern about the content, social presence, instruction and their interactions than about technological matters.  相似文献   

Learning online: massive open online courses (MOOCs), connectivism,and cultural psychology     

Marc Clarà  Elena Barberà 《Distance Education》2013,34(1):129-136

In this reflection, we discuss the connectivist conception of learning in Web 2.0 environments, which underpins the pedagogy of what are known as cMOOCs (connectivist massive open online courses). We argue that this conception of learning is inadequate and problematic, and we propose that cultural psychology is best suited to address the explanatory challenges that Web 2.0 poses on learning, and therefore, it is also best suited to provide massive open online courses with more adequate and less problematic pedagogy. We suggest two initial and general pedagogical principles based on cultural psychology upon which to begin building this new pedagogy for massive open online courses.  相似文献   

Manufacturing and wetting low-cost microfluidic cell separation devices     

Ryan S. Pawell  David W. Inglis  Tracie J. Barber  Robert A. Taylor 《Biomicrofluidics》2013,7(5)

Deterministic lateral displacement (DLD) is a microfluidic size-based particle separation or filter technology with applications in cell separation and enrichment. Currently, there are no cost-effective manufacturing methods for this promising microfluidic technology. In this fabrication paper, however, we develop a simple, yet robust protocol for thermoplastic DLD devices using regulatory-approved materials and biocompatible methods. The final standalone device allowed for volumetric flow rates of 660 μl min⁻¹ while reducing the manufacturing time to <1 h. Optical profilometry and image analysis were employed to assess manufacturing accuracy and precision; the average replicated post height was 0.48% less than the average post height on the master mold and the average replicated array pitch was 1.1% less than the original design with replicated posts heights of 62.1 ± 5.1 μm (mean ± 6 standard deviations) and replicated array pitches of 35.6 ± 0.31 μm.  相似文献   

THE EXEMPTION SYSTEM, 1833‐1944     

C. Barber 《Journal of educational administration and history》1980,12(1):10-17

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Developmentally Effective Experiences for Promoting Self-Authorship     

Patricia M. King  Marcia B. Baxter Magolda  James P. Barber  Marie Kendall Brown  Nathan K. Lindsay 《Mind, Brain, and Education》2009,3(2):108-118

ABSTRACT—Many national studies have identified types of experiences that are associated with enhancing college students' learning. This study contributes to the small but growing body of research on transformative educational experiences that assist and enable college students to develop ways of understanding and being in the world that help them adapt and respond to life's complexities and prepare for future civic, occupational, and family roles. The focus of this exploratory study is on those experiences that had a positive impact on college students' development toward self-authorship ( Baxter Magolda, 2001 ; Kegan, 1994 ). Using interview data from the Wabash National Study of Liberal Arts Education, we analyzed 300 selected experiences from 174 students. We found that students' approaches to interpreting and understanding their experiences was the major student characteristic that affected their learning (the effect of the experience). We then mapped these findings onto a sequenced developmental curriculum designed to promote self-authorship.  相似文献   

Statement on support for biomedical ethics research     

Barber B;National Science Foundation. Ad Hoc Advisory Committee for the Program on Ethics  Value Issues in Science  Technology 《Science, technology & human values》1983,8(1):56-57

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