Early Adverse Experiences and Repeated Wheezing From 6 to 30 Months of Age: Investigating the Roles of Hypothalamic–Pituitary–Adrenal Axis Functioning,Child Sex,and Caregiving Sensitivity     

Allison Frost  Michelle Bosquet Enlow  Ashley J. Malin  Kristin Bernard  Rosalind J. Wright 《Child development》2021,92(6):e1260-e1274

This study examined associations among early adversity, diurnal cortisol, child sex, and caregiver sensitivity at age 6 months in relation to wheezing in children (47% male) followed to 30 months. Analyses included 676 mother-child dyads, 393 of whom completed an observational caregiver sensitivity measure. Participants were primarily ethnic minorities (42.7% Black, 25.4% Hispanic); 22.1% of children had ≥ 1 wheezing episode. Higher adversity was associated with increased wheeze frequency and blunted diurnal cortisol slope. The indirect effect of adversity on wheezing through cortisol slope was significant for females, but not males. Higher caregiver sensitivity was protective against wheezing for males, but not females, with high cortisol. Findings suggest complex associations among adversity, cortisol, child sex, and caregiver sensitivity in predicting wheezing.  相似文献   

科学博物馆与科学中心——演化路径与当代趋势          下载免费PDF全文

伯纳德·希尔  高秋芳 《自然科学博物馆研究》2016,1(4):79-89

将科学博物馆、科学中心、探索中心等互动型科学博物馆与中心统称为科学博物馆与科学中心(简称为SMC)。在澄清SMC内涵的基础上,按SMC的展示理念变迁将其发展的三个历史阶段划分为:技术史展示阶段,展示现代科学和增强科学知识阶段,促进科学大众化与知识扩散阶段。并在公众与科学技术新的互动社会与环境下,指出SMC面临的挑战,提出SMC向第四个阶段,即注重科学技术与社会的关系和尊重公众的主动地位阶段演进的趋势。在科学与社会互动的语境中全面思考科学博物馆与科学中心的定位与演进趋势。  相似文献   

A methodological morass? How we can improve quantitative research in distance education     

Robert Bernard  Philip Abrami  Yiping Lou  Evgueni Borokhovski 《Distance Education》2004,25(2):175-198

This article is about the quantitative research practices and methodologies that are used in distance education (DE). It begins with an analysis and assessment of a segment of the DE research literature, DE/classroom comparison studies, based on a recently completed meta-analysis of that literature from 1985 to 2002. Overall, the 232 studies reviewed were judged to be of poor methodological quality and severely lacking in critical information about research practices. Studies of synchronous and asynchronous DE are discussed separately and recommendations are made for improving designs and measures within these patterns. Suggestions for future quantitative research areas are provided. In discussing these findings, we recognize that high-quality research is being conducted in the field and that qualitative forms of research contribute greatly to the mosaic of evidence that is the base of available knowledge about DE. Finally, three organizations, the What Works Clearinghouse (USA), EPPI-Centre (UK), and the Campbell Collaboration (international), all devoted to improving the quality of research and research synthesis in education, are described briefly; suggestions are made as to how their philosophies and approaches for judging the worthiness of research evidence can be used to improve DE research.  相似文献   

Research mentor: a tool to aid in the training of scientific investigators     

David Weiner  Judith Weiner 《British journal of educational technology : journal of the Council for Educational Technology》1996,27(1):5-14

We describe an intelligent mentor for teaching the ability to think scientifically. The student is given an arbitrary starting place in the matrix of knowledge surrounding an area of biomedical research. He/she then proposes hypotheses and supporting experiments which are checked against the knowledge base for agreement, consistency or contradiction. Agreement or consistency results in the report of successful experiments, thus advancing the student's "state-of-the-art." Contradiction results in failure of the experiment to support the hypothesis. In either case, a new hypothesis can then be proposed and tested, each step being potentially contingent on results of the last.
The knowledge base upon which the system operates is a frame-based implementation of the Biomatrix, augmented with pointers to literature citations. Each object (hypotheses, experiments, cells, animals, etc.) is described in terms of its properties and its relations to other objects. Thus, the matrix is represented as a semantic network. Other objects create the relations among the hypotheses, subhypotheses, experiments and other parts of the knowledge base.
This system provides experiential learning at a rate determined by the student, while saving costly resources.  相似文献   

Conditioned taste aversion in anesthetized rats: A reply to Burešová and Bureš     

Bernard M. Rabin  Joan S. Rabin 《Learning & behavior》1986,14(4):453-453

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Contextual cues and memory retrieval in rats: Alleviation of forgetting by a pretest exposure to background stimuli     

Bernard Deweer  Susan J. Sara  Bernard Hars 《Learning & behavior》1980,8(2):265-272

With a relatively complex maze, reliable forgetting is clearly seen when the training-test interval is 25 days. This forgetting is evidenced by the longer time taken to run the maze and in an increase in the number of errors from the last training trial to the first test trial. In this case, forgetting is a lapse, not a loss, since performance attains the last training trial level at a subsequent test. Furthermore, a reminder which does not in itself contain sufficient information to facilitate performance of a naive animal, significantly improves maze performance of animals which have “forgotten,” even on the first retention test. With the use of additional control groups, it is shown that there must be a memory lapse before contextual cues can be demonstrated to be effective in facilitating memory retrieval.  相似文献   

Datebook     

Michael O. C. January  Ervin L. Harlacher  Robert deKieffer  Joan Knaub  Bernard Franckowiak 《TechTrends》2003,47(3):54-54

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Do Costs Differ Between For-Profit and Not-for-Profit Producers of Higher Education?   总被引：1，自引：0，他引：1  

Laband  David N.  Lentz  Bernard F. 《Research in higher education》2004,45(4):429-441

In theory, not-for-profit organizations will be characterized by higher production costs per unit of output than for-profit producers of otherwise-identical goods/services, since profit maximization implies cost minimization per unit of output; breaking even does not imply cost minimization and, indeed, may imply inflated costs. We explore the empirical validity of this hypothesis in the context of higher education. Using 1996 data, we estimate multiproduct cost functions for 1,450 public, 1,316 private, not-for-profit, and 176 private, for-profit institutions of higher education in the United States. We fail to find a statistically significant difference between for-profit and not-for-profit private providers, but do find a statistically significant difference between private, not-for-profit institutions and public institutions.  相似文献   

Citations of shame; scientists are still trading on Nazi atrocities     

Dixon B 《New scientist (1971)》1985,105(1445):31

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Post-questioning, concept mapping and feedback: a distance education field experiment     

Robert M Bernard  Som Naidu 《British journal of educational technology : journal of the Council for Educational Technology》1992,23(1):48-60

This study was designed to assess the instructional potential of two learning strategies—post-questioning and concept mapping—in the presence and absence of systematic instructional feedback. It is a first attempt to test combinations of these treatments experimentally in the context of a course in distance education. Five research questions, drawn from the literature of post-questioning, concept mapping and feedback, were formulated to guide the design and analysis. Substantial differences in achievement outcomes were found for four of the five questions. These results are discussed in relation to the existing literature on outcomes of learning strategies and their implication for practice in distance education.  相似文献