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Animals working for heat in a cold environment increase responding when reward duration is reduced, but in many instances the increase in responding is not sufficient to prevent a decrease in the amount of heat obtained. Eight experiments were conducted to investigate the reason why rats’ barpress responses for heat are less efficient at short reward durations. The results show that a ceiling effect is not involved and also that improper response-topography or differences in whole-body heat absorptivity or in response effort cannot explain the phenomenon. Evidence was found for the hypothesis that response rate does not increase sufficiently at short reward durations because many short rewards produce a greater afferent signal than do few long rewards. This inequality seems to be caused by characteristics of the stimuli that result in a greater relative change in skin temperature (ΔT) or in the rate of change of skin temperature (δT/δt) for short-duration rewards. 相似文献
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Carlisle JE Feezell JT Michaud KE Smith ER Smith L 《Public understanding of science (Bristol, England)》2010,19(5):514-527
Our study examines how individuals decide which scientific claims and experts to believe when faced with competing claims regarding a policy issue. Using an experiment in a public opinion survey, we test the source content and credibility hypotheses to assess how much confidence people have in reports about scientific studies of the safety of offshore oil drilling along the California coast. The results show that message content has a substantial impact. People tend to accept reports of scientific studies that support their values and prior beliefs, but not studies that contradict them. Previous studies have shown that core values influence message acceptance. We find that core values and prior beliefs have independent effects on message acceptance. We also find that the sources of the claims make little difference. Finally, the public leans toward believing reports that oil drilling is riskier than previously believed. 相似文献
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Robert D.B. Carlisle James W. Brown Dean T. Jamison Steven J. Flees Stuart J. Wells 《Communication Booknotes Quarterly》2013,44(2):32-34
Patterns of Performance: Public Broadcasting and Education: 1974-76 compiled by Robert D.B. Carlisle ($3.00, 146 pp., paper) Public Radio/Television Survey: January-February 1978 (issued in four reports, Summer 1978) The Economics of New Educational Media (Paris: Unesco and New York: Unipub, 1977—$11.90, paper) James W. Brown, ed. Educational Media Yearbook: 1978 (New York: Bowker, 1978—$25.00) The Public Broadcasting Report (Television Digest, 1836 Jefferson Place NW, Washington, D.C. 20036—$127 per year/biweekly) Dean T. Jamison, Steven J. Flees, and Stuart J. Wells' The Costs of Educational Media: Guidelines for Planning and Evaluation (Beverly Hills, Calif.: Sage Publications, 1978—$16.95/7.95) 相似文献
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The purpose of the project was to investigate students' incidental word learning in science classes that depended on discussion and hands-on activities. In separate studies, 4th- and 8th-grade students were given pretests and posttests that assessed depth of knowledge of topical words used in a single unit. In both studies, students made significant improvement in their knowledge of topical words; knowledge of nontopical words did not improve. Students who started the unit with partial knowledge of topical words were likely to learn meanings appropriate for the unit. Depth of topical word knowledge also contributed significantly to improvement on a test of applied problems. While significant incidental word learning occurred over the science units, students with little or no understanding of topical words at the outset tended to make limited progress in both word learning and learning the ideas and information of the unit. The educational implications are potentially serious and need to be explored in further studies. Copyright 2000 Academic Press. 相似文献
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While science classes are believed to be interactive learning environments, offering varied ways for students to learn, some experts believe that learning disabled (LD) students should be monitored closely in such settings because of difficulties adjusting to the social, behavioral, and academic demands. The purpose of this paper is to determine whether LD fourth and sixth graders show difficulties adjusting to the demands of their mainstream science classes and to investigate two means of assessing LD students’ functioning in these classes: paired questionnaires for teachers and students and a science curriculum-based assessment (CBA). Subjects include 31 fourth graders (9 LD) and 38 sixth graders (13 LD). Results show that the LD students had significant weaknesses on some subtests of the science CBA relative to their peers; additionally, they rated themselves and were rated by their teachers significantly more negatively than their Non-LD peers. These results suggest the potential value of monitoring LD students in mainstream science classes. Case studies of LD students reveal mismatches in the perception of the student and teacher regarding the student’s adjustment and classroom habits. Examination of these case studies is used to suggest ways in which the collaboration of student and teacher as well as regular and special education teachers might aid the student. 相似文献
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Amanda P. Goodwin Yaacov Petscher Joanne F. Carlisle Alison M. Mitchell 《Journal of Research in Reading》2017,40(1):91-117
This study examined the dimensionality of morphological knowledge. The performance of 371 seventh‐ and eighth‐graders on seven morphological knowledge tasks was investigated using confirmatory factor analysis. Results suggested that morphological knowledge was best fit by a bifactor model with a general factor of morphological knowledge and seven specific factors, representing tasks that tap different facets of morphological knowledge. Next, structural equation modelling was used to explore links to literacy outcomes. Results indicated the general factor and the specific factor of morphological meaning processing showed significant positive associations with reading comprehension and vocabulary. Also, the specific factor of generating morphologically related words showed significant positive associations with vocabulary, while specific factors of morphological word reading and spelling processing showed small negative relationships to reading comprehension and vocabulary. Findings highlight the complexity of morphological knowledge and suggest the importance of being cognizant of the nature of morphology when designing and interpreting studies. 相似文献
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Joanne F. Carlisle 《Reading and writing》1993,5(4):339-353
The purpose of this study was to investigate the extent to which study of Latin might influence high school students' improvement in spelling. Skilled and less skilled spellers who chose to study Latin or other second languages in ninth-grade were given a standardized and an experimental spelling test, which allowed for a comparison of their spelling of words of Latin and Greek origin, both in the fall of their ninth-grade and the spring of their eleventh-grade year. While skilled spellers generally made greater progress than less skilled spellers, the students of Latin did not outperform students of other second languages either on the standardized spelling test or specifically on words of Latin origin. Analysis of errors on the experimental test indicated that certain words of Latin origin were misspelled as frequently by eleventh as by ninth graders; these may have affected the lower rate of improvement on words of Latin origin, in contrast to the words of Greek origin. The results suggest particular ways in which the relationship of spelling proficiency and study of language might be investigated further. 相似文献
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Erin?Carlisle Lindsey?Stanley Kristen?Mary?KempleEmail author 《Early Childhood Education Journal》2005,33(3):155-162
Family involvement in schooling can benefit young children, teachers, and families. Family involvement in schools can be influenced by both school-related and family-related factors. School-related factors include teachers’ attitudes toward families, and school and teacher expectations. Family-related factors include ethnicity, prior school experiences, and family work schedules. Teachers who recognize and understand these influences can employ a variety of strategies to facilitate the involvement of families in the school experience of young children. 相似文献