Fear potentiation of the acoustic startle reflex using noises of various spectral frequencies as conditioned stimuli     

Serge Campeau  Michael Davis 《Learning & behavior》1992,20(2):177-186

The effectiveness of noise of various intensities and frequencies in modulating the amplitude of the acoustic startle reflex was evaluated, as a preliminary test of the capacity of these noises to produce consistent and reliable fear-potentiated startle in rats. It was determined that bands of noise containing high frequencies (greater than 10 kHz) tend to unconditionally reduce acoustic startle responses, probably by masking the high-frequency startle-eliciting stimulus. Noise containing high frequencies produced reliable fear-potentiated startle only when its estimated unconditioned startle suppression was subtracted from the enhancement obtained after pairing it with footshocks. Noises devoid of high frequencies produced modest-unconditioned startle enhancements and the most robust and reliable fear-potentiated startle when they were paired with footshocks. A nonmonotonic relationship between training shock intensity and the level of fear-potentiated startle was also exhibited when a low-frequency noise was used as a conditioned stimulus, a finding consistent with previous studies in which a visual stimulus was used. Finally, a differential Pavlovian conditioning procedure indicated that rats could readily discriminate between two different low-frequency bands of noise. The outcome of these experiments indicates that it is easier to employ low-frequency bands of noise to obtain auditory fear-potentiated startle with high-frequency startle-eliciting stimuli.  相似文献   

Deaf college students' comprehension of relational language in arithmetic compare problems     

Kelly RR  Lang HG  Mousley K  Davis SM 《Journal of deaf studies and deaf education》2003,8(2):120-132

In this study of deaf college students' performance solving compare word problems, relational statements were either consistent or inconsistent with the arithmetic operation required for the solutions. The results support the consistency hypothesis Lewis and Mayer (1987) proposed based on research with hearing students. That is, deaf students were more likely to miscomprehend a relational statement and commit a reversal error when the required arithmetic operation was inconsistent with the statement's relational term (e.g., having to add when the relational term was less than). Also, the reversal error effect with inconsistent word problems was magnified when the relational statement was a marked term (e.g., a negative adjective such as less than) rather than an unmarked term (e.g., a positive adjective such as more than). Reading ability levels of deaf students influenced their performance in a number of ways. As predicted, there was a decrease in goal-monitoring errors, multiple errors, and the number of problems left blank as the reading levels of students increased. Contrary to expectations, higher reading skills did not affect the frequency of reversal errors.  相似文献   

Interaction and the Development of Communication in the Under Twos: Issues for practitioners working with young children in groups     

Joy Jarvis  Sue Lamb 《Early Years: An International Journal of Research and Development》2001,21(2):129-138

This article considers the role of adult-child interaction in the communication development of children under two. It specifically investigates the situation of a family with twins, where it may be more difficult to undertake sustained, supportive interactions with two children at the same time. The study identifies strategies used by the family to support the children's language development and suggests that these could be used in care settings where early years practitioners may be working with under twos in small group contexts.  相似文献   

Better beware: comparing metacognition for phishing and legitimate emails     

Canfield  Casey Inez  Fischhoff  Baruch  Davis  Alex 《Metacognition and Learning》2019,14(3):343-362

Metacognition and Learning - Every electronic message poses some threat of being a phishing attack. If recipients underestimate that threat, they expose themselves, and those connected to them, to...  相似文献   

Characteristics of poor readers of Korean hangul: Auditory,visual and phonological processing     

Kim  Jeesun  Davis  Chris 《Reading and writing》2004,17(1-2):153-185

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Music Education and Cultural Identity     

Robert A.  Davis 《Educational Philosophy and Theory》2005,37(1):47-63

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Secondary school educational practitioners’ experiences of school attendance problems and interventions to address them: a qualitative study     

Katie Finning  Kate Harvey  Darren Moore  Tamsin Ford  Becky Davis  Polly Waite 《Emotional and Behavioural Difficulties》2018,23(2):213-225

School attendance problems are associated with a range of adverse consequences, and educational practitioners play a role in identifying and responding to attendance problems. This qualitative study explored educational practitioners’ experiences of working with students with attendance problems and interventions to address them. Focus groups were conducted with sixteen practitioners across three secondary schools. Data were analysed using thematic analysis. Attendance problems were considered resource-intensive and emotionally challenging. Practitioners expressed difficulty understanding causes, although individual/family factors were emphasised over school factors. A range of interventions were described, including adaptations to school context and providing emotional support. Views on punitive approaches were mixed. Individualised interventions implemented at the first sign of problems, and a team approach, were considered important. Findings highlight the important role of educational practitioners in identifying attendance problems and implementing interventions. Recommendations include early intervention, team-work, and emotional support for students with, and staff responding to, attendance problems.  相似文献   

Using concept mapping to assist prospective elementary teachers in making meaning     

Nancy T. Davis 《Journal of Science Teacher Education》1990,1(4):66-69

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价值观教与学的途径   总被引：1，自引：0，他引：1  

卢德斯&#;R&#;奎苏姆宾  卓依&#;德&#;利澳 《中国德育》2006,1(12):21-25,44

一个可持续发展的知识型社会应以价值观为中心,尊重生命、尊重人的尊严、尊重社会和文化的多样性,将人类的劳动和工作作为自我实现和自我完善的源泉,同时也作为经济和社会发展的动力。教育者转变传统价值观教育模式,需应对四个挑战。奎苏姆宾博士提出了新的整合后的教学方法,即以认知、理解、评价和行动组成的四步教学法。这一方法提供了价值观教学的全面和统一的示范流程。  相似文献   

Fear-potentiated startle using three conditioned stimulus modalities     

William A. Falls  Michael Davis 《Learning & behavior》1994,22(4):379-383

The capacities of three different conditioned stimulus modalities (light, noise, and airflow produced by a fan) to produce fear-potentiated startle were evaluated. Previous experiments have shown that following either light-shock or noise-shock pairings, both the light and noise conditioned stimuli acquire the ability to potentiate the acoustically elicited startle response in rats (the so-calledfear-potentiated startle effect). In Experiment 1, the ability of airflow produced by a fan to act as a conditioned stimulus was investigated. Rats were given either paired or impaired fan-shock training followed by a test for fear-potentiated startle. The fan conditioned stimulus potentiated startle only in the group given explicit fan-shock pairings. In Experiment 2, we evaluated the discriminability of the three conditioned stimulus modalities. Rats were given light, noise, or fan-shock pairings and were subsequently tested for fear-potentiated startle with the trained conditioned stimulus as well as the two remaining novel conditioned stimuli. Only the trained conditioned stimulus potentiated startle. These results show that fear-potentiated startle can be produced with three discriminable conditioned stimulus modalities, allowing the future use of fear-potentiated startle in the investigation of higher order conditioning phenomena.  相似文献