The role of comparison in perceptual learning: effects of concurrent exposure to similar stimuli on the perceptual effectiveness of their unique features     

Rodríguez G  Blair CA  Hall G 《Learning & behavior》2008,36(2):75-81

In three experiments, rats were given concurrent exposure to a compound flavor (AX) and to one of the elements of the compound (X). The perceptual effectiveness of A was then assessed by a test involving generalization of a conditioned aversion. Comparison was made with a preexposure procedure in which the compound and the common element were presented on separate trials, either in alternation or in separate blocks of trials. The effectiveness of the unique cue was less after blocked preexposure than after either of the other procedures; concurrent preexposure did not produce a greater effect than did alternating preexposure. These results challenge the suggestion that concurrent preexposure engages a special comparison process that will facilitate this form of perceptual learning.  相似文献   

The introduction of infinite durability to an information good and the decision to buy or rent: evidence from the film industry     

Gabriel Pablo Axarlian 《Journal of Media Economics》2017,30(3):121-142

Home entertainment markets have seen dramatic declines in revenues over the last 10 years due to the digital revolution, making new adaptation strategies of crucial importance to maintaining existing profitability. Recently, the film industry has worked with related firms to develop a standardized ecosystem for the sale and access to digital versions of their films. This system, known as UltraViolet, embodies infinite durability; the perpetual access to a purchased film across computing platforms and time. The author makes use of exogenous variation in the implementation of this system to study the effect the introduction of this new feature has had on the decision to buy or rent. His findings show that the inclusion of infinite durability creates enough value to spur increased purchasing behavior. Also, the inclusion of infinite durability creates a high degree of substitutability amongst products that include it in purchase markets. Lastly, the author found evidence that the lack of inclusion of infinite durability will spur consumers to rent rather than buy.  相似文献   

Perceived environment in relation to objective and self-reported physical activity in Spanish youth. The UP&DOWN study     

Laura Garcia-Cervantes  Gabriel Rodríguez-Romo  Irene Esteban-Cornejo  Verónica Cabanas-Sanchez  Álvaro Delgado-Alfonso  José Castro-Piñero 《Journal of sports sciences》2016,34(15):1423-1429

The aims of the present study were to assess the association of environmental perception with objective and self-reported physical activity (PA) and the relation between environmental perception and meeting PA recommendations on children and adolescents. A sample of 1520 youth (770 boys) aged 8–18 years (12.1 ± 2.5 years) from the UP&;DOWN study were included in the data analyses. Environmental perception was assessed with the short adapted version of the ALPHA environmental questionnaire. PA was objectively (accelerometers) and self-reported measured (PA Questionnaire for Children, Patient-centered Assessment and Counseling for Exercise Questionnaire and Finnish PA Index). Linear regression models were used to assess the association of environmental perception with PA. Bivariate logistic regression models were used to assess differences between environmental perception and meeting PA recommendations. Environmental perception was positively associated with both objective and self-reported PA. Some differences were found in the association of environmental perception and PA between sex- and age-specific groups. Youth who perceived a more favourable environment were more likely to meet PA recommendations (at least 60 min · day^?1 of moderate to vigorous PA (MVPA)). Results suggest that environmental perceptions of children and adolescents may play an important role in achieving higher levels of PA.  相似文献   

Effect of acute L-Alanyl-L-Glutamine and electrolyte ingestion on cognitive function and reaction time following endurance exercise     

Gabriel J. Pruna  William P. McCormack  Adam R. Jajtner  Jeremy R. Townsend  Jonathan D. Bohner 《European Journal of Sport Science》2016,16(1):72-79

The purpose of this study was to examine the effect of the L-Alanyl-L-Glutamine dipeptide (AG) on cognitive function and reaction time (RT) following endurance exercise. Twelve male endurance athletes (23.5 ± 3.7 y; 175.5 ± 5.4 cm; 70.7 ± 7.6 kg) performed four trials, each consisting of running on a treadmill at 70% of VO₂max for 1h, then at 90% of VO₂max until exhaustion. One trial consisted of no hydration (DHY), another required ingestion of only a sports electrolyte drink (ED) and two trials required ingestion of a low dose (LD; 300 mg·500 ml^?1) and high dose (HD) of AG (1 g·500ml^?1) added to the ED. Cognitive function and reaction tests were administered pre- and post-exercise. Magnitude based inferences were used to analyze ? cognitive function and ? reaction test data. Results indicated that DHY had a possible negative effect on number of hits in a 60-sec reaction test compared to LD and HD, while ED appeared to have a negative effect compared to HD. Analysis of lower body quickness indicated that LD and HD were likely improved in comparison to DHY. Performance on the serial subtraction test appeared to be possibly better in ED than DHY, while other comparisons between groups regarding cognitive function were unclear. In conclusion, rehydrating with AG during submaximal exercise may maintain or enhance subsequent RT in upper and lower body activities compared to DHY. These same effects were not apparent when participants consumed ED.  相似文献   

Supporting Latino high school students’ science motivational beliefs and engagement: examining the unique and collective contributions of family,teachers, and friends     

Sandra D. Simpkins  Yangyang Liu  Ta-Yang Hsieh  Gabriel Estrella 《教育心理学》2020,40(4):409-429

Abstract

High school underrepresented minority students in the US are at an increased risk of dropping out of the STEM pipeline. Based on expectancy-value theory, we examined if Latino students’ perception of support from parents, siblings/cousins, teachers, and friends in 10th grade predicted their science ability self-concepts and values, which in turn predicted their classroom engagement. Survey data were collected from 104 Latino high school students and their science teachers. The findings suggest that adolescents’ perceptions of overall support and home-based support predicted adolescents’ science ability self-concepts at 10th grade while controlling for their 9th grade self-concepts. Although adolescents reported high support from teachers, teacher or school-based support alone was not a strong correlate of their motivational beliefs. Perceived support was indirectly related to classroom engagement through adolescents’ ability self-concepts. Feeling supported across home and school may be necessary to sustain adolescents’ science motivational beliefs and, in turn, their science classroom engagement.  相似文献   

Participants’ views of the use of video in lesson study in higher education in Spain: An exploratory multiple case study     

Gabriel Hervas  José Luis Medina  María Paz Sandín 《Journal of Research on Technology in Education》2020,52(4):461-473

Abstract

Lesson study (LS) is a process through which teachers design, teach and discuss a lesson collaborating with colleagues. Sometimes, it includes video recording the lesson so teachers can use videos to later discuss the lesson and its improvement, however, there is little research addressing the consequences of doing it. This article investigates participants’ perceptions and use of video within LS. Results show that participants perceived video in LS as viable and with potential to stimulate reflection and to improve lessons, but also evince that video affects the outcomes, management and sustainability of LS. We analyze and discuss its potential and the challenges it poses, suggesting ideas for its implementation.  相似文献   

Can we encourage girls’ mobility towards science-related careers? Disconfirming stereotype belief through expert influence     

Leila Selimbegovic  Armand Chatard  Gabriel Mugny 《European Journal of Psychology of Education - EJPE》2007,22(3):275-290

A study was conducted to explore expert influence as a possible way to encourage girls’ mobility towards math- and science-related careers. High school students were exposed to an expert source presenting “scientific evidence” that contrary to stereotype, girls are better than boys in all subject domains. Beliefs related to stereotype content, self-evaluations and intentions to engage in math- and science-related careers were assessed before and after exposure to influence. While most participants were influenced at the level of stereotype content, only girls who did not personally believe the stereotype prior to influence, and boys who did, increased their intentions to engage in math/science-related careers. Implications of the findings are discussed, with an emphasis on the possible ways to influence girls who firmly believe in the stereotype.  相似文献   

A Dark Knight for public education: Using Batman as an apparatus of diffraction with neoliberal education reform     

Gabriel Huddleston 《Review of Education, Pedagogy & Cultural Studies》2016,38(5):468-489

  相似文献   

Book Reviews     

Gabriel Moran 《Religious education (Chicago, Ill.)》2013,108(4):490-502

  相似文献   

A Psychometric Evaluation of the Self-Presentational Efficacy Scale     

Larkin Lamarche  Kimberley L. Gammage  Philip J. Sullivan  David A. Gabriel 《Measurement in physical education and exercise science》2013,17(2):120-134

This study examined the psychometric properties of the Self-Presentational Efficacy Scale (SPES) developed by Gammage, Hall, and Martin Ginis (2004 Gammage, K. L., Hall, C. R. and Martin Ginis, K. A. 2004. Self-presentation in exercise contexts: Differences between high and low frequency exercisers. Journal of Applied Social Psychology, 34: 1638–1651. [Crossref], [Web of Science ®] , [Google Scholar]). University students (196 men and 269 women) completed the SPES and measures of social physique anxiety, fear of negative evaluation, and physical activity. Participants also completed the SPES a second time. A series of multivariate data analyses were conducted to examine the SPES's factor structure. Confirmatory factor analysis indicated a 3-factor model, with each factor representing a distinct latent variable. Acceptable internal consistency and test–retest reliability were found. Evidence of concurrent validity with respect to sex and exercise status was demonstrated. Convergent validity was also shown, as relationships to exercise participation and self-presentational anxiety were found. Future research should assess the reliability and validity of the SPES in other samples and the relative and unique contribution of the three factors in predicting exercise-related outcomes.  相似文献