CS–US interval determines the transition from overshadowing to potentiation with flavor compounds     

Batsell WR  Wakefield E  Ulrey LA  Reimink K  Rowe SL  Dexheimer S 《Learning & behavior》2012,40(2):180-194

The present series of five flavor aversion experiments with rat subjects examined compound conditioning at varying CS-US intervals. Using a taste-taste design, Experiments 1A and 1B demonstrated overshadowing at a 0-min CS-US interval and potentiation at a 120-min CS-US interval, and these effects occurred with both tastes of the compound. Experiment 2 showed that the aversion to a single element is reduced when the CS-US interval is increased to 120 min, but the aversion for a compound taste is not. Experiments 3A and 3B explored odor + taste compound conditioning; the results demonstrated odor potentiation across the trace interval and a transition from taste overshadowing to taste potentiation. Collectively, the data show that the change from overshadowing to potentiation was not due to changes in the aversions produced by compound conditioning but, instead, was due to a more rapid loss of conditionability across a trace interval prior to the US in single-element conditioning. These experiments suggest that following compound conditioning, the aversion to each element represents generalization decrement from the configured compound, but the designation of overshadowing or potentiation actually depends on the status of conditioning in the single-element control.  相似文献   

Further Examination of a Curriculum-Based Value-Added Model for Teacher Preparation: Exploring the Role of Teachers’ Behavior on K–12 Student Learning     

Jazarae K. McCormick  John D. Morris  Lawrence A. Heiser  Katie M. Miller 《The Teacher Educator》2019,54(1):60-71

Multiple threats to validity and reliability exist when value-added models (VAMs) rely wholly on standardized assessments to measure the relationship between teachers and their K–12 students’ learning gains. Research on a curriculum-based VAM, built on evidence-based practices, continues to establish an explicit link between teacher candidates’ instruction and their K–12 students’ learning gains. Statistical tests of association were used to analyze measures of student learning and university supervisors’ ratings during classroom observations with a department instrument, the Narrative Observation Scale. Results from a sample of 23 teacher candidates revealed that (a) two measures of student learning were related and attributed to candidates’ instruction, and (b) 67.6% of the variance in the percentage of K–12 students meeting their specific learning objectives was accounted for by the teacher candidates’ mastery of specific classroom management behaviors. Limitations and directions for future research are discussed regarding continued efforts to refine a rational, curriculum-based VAM.  相似文献   

Acknowledgments     

George D. Kuh  Katie Branch Douglas  Jon P. Lund 《ASHE Higher Education Report》1994,23(8):xv-xvi

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Testosterone during pregnancy and gender role behavior of preschool children: a longitudinal,population study   总被引：3，自引：0，他引：3  

Hines M  Golombok S  Rust J  Johnston KJ  Golding J;Avon Longitudinal Study of Parents  Children Study Team 《Child development》2002,73(6):1678-1687

Levels of testosterone (T) and sex hormone-binding globulin (SHBG) were measured in blood samples from pregnant women and related to gender role behavior in 342 male and 337 female offspring at the age of 3.5 years. Gender role behavior was assessed using the Pre-School Activities Inventory, a standardized measure on which a parent indicates the child's involvement with sex-typical toys, games, and activities. Levels of T, but not SHBG, related linearly to gender role behavior in preschool girls. Neither hormone related to gender role behavior in boys. Other factors, including the presence of older brothers or sisters in the home, parental adherence to traditional sex roles, the presence of a male partner in the home, and maternal education, did not relate to gender role behavior in this sample and did not account for the relation observed between T and behavior. Although other, unmeasured factors may explain the relation, the results suggest that normal variability in T levels prenatally may contribute to the development of individual differences in the gender role behavior of preschool girls.  相似文献   

An Exploratory Evaluation of Conjoint Behavioral Consultation to Promote Collaboration Among Family,School, and Pediatric Systems: A Role for Pediatric School Psychologists     

Susan M. Sheridan  Emily D. Warnes  Kathryn E. Woods  Carrie A. Blevins  Katie L. Magee  Cynthia Ellis 《Journal of educational and psychological consultation》2013,23(2):106-129

Pediatric school psychology is a relatively new subspecialty in the field; however, few specific, prescribed roles have been articulated, and fewer have yielded preliminary efficacy data. In this exploratory study, the acceptability and potential efficacy of conjoint behavioral consultation (CBC) as a model for linking families, schools, and pediatric settings to address concerns for children with medical issues were evaluated. Twenty-nine children, their parents, teachers, and consultants were involved in conjoint consultation, a model of cross-system collaboration to address shared concerns of medically referred children. In this structured indirect service delivery model, parents, teachers, and school psychology pediatric consultants worked collaboratively in interdisciplinary problem solving and joint decision making with extensive input regarding medical issues from a developmental pediatrician. Outcome measures included parent and teacher observations of child functioning across home and school settings as a result of consultation-mediated interventions and social validity indices assessing acceptability and consumer satisfaction. Results suggested that CBC is a socially valid procedure for addressing concerns of medically referred children across home and school systems. Both parents and teachers reported the consultation process to be highly acceptable. Preliminary effect size analyses of child outcomes, derived from uncontrolled case study designs, suggest generally positive effects across home and school, although limitations with the methodology preclude conclusive statements. Research is needed to determine the contexts and conditions under which the model is more or less effective using rigorous controlled trials.  相似文献   

The Relationship between Student Perceptions of Instructor Power and Classroom Justice This manuscript was presented as part of the Top Paper Panel to the Instructional Practices Interest Group of the Eastern Communication Association at its annual meeting in Pittsburgh, 2005.     

Michelle L. Paulsel  Katie N. Dunleavy 《Communication Research Reports》2013,30(3):207-215

The study investigated the relationships between student perceptions of instructor power and classroom justice. Partial correlations controlling for student grade expectations indicated that student perceptions of their instructors’ use of coercive, legitimate, referent, and expert power were related to perceptions of fairness in the classroom. Student perceptions of instructor use of reward power were not related to perceptions of any type of classroom justice.  相似文献   

Daughters' Perceptions of Communication with Their Fathers: The Role of Skill Similarity and Co-Orientation in Relationship Satisfaction     

Katie Neary Dunleavy  Melissa Bekelja Wanzer  Elyse Krezmien  Kim Ruppel 《Communication Studies》2013,64(5):581-596

This study examines the communication skill similarity between fathers and daughters. Participants were 186 daughters who identified perceptions of both their own communication competence and their father's communication competence. Results indicated that perceived similarity was related to relational satisfaction and quantity of communication. Using the Family Communication Pattern (FCP) model, father-daughter relationship satisfaction and communication skill similarity varied depending on the family type (i.e., consensual, pluralistic, protective, laissez-faire).  相似文献   

Improving the Museum Experiences of Children with Autism Spectrum Disorders and Their Families: An Exploratory Examination of Their Motivations and Needs and Using Web‐based Resources to Meet Them     

Lesley A. Langa  Pino Monaco  Mega Subramaniam  Paul T. Jaeger  Katie Shanahan  Beth Ziebarth 《Curator: The Museum Journal》2013,56(3):323-335

Through a partnership with a local school, the Smithsonian Institution and the Information Policy and Access Center at the University of Maryland conducted an exploratory study to examine the motivations and needs of families visiting museums with children with Autism Spectrum Disorders (ASDs). This study represents one of the first undertakings to study visitors with ASDs, especially children, through a primarily qualitative data collection. Interest‐driven enjoyment emerged as a primary motivation, though to relax and to socialize outside of the family boundaries were not ranked as important motives for visiting museums. Children, who were directly interviewed, gave positive assessments of their museum experiences, while parents commented that challenges, both museum‐ and family‐related (crowds, loud noise, not feeling welcome, and a child's unpredictable behavior) surfaced in public settings like museums. Parents desired a “typical family outing” with their ASDs child, stating that manageable and safe environments helped families experience a museum.  相似文献   

Choice? Factors That Influence Women’s Decision Making for Childbirth     

Mary Regan  Katie G. McElroy  Kristin Moore 《The Journal of perinatal education》2013,22(3):171-180

This article reports the findings from a mixed-methods study on factors that influence women’s decisions about birth, with the view that women’s decision making about birth can affect the use of cesarean surgery. Data was collected from focus groups and structured postpartum interviews and was analyzed using the Consensual Qualitative Research method. The findings relate specifically to the factors reported as influential in making decisions about birth including how the women categorized, prioritized, and/or favored certain types of knowledge about modes of birth. Four major information categories were identified but only stories about birth and/or attending a birth appeared to have a lasting effect on birth choices. These findings have implications for prenatal and perinatal education and nursing practice.  相似文献   

Characteristics of Children Who Struggle with Reading: Teachers and Speech-Language Pathologists Collaborate to Support Young Learners     

Katie E. Squires  Sandra L. Gillam  D. Ray Reutzel 《Early Childhood Education Journal》2013,41(6):401-411

Speech language pathologists (SLPs) have developed specialized knowledge about oral language and its relationship to early literacy development that can be particularly useful to early childhood educators. The purpose of this article is to highlight ways in which an SLP can support early childhood teachers in a Response to Intervention role by assessing and facilitating young students’ early literacy acquisition. In this article, we observe students who are struggling to attain one of the Common Core State Standards, discuss factors that may inhibit their typical development of early literacy, and illustrate several evidenced-based instructional practices to assist young students who struggle with reading to achieve success.  相似文献