Recovery from blocking achieved by extinguishing the blocking CS     

Aaron P. Blaisdell  Lisa M. Gunther  Ralph R. Miller 《Learning & behavior》1999,27(1):63-76

Extinction-induced attenuation of single-phase and two-phase blocking was examined with rats in a conditioned lick-suppression task. In Experiment 1, which compared the effectiveness of single- and two-phase blocking, it was found that single-phase blocking was facilitated by the initiation of training with an A-US trial rather than an AX-US trial. Single-phase (but not two-phase) blocking was attenuated as a result of 200 extinction trials with the blocking stimulus (Experiment 2). Experiment 3 revealed recovery from two-phase blocking after 800 extinction trials with the blocking stimulus. Recovery from both types of blocking was specific to the blocked CS trained in compound with the extinguished stimulus (Experiment 4). This is the first article to report that the blocking deficit can be reversed by extinguishing the blocking stimulus. These results are discussed in light of acquisition models (i.e., retrospective revaluation) and expression models (i.e., the comparator hypothesis).  相似文献   

A Nontraditional Approach to Cardiac Rehabilitation in the Dialysis Center for a Patient with End-stage Renal Disease Following Coronary Artery Bypass Surgery: A Case Report     

Lisa W McVey  Ellen Hillegass 《Cardiopulmonary Physical Therapy Journal》2010,21(4):14-21

  相似文献   

Bringing Science to Life Through Community-Based Watershed Education   总被引：2，自引：1，他引：1  

Donahue  Timothy P.  Lewis  Lisa Bryce  Price  Lawrence F.  Schmidt  David C. 《Journal of Science Education and Technology》1998,7(1):15-23

Four elements of successful student-scientist partnerships (SSPs) have been identified through experience in a wide variety of educational settings. SSPs should: use an inquiry-based approach to education; be built around authentic, community-based investigations; let students be scientists; and allow scientists to be educators. Each element is discussed and illuminated with examples from case studies of watershed education programs that are based on an interdisciplinary, action-oriented watershed education model developed by the Global Rivers Environmental Education Network (GREEN).  相似文献   

Asynchronous discussion forum design to support cognition: effects of rubrics and instructor prompts on learner’s critical thinking,achievement, and satisfaction     

Giacumo  Lisa A.  Savenye  Wilhelmina 《Educational technology research and development : ETR & D》2020,68(1):37-66

Educational technology research and development - The purpose of this study was to test the effects of two metacognitive scaffolds on learners’ cognition by evaluating student critical...  相似文献   

Tool time: Gender and students' use of tools,control, and authority     

M. Gail Jones  Laura Brader‐Araje  Lisa Wilson Carboni  Glenda Carter  Melissa J. Rua  Eric Banilower  Holly Hatch 《科学教学研究杂志》2000,37(8):760-783

In this study, we examined how students used science equipment and tools in constructing knowledge during science instruction. Within a geographical metaphor, we focused on how students use tools when constructing new knowledge, how control of tools is actualized from pedagogical perspectives, how language and tool accessibility intersect, how gender intersects with tool use, and how competition for resources impacts access to tools. Sixteen targeted students from five elementary science classes were observed for 3 days of instruction. Results showed gender differences in students' use of exclusive language and commands, as well as in the ways students played and tinkered with tools. Girls tended to carefully follow the teacher's directions during the laboratory and did little playing or tinkering with science tools. Male students tended to use tools in inventive and exploratory ways. Results also showed that whether or not a student had access to his or her own materials became indicative of the type of verbal interactions that took place during the science investigation. Gender‐related patterns in how tools are shared, how dyads relate to the materials and each other, and how materials are used to build knowledge are described. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 760–783, 2000  相似文献   

Does fundamental movement skill proficiency vary by sex,class group or weight status? Evidence from an Irish primary school setting     

Lisa Kelly  Siobhán O’Connor  Andrew J. Harrison  Níamh J. Ní Chéilleachair 《Journal of sports sciences》2019,37(9):1055-1063

This study examined fundamental movement skill (FMS) proficiency among male (N = 216) and female (N = 198) Irish primary school pupils from Year 2 to Year 7 (9.0 ± 1.7 years). Following anthropometric measurements, participants were video-recorded performing 15 FMS and scored using the TGMD-3, Victorian Fundamental Movement skills Manual and the Get skilled: Get active guidelines. Percentage mastery ranged between 1.4% (gallop) and 35.7% (slide). A two-way ANOVA evaluated the effect of sex (male/female) and class group (Year 2/3/4/5/6/7) on individual skills, locomotor subtest, object-control subtest and total TGMD-3 (GMQ) scores. No significant sex ×class interaction effects were found. Large effect sizes were reported for male superiority in object-control subtest (η_p² = 0.26) and GMQ (η_p² = 0.16) scores (both p < 0.001). Older classes had higher object-control subtest scores than younger classes, but scores plateaued after Year 5. Furthermore, overweight participants had significantly lower locomotor subtest (p < 0.001, d = 0.7), object-control subtest (p = 0.03, d = 0.3) and GMQ scores (p < 0.001, d = 0.5) than non-overweight participants. This study highlights very poor levels of FMS mastery among Irish schoolchildren and stresses the need for developmentally appropriate, FMS intervention programmes that are inclusive regardless of age, sex or weight status.  相似文献   

The feasibility of fundamental movement skill assessments for pre-school aged children     

Brooke Klingberg  Natasha Schranz  Lisa M. Barnett  Verity Booth  Katia Ferrar 《Journal of sports sciences》2019,37(4):378-386

Fundamental movement skill (FMS) assessment in preschools allows for early intervention; however it is unclear what assessments are feasible. The purpose of this review is to systematically review the feasibility of FMS assessments for pre-school aged children. The search was conducted across four databases, MEDLINE, Scopus, ERIC and SportsDiscus. Search terms included synonyms of “fundamental movement skills” and “pre-school children”. Inclusion criteria were: (i) FMS assessment; (ii) feasibility data; (iii) assessment of children aged three to six years; (iv) assessment of typically developing children; and (v) peer reviewed full text publications in English. Feasibility concepts (administration time, equipment, space, assessment type, item, training, qualification) were each coded as ‘poor = 1?, ‘average = 2? and ‘good = 3?; potential total of 21. A total of 330 full text articles were considered but a quarter (n = 86) were excluded due to no feasibility data. Sixty-five studies using 13 different FMS assessments were included. The Athletic Skills Track and DEMOST-PRE assessments were most feasible (18/21) and the Test of Gross Motor Development and Movement Assessment Battery for Children were common but among the least feasible (12–14/21). This review allows pre-school staff to choose a FMS assessment based on feasibility. Future studies need to present feasibility of assessments.  相似文献   

Can a teacher-led RCT improve adolescent girls’ physical self-perception and perceived motor competence?     

Natalie Lander  Judith Mergen  Philip J. Morgan  Jo Salmon  Lisa M. Barnett 《Journal of sports sciences》2019,37(4):357-363

Perceived and actual motor competence (MC) influence physical activity (PA) behaviour. Notably, both are lower in girls than in boys. This study aimed to investigate (i) whether a 12-week, teacher-led intervention that improves actual MC (Lander, N., Morgan, P. J., Salmon, J., & Barnett, L. M. (2017). Improving early-adolescent girls’ motor skill: A cluster randomized controlled trial. Medicine and Science in Sports and Exercise. 49(12), 2498–2505) could also improve adolescent girls’ physical self-perception and perceived MC, and (ii) whether change in actual MC is associated with post-intervention perceptions A randomized controlled trial with 171 girls (mean age 12.48 ± 0.34 years), measured perception (i.e., physical self-perception profile (PSPP) and pictorial scale of perceived movement skill competence (PMSC)) and actual MC (i.e., Victorian FMS Teachers’ Assessment Manual). Mixed models with post-intervention perception as the outcome, adjusting for baseline perception, group, and change in actual MC, as well as clustering, were performed. An interaction term between change in MC and intervention status was included to test the secondary aim. There were significant intervention effects on girls’ physical self-perception as well as their perceived MC. However, there was no association between change in actual MC across the intervention and post intervention perception. While the intervention improved both actual MC and perceived MC, they were not associated.  相似文献   

Imaginaries of Invention Management: Comparing Path Dependencies in East and West Germany     

Lisa Sigl  Liudvika Leišytė 《Minerva》2018,56(3):357-380

The ways in which societies and institutions institutionalize and practice invention management reflects not only how new ideas are valued, but also imaginaries about the role of science and technology for societal development. Often taking the US Bayh-Dole-Act as a model, many European states have recently implemented changes in how inventions at academic institutions are to be handled to optimize their societal impact. We analyze how these changes have been taken up—and made sense of—in regions with different pre-existing infrastructures, practices and semantics of invention management. For doing so, we build on a comparative analysis of continuities and changes in infrastructures, practices and semantics of invention management in North-Rhine Westphalia (NRW, a former Western state) and Saxony (a former GDR state) to reflect on how academic institutions have been handling inventions along transforming socio-political contexts. Building on document analysis and qualitative interviews with research managers, we discuss ongoing differences in practices of invention management and the semantic framing of the societal value of inventions in NRW and Saxony, and discuss how this can be understood before the background of their ideological, political and economic separation until reunification in 1990. Joining the conceptual perspectives of path dependencies and sociotechnical imaginaries, we argue that two critical incidents in the history of these states (the reunification in 1990 and a legal change in 2002) allowed for wide-ranging institutional alignments, but also allowed path dependencies in practices and semantics of invention management to prevail.  相似文献   

Reliability of 5-km Running Performance in a Competitive Environment     

Philip Hurst  Lisa Board 《Measurement in physical education and exercise science》2017,21(1):10-14

The aim of this study was to examine the reliability of a 5-km time-trial during a competitive outdoor running event. Fifteen endurance runners (age = 29.5 ± 4.3 years, height = 1.75 ± 0.08 m, body mass = 71.0 ± 7.1 kg, 5-km lifetime personal best = 19:13 ± 1:13 minutes) completed two competitive 5-km time-trials over 2 weeks. No systematic differences in run time between Trial 1 and Trial 2 were reported (Trial 1: 1,217 ± 85 sec, 95% CI [1,170, 1,264]; and Trial 2: 1,216 ± 79 sec, [1,172 to 1,260], p = .855). Absolute reliability, expressed as the typical error (TE; 14.7 sec, 95% CI = 11.3–21.4 sec) and coefficient of variation (CV; 0.95 ± 0.65%, [0.59–1.31]) confirms the reliability of 5-km running performance in a competitive time trial.  相似文献