爸爸的夏威夷衬衫     

Brenda Robbins  贾庆文 《海外英语》2008,(8)

1 我的爸爸罗素·罗宾斯是一个非常有意思的人.伴随着对他人的激情、智慧和体贴,他还拥有美妙的幽默感.他在生活的诸多方面都能找到乐趣,其中一个爱好是搜集夏威夷衬衫.当我年幼时,我们在夏威夷居住过一年,当律师的爸爸在那里过得很愉快.  相似文献   

Locomotor activity and exploration: The use of traditional manipulators to dissociate these two behaviors in the rat     

Mark Leyland  Trevor Robbins  Susan D. Iversen 《Learning & behavior》1976,4(3):261-265

An apparatus designed by Berlyne was used to dissociate locomotor activity and inspective exploratory responses with the aid of traditional manipulators. In this apparatus, novel and complex stimulation increased exploration but did not affect locomotor activity (LA), d-amphetamine (1.5 mg/kg) increased LA but decreased exploration. These findings provide a double dissociation of the behavioral components. In addition, low intrasubject correlations for the two behaviors were demonstrated. Results are discussed with reference to the need for simultaneous separate measures to obtain valid indices of exploratory behavior and LA.  相似文献   

The ‘double-edged sword’ of a sessional academic career     

Julia Richardson  Dorothy Wardale  Linley Lord 《高等教育研究与发展》2019,38(3):623-637

ABSTRACT

There have been widespread changes to working arrangements and employment relationships, including significant decreases in continuing/full-time employment contracts. This trend is particularly notable in academia, with more universities relying on the expertise of sessional, teaching-focused academics. This qualitative study extends understanding of this important group of professionals, identifying sessional work as a ‘double-edged sword’ and suggesting a typology of sessional academic careers to be tested in future research. It reports on the diversity among sessional academics, some enjoying the autonomy and flexibility of this working arrangement, others seeking more job security and greater alignment with continuing employment. It also identifies synergies and contradictions between sessional academic careers and key themes in the contemporary careers literature.  相似文献   

Learning and nonlearned neophobia enhancement both contribute to the formation of illness-induced taste aversions by deer mice (Peromyscus maniculatus bairdi)     

Robert J. Robbins 《Learning & behavior》1980,8(4):534-542

An investigation was made of the occurrence of learned and nonlearned aversions in the acquisition of illness-induced taste aversions in mice of the genusPeromyscus. It was determined: (1) that illness following the ingestion of a novel flavor both produced aversions specific to that flavor and also enhanced neophobia directed toward novel flavors in general; (2) that the specific aversion and the enhanced neophobia appeared to be mediated by independent processes, with no indication that the enhanced neophobia was dependent upon the integrity of the specific aversion; and (3) that illness following the ingestion of familiar water produced enhanced neophobia, which did not appear to be mediated by an aversion to water. It was noted that the results were fundamentally in agreement with those previously obtained with laboratory rats, except that a demonstration of the independence between the two types of aversions has not yet been reported in those animals.  相似文献   

BOOK REVIEWS     

Norman Richardson  Dr Friedrich Schweitzer  Dr Peter Doble  Dr Jack Priestley  Dr William K. Kay  Dr Mandy Robbins 《British Journal of Religious Education》2007,29(3):305-321

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Developmental Differences in Decoding the Meanings of the Appraisal Actions of Teachers     

Charles G. Lord  Kentaro Umezaki  John M. Darley 《Child development》1990,61(1):191-200

Teachers convey evaluations through such "appraisal actions" as ability versus effort attributions for children's performance, spontaneous displays of warmth versus matter-of-fact acceptance, and attention versus inattention. Some appraisal actions (e.g., ability-effort) require an understanding of multiplicative relations to arrive at an "adult" interpretation. Others (e.g., attention-inattention) do not. First through sixth graders watched videotaped scenes in which teachers attributed one child's performance to ability but chided another for lack of effort even though he had given an equivalent performance, hugged one child but not another for equivalent performance, and paid attention to one child's oral report but not another's. Younger students (ages 5-9 to 7-10) rated the ability-attributed and hugged children as smarter; older students (ages 9-9 to 11-10) rated the effort-attributed and unhugged children as smarter. In contrast, no age differences were found in decoding attention versus inattention. The results suggest that younger children use a different strategy in decoding the meanings of complex appraisal actions.  相似文献   

History of bells     

Samuel J. Robbins 《Journal of The Franklin Institute》1828,5(2):107-109

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Cognitive processes underlying WISC-R performance of gifted and learning disabled navajos     

Shitala P. Mishra  Jan Lord  Darrell L. Sabers 《Psychology in the schools》1989,26(1):31-36

The purpose of this study was to provide an empirical basis for the interpretation of the WISC-R performance of Navajo children according to the Luria-Das Model of Simultaneous and Successive cognitive processes. Two groups of Native American Navajo subjects, 45 learning disabled and 41 gifted, were given the WISC-R. The scores on those subtests expected to involve Successive and Simultaneous processes were factor analyzed for each group and two factors were extracted. The factors, essentially similar for both samples, were interpreted to reflect the Successive and the Simultaneous modes of processing information as suggested by the Luria-Das Model. The gifted and learning disabled children had disparate loadings for some of the subtests, suggesting that the two groups may be using distinct modes of coding information.  相似文献   

Ice hockey skate starts: a comparison of high and low calibre skaters     

Philippe J. Renaud  Shawn M. K. Robbins  Philippe C. Dixon  Jaymee R. Shell  René A. Turcotte  David J. Pearsall 《Sports Engineering》2017,20(4):255-266

The forward skating start is a fundamental skill for ice hockey players, yet extremely challenging given the low traction of the ice surface. The technique for maximum skating acceleration of the body is not well understood. The aim of this study was to evaluate kinematic ice hockey skating start movement technique in relation to a skater’s skill level. A 10-camera motion capture system placed on the ice surface recorded “hybrid-V” skate start movement patterns of high and low calibre male ice hockey players (n = 7, 8, respectively). Participants’ lower body kinematics and estimated body centre of mass (CoM) movement during the first four steps were calculated. Both skate groups had similar lower body strength profiles, yet high calibre skaters achieved greater velocity; skating technique differences most likely explained the performance differences between the groups. Unlike over ground sprint start technique, skating starts showed greater concurrent hip abduction, external rotation and extension, presumably for ideal blade-to-ice push-off orientation for propulsion. Initial analysis revealed similar hip, knee and ankle joint gross movement patterns across skaters, however, further scrutiny of the data revealed that high calibre skaters achieved greater vertical CoM acceleration during each step that in turn allowed greater horizontal traction, forward propulsion, lower double-support times and, accordingly, faster starts with higher stride rates.  相似文献   

Attitude toward Christianity among secondary school pupils in Northern Ireland: shifts in denominational differences     

Leslie J. Francis  Mandy Robbins  Christopher Alan Lewis  L. Philip Barnes  Tania ap Siôn 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):431-436

Background Northern Ireland is a province that remains deeply divided between Protestants and Catholics and maintains a segregated system of schools.

Purpose The research builds on a series of studies conducted in the 1960s, 1970s and 1980s to monitor the attitude toward Christianity of males and females educated in Protestant and Catholic schools.

Sample A sample of 2359 16- to 18-year-old pupils attending Catholic and Protestant schools in Northern Ireland.

Design and methods A random sample of seven Protestant and nine Catholic schools invited all pupils attending their lower and upper sixth-form classes to participate in the survey and to complete the Francis scale of attitude toward Christianity.

Results The data demonstrate that, while males attending Catholic schools maintained a more positive attitude towards Christianity than males attending Protestant schools, females attending Catholic schools reported a less positive attitude toward Christianity than females attending Protestant schools. These findings are compared with studies conducted during the 1970s and 1980s when both males and females attending Catholic schools recorded a more positive attitude toward Christianity than their peers attending Protestant schools.

Conclusions Repeated cross-sectional studies of this nature help to profile the changing religious climate of Northern Ireland.  相似文献