Aversive, appetitive and flavour avoidance responses in the presence of contextual cues     

Brown AR  Penney AM  Skinner DM  Martin GM 《Learning & behavior》2011,39(2):95-103

Appetitive, aversive and avoidance responses to a flavoured solution in distinct contexts were examined. Rats placed in either a white or black box were given access to saccharin. Consumption was followed by an injection of a toxin in one but not the other box. Rats showed more aversive responses in anticipation of and during the presentation of saccharin in the box paired with the toxin than in the box paired with vehicle. The reverse was true for appetitive responses. The acquisition of conditioned avoidance paralleled the acquisition of aversive and appetitive responses. These findings demonstrate that the toxin does not have to overlap exposure to contextual cues to produce conditioned aversive responses, that the aversive and appetitive responses to a flavour can be modulated by visually distinct environments that predict the toxin, and that conditioned avoidance and conditioned aversions develop simultaneously during acquisition. Thus, environmental cues can modulate anticipatory nausea and may prove helpful in the control of nausea in clinical settings.  相似文献   

INDIAN SECONDARY STUDENTS�� VIEWS ABOUT GLOBAL WARMING: BELIEFS ABOUT THE USEFULNESS OF ACTIONS AND WILLINGNESS TO ACT     

Kiran Chhokar  Shweta Dua  Neil Taylor  Edward Boyes  Martin Stanisstreet 《International Journal of Science and Mathematics Education》2011,9(5):1167-1188

A 44-item survey instrument was designed to determine secondary students?? views about how useful various specific actions related to reducing global warming might be, their willingness to undertake these various actions and the extent to which these 2 might be linked. The instrument was administered to students in grades 6??C?10 (n?=?768) from 4 large schools in metropolitan Delhi, India in which the teaching language was English. The findings indicated that this cohort of Indian students exhibited high levels of concern about climate change and strong willingness to act against global warming and in favour of the environment. The findings are tentatively compared with those from 2 similar survey studies conducted in Western contexts (Spain and Australia).  相似文献   

Child and adult witnesses: the effect of repetition and invitation-probes on free recall and metamemory realism     

Jens Knutsson  Carl Martin Allwood  Marcus Johansson 《Metacognition and Learning》2011,6(3):213-228

Witnesses?? event recall and the realism in their evaluation of the correctness of their recall are of great importance in forensic processes. These issues were investigated in the present study by use of calibration methodology. More specifically, we analyzed the effects of two recalls of the same event (repetition) and of probes (non-informative follow-up questions at recall) on 9?C11?year-old children??s and adults?? open free recall and the degree of realism in the participants?? confidence judgments of the correctness of the recall after they had seen a short video clip. The findings were that repetition resulted in more units recalled both for children and for adults, and in that the children showed higher overconfidence compared with one recall, but not the adults. Moreover, when only the statements in the repetition conditions that were recalled twice were included in the analysis, higher confidence was found for the children (independent of an increase in the proportion correct statements of all statements) but not for the adults. Probing increased the number of units recalled for both children and adults, decreased the children??s proportion correct statements but not the adults??, decreased both children??s and adults?? confidence and increased the children??s overconfidence, but not the adults??. Finally, the combination of two recalls and probing disrupted the children??s but not the adults?? metacognitive performance.  相似文献   

Experimental measurement of the quantum geometric tensor using coupled qubits in diamond     

Min Yu  Pengcheng Yang  Musang Gong  Qingyun Cao  Qiuyu Lu  Haibin Liu  Shaoliang Zhang  Martin B Plenio  Fedor Jelezko  Tomoki Ozawa  Nathan Goldman  Jianming Cai 《国家科学评论(英文版)》2020,7(2):254

Geometry and topology are fundamental concepts, which underlie a wide range of fascinating physical phenomena such as topological states of matter and topological defects. In quantum mechanics, the geometry of quantum states is fully captured by the quantum geometric tensor. Using a qubit formed by an NV center in diamond, we perform the first experimental measurement of the complete quantum geometric tensor. Our approach builds on a strong connection between coherent Rabi oscillations upon parametric modulations and the quantum geometry of the underlying states. We then apply our method to a system of two interacting qubits, by exploiting the coupling between the NV center spin and a neighboring ¹³C nuclear spin. Our results establish coherent dynamical responses as a versatile probe for quantum geometry, and they pave the way for the detection of novel topological phenomena in solid state.  相似文献   

Development of a Physical Education Teaching Efficacy Scale     

Charlotte A. Humphries  Edward Hebert  Kay Daigle  Jeffrey Martin 《Measurement in physical education and exercise science》2013,17(4):284-299

Relationships have been found between teacher efficacy and many teaching and learning variables, but few researchers have examined teaching efficacy in physical education. The instrument reported here, the Physical Education Teaching Efficacy Scale, was developed based on the teaching efficacy literature, existing scales, and National Association for Sport and Physical Education's Teacher Education Standards. Students attending 11 institutions who are majoring in regular and alternate physical education teacher education and who are at different stages of preparation (N?=?592) completed the initial survey. Exploratory, followed by confirmatory, factor analysis resulted in a 35-item, 7-factor scale. Factors were Content Knowledge, which were activities one might teach; Applying Scientific Knowledge in Teaching, which reflected academic content; Accommodating Skill Differences; Teaching Students with Special Needs; Instruction, which included management, motivation, and instruction; Using Technology; and Assessment. Results support that the Physical Education Teaching Efficacy Scale addresses many aspects of teaching physical education and meets research criteria for validity and reliability.  相似文献   

Validity and Reliability of the School Physical Activity Environment Questionnaire     

Jeffrey J. Martin  Nate McCaughtry  Sara Flory  Anne Murphy  Kimberlydawn Wisdom 《Measurement in physical education and exercise science》2013,17(4):274-282

The goal of the current study was to establish the factor validity of the Questionnaire Assessing School Physical Activity Environment (Robertson-Wilson, Lévesque, & Holden, 2007 Robertson-Wilson, J., Lévesque, L. and Holden, R. R. 2007. Development of a questionnaire assessing school physical activity environment. Measurement in Physical Education and Exercise Science, 11: 93–107. [Taylor & Francis Online] , [Google Scholar]) using confirmatory factor analysis procedures. Another goal was to establish internal reliability and test–retest reliability. The confirmatory factor analysis results of this study supported a slightly altered version of the Questionnaire Assessing School Physical Activity Environment's school physical activity environment subscale. Internal reliability was adequate, while test–retest reliability was questionable. In brief, the pattern of findings indicated that while the original Questionnaire Assessing School Physical Activity Environment is likely adequate for some research purposes, a slightly modified version (Questionnaire Assessing School Physical Activity Environment-R) was psychometrically stronger. However, given the distinct differences in samples used in the original validation study and the current study, more research on the psychometric properties of the Questionnaire Assessing School Physical Activity Environment is needed to determine if the current results and Robertson-Wilson et al.'s (2007 Robertson-Wilson, J., Lévesque, L. and Holden, R. R. 2007. Development of a questionnaire assessing school physical activity environment. Measurement in Physical Education and Exercise Science, 11: 93–107. [Taylor & Francis Online] , [Google Scholar]) results are sample specific.  相似文献   

Testing Factorial Invariance of the Amotivation Inventory-Physical Education Across Gender for Urban Adolescents     

Bo Shen  Alex Garn  Nate McCaughtry  Jeffrey Martin  Mariane Fahlman 《Measurement in physical education and exercise science》2013,17(3):208-220

Lack of motivation, or amotiation, is emerging as a critical issue in high school physical education. The Amotivation Inventory-Physical Education (Shen, Winger, Li, Sun, & Rukavina, 2010) was developed to measure the multidimensional nature of amotivation construct in physical education. This study was designed to examine the consistency of the metric properties of Amotivation Inventory-Physical Education scores by evaluating their factorial structure for invariance across gender in a sample of 985 urban inner-city high school adolescents. Latent mean invariance was also tested. Results revealed that constraining factor loadings and intercepts in sequential configural, metric, and scalar invariances had no meaningful impact on model fit. However, gender might play a role in the magnitude of factor scores. Findings suggest that the four-factor structure of the Amotivation Inventory-Physical Education is a satisfactory representation of motivational deficits for urban inner-city adolescents and provide significant validity evidence for the scale scores in urban high school settings.  相似文献   

Gender-specific effects of artificially induced gender beliefs in mental rotation     

Martin Heil  Petra Jansen  Claudia Quaiser-Pohl  Sarah Neuburger 《Learning and individual differences》2012,22(3):350-353

Men outperform women in the Mental Rotation Test (MRT) by about one standard deviation. The present study replicated a gender belief account [Moè, A., & Pazzaglia, F. (2006). Following the instructions! Effects of gender beliefs in mental rotation. Learning and Individual Differences, 16, 369–377.] for (part of) this effect. A sample of 300 adults, whose gender beliefs about mental rotation were manipulated experimentally (instructions given: men are better, women are better, or no gender differences exist) had to complete the MRT. Artificially induced gender beliefs affected performance and guessing behavior differently in relation to gender. Women's performance followed the gender belief induction but their guessing behavior remained unaffected. Men's performance, however, remained unaffected but their guessing behavior followed the gender belief induction. These findings suggest that gender beliefs affect men and women differently, and they also suggest that a gender belief account cannot (fully) explain gender differences in mental rotation performance.  相似文献   

Break for Physical Activity: Incorporating Classroom-Based Physical Activity Breaks into Preschools     

Danielle D. Wadsworth  Leah E. Robinson  Karen Beckham  Kip Webster 《Early Childhood Education Journal》2012,39(6):391-395

Engaging in moderate-to-vigorous physical activity is essential to lifelong health and wellness. Physical activity behaviors established in early childhood relate to physical activity behaviors in later years. However, research has shown that children are adopting more sedentary behaviors. Incorporating structured and planned physical activity breaks into classroom transition times is an inexpensive and effective technique to increase children’s physical activity during school hours. However, this approach has not been studied in preschool settings. The purpose of this paper is to provide a simple, cost-effective method that incorporates structured physical activity into the preschool curriculum through classroom based physical activity breaks. Results of a case study along with an overview of the implementation of physical activity breaks are discussed.  相似文献   

Collecting Multidimensional Client Data Using Repeated Measures: Experiences of Clients and Counselors Using the CCAPS‐34     

Jessica L. Martin  Timothy R. Hess  Stacie C. Ain  Dana L. Nelson  Benjamin D. Locke 《Journal of College Counseling》2012,15(3):247-261

Many college counseling centers do not collect client data at each session because of perceived burdens. This study explored 55 clients’ and 16 doctoral counselor trainees’ experiences collecting and using data on client distress at each session over the course of counseling at a large public university's counseling center. Results indicated that the majority of both clients and counselors found the process convenient and clinically useful. Findings, clinical implications, and future directions are discussed.  相似文献