Phoebe Lostroh. Inteviewed by Laura L. Mays Hoopes          下载免费PDF全文

Lostroh P 《CBE life sciences education》2008,7(2):163-164

Note from the Editor  相似文献   

Some illustrations of the influence of geological structure on topography     

Benjamin Smith Lyman 《Journal of The Franklin Institute》1898,145(5):355-360

  相似文献   

A new form of wave apparatus     

C.S. Lyman 《Journal of The Franklin Institute》1868,86(3):187-194

  相似文献   

Annual report of the committee on the library for the year 1899     

Benj Smith Lyman 《Journal of The Franklin Institute》1900,149(2):149-150

  相似文献   

The next twenty years for higher education     

Lyman A. Glenny 《Higher Education》1981,10(4):487-490

  相似文献   

Practical Tips for Facilitating Research,by Moira J. Bent     

Elizabeth Lyman 《Medical reference services quarterly》2017,36(4):431-433

  相似文献   

Compass variation affected by geological structure in Bucks and Montgomery Counties,PA.     

Benjamin Smith Lyman 《Journal of The Franklin Institute》1897,144(4):281-285

  相似文献   

Transfer across CS-US intervals and sensory modalities in classical conditioning of the rabbit     

E. James Kehoe  Phoebe E. Holt 《Learning & behavior》1984,12(2):122-128

Two experiments investigated transfer of the rabbit’s conditioned nictitating membrane response (NMR) from shorter to longer CS-US intervals in conjunction with a change in CS modality, for example, light to tone. In Experiment 1, three experimental groups received initial training with a 400-msec CS-US interval, which produced substantial CR acquisition, and three control groups received initial training with a 2,800-msec CS-US interval, which produced minimal CR acquisition. Subsequently, the experimental and control groups received training with an 800-, 1,800-, or 2,800-msec CS-US trace interval. At the same time, the modality of the CS was changed from tone to light (or vice versa). Experiment 2 contained three groups that received initial exposure to a 400-msec CS-US interval, a 2,800-msec CS-US interval, or just the experimental chambers. Subsequently, all three groups received training with an 800-msec CS-US interval in a different CS modality. The results of both experiments revealed substantial positive transfer across CS modalities from the 400-msec CS-US interval to the 800-msec CS-US interval. There was also significant transfer to the 1,800-msec but not the 2,800-msec CS-US interval. The transfer did not appear immediately on test presentations of the second CS. Rather, the transfer appeared as an enhancement in the rate of CR acquisition after reinforced training with the second CS had commenced. The results are discussed with respect to mechanisms of transfer and facilitation of trace conditioning.  相似文献   

Parent Motivation Strategies and the Performance of Preschoolers in a Rural Philippine Municipality     

Marites O. Monteflor  Arthur R. Williams  Phoebe D. Williams  Nixon O. Go  James P. Moriarty  Hazel W. Quiñones  Sandra K. Bruggeman 《Early Childhood Education Journal》2006,33(5):333-340

Although under-investment in children is an identified problem in low-income developing countries (LDC) and the establishment and use of preschools has been advocated as a partial remedy, the readiness of children and parents for preschool in LDC has been little studied. This paper assesses motivational techniques that parents report using with preschool children in a rural Philippine municipality. The purposes of this study were to examine: (a) whether the motivation strategies used by parents are consistent with a “balanced, holistic approach” to child development and (b) whether the parents’ motivational strategies are associated with school performance. The study suggests some over-weighting by parents of academic achievement, but otherwise more appropriate child-oriented behaviors were observed than reported in some research. Motivation by parents also was associated with preschool performance.  相似文献   

What high school biology teachers say about their textbook use: A descriptive study     

Lori Lyman Digisi  John B. Willett 《科学教学研究杂志》1995,32(2):123-142

This article reports the findings from a study that examined how high school biology teachers describe their instructional use of reading and textbooks. In the study, both quantitative and qualitative data were collected—by self-report mail questionnaire and personal interview, respectively. Eighty percent of 184 sampled teachers responded to the questionnaire, and, of these, a subsample of 16 teachers—selected to be broadly representative of the questionnaire sample—were interviewed subsequently with their instructional materials present to increase recall. We found that biology teachers modified their use of textbooks according to the academic level of the biology class that they taught. In lower academic level classes, teachers provided students with many reading activities but expected them to learn biology content in class. In higher academic level classes, teachers expected students to learn from both independent reading and classroom instruction. Biology teachers viewed both reading and inquiry activities as important to learning biology, but they appeared unsure of how to incorporate reading comprehension strategies into their science instruction.  相似文献