Young Voter Perceptions of Political Satire as Persuasion: A Focus on Perceived Influence,Persuasive Intent,and Message Strength     

R. Lance Holbert  John M. Tchernev  Whitney O. Walther  Sarah E. Esralew  Kathryn Benski 《广播与电子媒介杂志》2013,57(2):170-186

This study focuses on the perceived effectiveness of political satire. A pair of experimental studies using original satirical works offer findings for audience perceptions regarding two types of satire, juvenalian and horatian, compared to traditional opinion-editorial argumentation. The two studies produced replicable findings that indicate clear perceptions of persuasive intent associated with both types of satire, and horatian satire ranking lower than traditional opinion-editorials in perceived message strength and perceived influence on self.  相似文献   

Discourses of Disability,Narratives of Community: Reclaiming an Autistic Identity Online     

Sarah M. Parsloe 《Journal of Applied Communication Research》2013,41(3):336-356

As increasing rates of autism diagnosis generate media interest, the autism community is bombarded with various disability discourses. Using netnographic methods, I explored how members of one online community, Aspies Central (AC), engaged these discourses to communicatively (re)claim a positive autistic identity. By assessing 561 posts on AC's forums, interviewing 10 individuals who frequent online communities, and interacting extensively with two informants, I located reclaiming discourses that allowed community members to shift their understanding of autism from a biomedical to a cultural perspective. Through these discourses, community members reclaimed (a) normalcy, (b) symptoms, and (c) agency. In this paper, I discuss implications for the narrative construction of disability identities and the activation of self-advocacy movements.  相似文献   

Preparing the “New” Biologist of the Future: Student Research at the Interface of Mathematics and Biology     

Sarah I. Duncan  Pamela Bishop  Suzanne Lenhart 《CBE life sciences education》2010,9(3):311-315

We describe a unique Research Experience for Undergraduates and Research Experience for Veterinary students summer program at the National Institute for Mathematical and Biological Synthesis on the campus of the University of Tennessee, Knoxville. The program focused on interdisciplinary research at the interface of biology and mathematics. Participants were selected to work on projects with a biology mentor and a mathematics mentor in an environment that promoted collaboration outside of the students'' respective disciplines. There were four research projects with teams of four participants and two faculty mentors. The participants consisted of a mixture of 10 undergraduates in biology- and mathematics-related disciplines, four veterinary students, and two high-school teachers. The activities included lectures on both the biological and mathematical backgrounds of the projects, tutorials for software, and sessions on ethics, graduate school, and possible career paths for individuals interested in biology and mathematics. The program was designed to give students the ability to actively participate in the scientific research process by working on a project, writing up their results in a final report, and presenting their work orally. We report on the results of our evaluation surveys of the participants.  相似文献   

Children's sensitivity to their own relative ignorance: handling of possibilities under epistemic and physical uncertainty     

Robinson EJ  Rowley MG  Beck SR  Carroll DJ  Apperly IA 《Child development》2006,77(6):1642-1655

Children more frequently specified possibilities correctly when uncertainty resided in the physical world (physical uncertainty) than in their own perspective of ignorance (epistemic uncertainty). In Experiment 1 (N=61), 4- to 6-year-olds marked both doors from which a block might emerge when the outcome was undetermined, but a single door when they knew the block was hidden behind one door. In Experiments 2 (N=30; 5- to 6-year-olds) and 3 (N=80; 5- to 8-year-olds), children placed food in both possible locations when an imaginary pet was yet to occupy one, but in a single location when the pet was already hidden in one. The results have implications for interpretive theory of mind and "curse of knowledge."  相似文献   

Maternal psychological distress during pregnancy in relation to child development at age two   总被引：1，自引：0，他引：1  

DiPietro JA  Novak MF  Costigan KA  Atella LD  Reusing SP 《Child development》2006,77(3):573-587

Concern exists that a constellation of negative maternal emotions during pregnancy generates persistent negative consequences for child development. Maternal reports of anxiety, pregnancy-specific and nonspecific stress, and depressive symptoms were collected during mid-pregnancy and at 6 weeks and 24 months after birth in a sample of healthy women with low risk pregnancies. Developmental assessment and cardiac vagal tone monitoring were administered to 94 children at age 2. Higher levels of prenatal anxiety, nonspecific stress, and depressive symptoms were associated with more advanced motor development in children after postnatal control for each psychological measure; anxiety and depression were also significantly and positively associated with mental development. Mild to moderate levels of psychological distress may enhance fetal maturation in healthy populations.  相似文献   

Using Intelligent Tutor Technology to Implement Adaptive Support for Student Collaboration     

Dejana Diziol  Erin Walker  Nikol Rummel  Kenneth R. Koedinger 《Educational Psychology Review》2010,22(1):89-102

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The Attitudes and Practices that Shape Children's Drawing Experience at Home and at School     

Esther Burkitt  Richard Jolley  Sarah Rose 《The International Journal of Art & Design Education》2010,29(3):257-270

Concept: Few empirical studies have investigated the influence of teachers, parents and children on children's drawing experience. The current study aims to examine the attitudes and practices of these three key players that shape children's drawing experience. Method: A survey methodology was used, as typically found in previous research in this area. Participants were 270 5–14 year old children, 44 of their teachers of the National Curriculum for Art and Design, and 146 of their parents. The teachers and children participated in individual interviews and the parents completed a postal survey. Responses to most interview questions were transcribed and content analysis used to identify salient themes. The other questions involved responses on five‐point scales, these were analysed by reporting percentages. Results: The findings are discussed in five sections. First, the positive perceptions of children's drawing behaviour and attitudes. Second, the perceived importance and principal aims of the National Curriculum for Art and Design Education. Third, the numerous sources of encouragement and support for drawing development. Fourth, the differing perceptions of what constitutes a good and bad drawing. Fifth, issues surrounding an age‐related decline in children's drawing activity. Conclusions: The findings are related to theories of drawing education, and implications for children's drawings and drawing pedagogy are discussed.  相似文献   

Visual discrimination learning in the fire-bellied toad Bombina orientalis     

Jenkin SE  Laberge F 《Learning & behavior》2010,38(4):418-425

This study explored the visual discrimination learning ability of fire-bellied toads (Bombina orientalis). Two groups of toads were trained in a simultaneous visual discrimination task involving video footage of either black crickets on a white background (black-cricket toads) or white crickets on a black background (white-cricket toads). Fifteen widely spaced acquisition trials were followed by 12 reversal trials. Successful learning was observed by decreased incorrect snapping and reduced latency to snap at the correct stimulus (S+) during acquisition; however, white-cricket toads executed significantly more incorrect snaps than did black-cricket toads. Both groups of toads could master the reversal task as measured by latency to snap at S+, but not as measured by the proportion of incorrect snaps. Despite the stronger potency of the black-cricket stimulus, the results showed that toads can learn a simultaneous discrimination task and a reversal of its contingency. This elaborate form of learning appears to be conserved among vertebrates.  相似文献   

New Zealand's standard-based assessment for secondary schools (NCEA): implications for policy makers     

Boaz Shulruf  John Hattie  Sarah Tumen 《Asia Pacific Journal of Education》2010,30(2):141-165

The objective of this study was to identify the different features of New Zealand's National Certificate of Educational Achievement (NCEA) that can affect student outcomes. Despite the huge public debate surrounding its implementation, very little research has been carried out on the features and effectiveness of the NCEA. By analysing the national dataset of the first cohort of NCEA students this study suggests that the current implementation of the NCEA is less than optimal. New models for analysing NCEA data are introduced. Models based on quality of learning were more equitable and demonstrated higher predictability of university achievement than models based on mere accumulation of credits. Recommendations for improving the way the NCEA is conducted and implications for different groups of students are discussed.  相似文献   

“Nothing Like Pretend”: Difference,Disorder, and Dystopia in The Multiple World Spaces of Philip Pullman’s <Emphasis Type="Italic">His Dark Materials</Emphasis>     

Sarah K. Cantrell 《Children‘s Literature in Education》2010,41(4):302-322

This article examines the multiple worlds in Philip Pullman’s His Dark Materials trilogy in light Pierre Bourdieu’s “space of possibles” and the combination of chance and choice that impact Lyra and Will’s decisions. Rather than viewing chance or destiny as disempowering, this article considers how the protagonists’ choices also encourage readers to confront their own notions of space in the world outside the narrative. As Lyra and Will work to escape and restore the dystopic multiverses through which they travel, Pullman’s text challenges readers to recognize and repair the dystopias in their own worlds and to accept the Keatsian “negative capabilities” of ambiguity and mystery in place of facile escape. Given this pedagogical imperative, Pullman’s enclosure of Lyra and Will in their separate worlds lies at the heart of his resistance to escapist tendencies of fairy-tale endings. Fantasy must be grounded in reality because Pullman’s readers must also continue the struggle for wisdom in their own worlds no less than Lyra and Will.  相似文献