Mapping the Domain of Drawing     

Howard Riley 《The International Journal of Art & Design Education》2002,21(3):258-272

A synthesis of perception theory and communication theory is presented as the basis for a new teaching programme of drawing for first–year fine art undergraduates. The domain of drawing is mapped as a matrix of systems of choices available to the drawer in order to realise the functions of drawing within a social context. It is argued that an increased awareness of this domain may empower students’ practice.  相似文献   

The Problems of Revising Drafts of Distance Education Materials   总被引：1，自引：0，他引：1  

Judith Riley 《British journal of educational technology : journal of the Council for Educational Technology》1984,15(3):205-226

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Understanding Misunderstandings: cross‐cultural pragmatic failure in the language classroom     

P. Riley 《欧洲师范教育杂志》1984,7(2):127-144

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The UCS preexposure effect in taste aversion learning: Tolerance and blocking are drug specific     

Robert J. Dacanay  Anthony L. Riley 《Learning & behavior》1982,10(1):91-96

Following drug preexposure, rats were given taste aversion conditioning in either the preexposure environment or the home cage. For animals preexposed to LiCl, only the subjects conditioned in the preexposure environment showed the typical UCS preexposure effect, that is, an attenuated aversion, an effect consistent with a blocking interpretation of the LiCl-induced preexposure effect. On the other hand, all rats preexposed to morphine displayed attenuated aversions, independent of the preexposure and conditioning environments, an effect consistent with a pharmacological tolerance explanation of the UCS preexposure effect to morphine. The specific mechanism underlying the drug-induced attenuation appears to be drug-dependent.  相似文献   

Conditioned taste aversions: A bibliography     

Anthony L. Riley  Linda L. Baril 《Learning & behavior》1976,4(1):S1-S13

A bibliographic list of 403 articles dealing specifically with conditioned taste aversions from 1950–1975 is provided. In addition, the references are classified according to six major categories in a topical index. The major categories are Parameters of Conditioning, Physiological Manipulations, Pharmacological Interventions, Methodology, Comparative, and General Information. References were obtained from individual journals in psychology, physiology, pharmacology, and animal behavior and were supplemented and extended byPsychological Abstracts. A final source of references was provided by individual researchers who contributed preprints and reprints.  相似文献   

The role of "genetics" in popular understandings of race in the United States     

Condit CM  Parrott RL  Harris TM  Lynch J  Dubriwny T 《Public understanding of science (Bristol, England)》2004,13(3):249-272

The increase in public representation of the science-based concept "genetics" in the mass media might be expected to have a major impact on public understanding of the concept of "race." A model of lay understandings of the role of genetics in the contemporary United States is offered based on focus group research, random digit dial surveys, and community based surveys. That model indicates that lay people identify are primarily by physical features, but these identifications are categorized into a variety of groupings that may be regional, national, or linguistic. Although they believe that physical appearance is caused largely by genetics, and therefore that race has a genetic basis, they do not uniformly conclude, however, that all perceived racial characteristics are genetically based. Instead, they vary in the extent to which they attribute differences to cultural, personal, and genetic factors.  相似文献   

Moving Toward Family-Centered Early Care and Education: The Past, the Present, and a Glimpse of the Future     

Muriel E. Hamilton  Mary A. Roach  David A. Riley 《Early Childhood Education Journal》2003,30(4):225-232

Over the past 4 decades, early care and education programs in the United States have struggled to overcome obstacles to active parent and family participation, especially in the wake of recent welfare reform guidelines requiring parents to work outside the home. This article highlights the vision and activities of four Wisconsin Early Childhood Centers for Excellence, which offer family-centered services along with services to young children. Using various strategies, these programs have empowered parents and strengthened bonds between parents and professionals. Their success suggests that new models based on family-centered goals can improve the overall quality of early care and education for young children.  相似文献   

Changed Landscape,Unchanged Norms: Work-Family Conflict and the Persistence of the Academic Mother Ideal     

Miller  Karyn E.  Riley  Jacqueline 《Innovative Higher Education》2022,47(3):471-492

Innovative Higher Education - Extensive research suggests that ideal worker and mothering expectations have long constrained academic mothers’ personal and professional choices. This article...  相似文献   

Pathways for remembering and recognising indigenous thought in education: philosophies of Iethi'nihsténha Ohwentsia'kékha (Land)     

Tasha Riley 《International Journal of Lifelong Education》2019,38(1):121-126

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Positive psychology goes to school: Are we there yet?     

Sheila M. Clonan  Sandra M. Chafouleas  James L. McDougal  T. Chris Riley‐Tillman 《Psychology in the schools》2004,41(1):101-110

Implicit within a perspective of positive psychology is the assumption that environments can be promoted to foster individual strengths through a preventative focus and the development of positive institutions. Given that the development of positive institutions has direct implications for school psychology, this paper begins to draw attention to the potential of positive psychology within school systems. Throughout the paper, it is suggested that a focus on schools may serve as the nexus between the movement in positive psychology searching to promote positive human development and the institutions that could serve as the vehicle for this development. Historic and emerging trends are examined, with particular attention to how positive psychology could promote the development of positive schools (institutions) that foster success for all students. Specifically, the parallel histories of discontent with deficit‐oriented practice in the fields of mental health and school psychology are reviewed, and precursors to building and maintaining positive institutions that focus on working within the existing system to promote lasting change are explored. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 101–110, 2004.  相似文献