Positive correlation between pre- and postconditioning saccharin intake in taste-aversion learning     

Trevor Archer  Per-Olow Sjödén 《Learning & behavior》1979,7(2):144-148

Data from 36 groups of rats from a total of 12 taste-aversion (saccharin+lithium chloride) experiments were analyzed for (1) individual differences of absolute saccharin (sacc) intake on the first (conditioning) and second (test) presentations, and (2) the correlation between intakes on the two presentations. Large individual differences and strong positive correlations were found for sacc+LiCl, sacc+NaCl, sacc?LiCl unpaired, and “different context” conditions. In addition to raising doubts about the use of absolute saccharin intake as a measure of taste-aversion learning, these results support the view that an associative (taste-nausea) component is superimposed on a neophobic avoidance of the novel taste stimulus.  相似文献   

Book reviews     

Pat Thomson  Trevor Gale 《The Australian Educational Researcher》1999,26(3):113-118

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Intentions and beliefs in students' understanding and acceptance of biological evolution     

Gale M. Sinatra  Sherry A. Southerland  Frances McConaughy  James W. Demastes 《科学教学研究杂志》2003,40(5):510-528

We examined the intersection of students' understanding and acceptance of evolution and their epistemological beliefs and cognitive dispositions. Based on previous research, we hypothesized there would be a relation between understanding and acceptance. We also hypothesized that students who viewed knowledge as changing and who have a disposition toward open‐minded thinking would be more likely to accept the scientific explanation of human evolution, and that beliefs and dispositions would not be related to acceptance of a topic that is generally perceived as noncontroversial. Ninety‐three undergraduate students enrolled in a nonmajors biology class completed measures of their (a) content knowledge of evolution and photosynthesis and respiration; (b) acceptance of theories of animal evolution, human evolution, and photosynthesis; and (c) epistemological beliefs and cognitive dispositions. Although our findings did reveal a significant relation between knowledge and reported acceptance for photosynthesis, there was no relation between knowledge and acceptance of animal or human evolution. Epistemological beliefs were related to acceptance, but only to the acceptance of human evolution. There was no relation between students' epistemological beliefs and their general acceptance of animal evolution or photosynthesis. Three subscales, Ambiguous Information, Actively Open‐Minded Thinking, and Belief Identification, were significantly correlated with understanding evolutionary theory. We argue these findings underscore the importance of intentional level constructs, such as epistemological beliefs and cognitive dispositions, in the learning of potentially controversial topics. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 510–528, 2003  相似文献   

Epistemology,metacognition, and self-regulation: musings on an emerging field     

Barbara K. Hofer  Gale M. Sinatra 《Metacognition and Learning》2010,5(1):113-120

The contributors to this special issue explore the connections between metacognition and personal epistemology. This commentary on the five articles addresses definitional concerns regarding both epistemology and metacognition, discusses the conceptual relation between the constructs, critiques methodological approaches, and suggests developmental considerations in this type of research.  相似文献   

A reassessment of civilization     

Gale  George 《Metascience》2018,27(3):507-511

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Dietary supplements     

Ron J Maughan  Doug S King  Trevor Lea 《Journal of sports sciences》2013,31(1):95-113

For the athlete training hard, nutritional supplements are often seen as promoting adaptations to training, allowing more consistent and intensive training by promoting recovery between training sessions, reducing interruptions to training because of illness or injury, and enhancing competitive performance. Surveys show that the prevalence of supplement use is widespread among sportsmen and women, but the use of few of these products is supported by a sound research base and some may even be harmful to the athlete. Special sports foods, including energy bars and sports drinks, have a real role to play, and some protein supplements and meal replacements may also be useful in some circumstances. Where there is a demonstrated deficiency of an essential nutrient, an increased intake from food or from supplementation may help, but many athletes ignore the need for caution in supplement use and take supplements in doses that are not necessary or may even be harmful. Some supplements do offer the prospect of improved performance; these include creatine, caffeine, bicarbonate and, perhaps, a very few others. There is no evidence that prohormones such as androstenedione are effective in enhancing muscle mass or strength, and these prohormones may result in negative health consequences, as well as positive drug tests. Contamination of supplements that may cause an athlete to fail a doping test is widespread.  相似文献   

Applying White Dialectics: Exploring Whiteness and Racial Identity among White College Athletes     

Joshua D. Vadeboncoeur  Trevor Bopp 《Quest (Human Kinetics)》2019,71(1):1-20

This article seeks to synthesize and apply White racial identity theory and concomitant research to the interaction between athletic and racial identity, specifically as it relates to the experiential variations of how race impacts White athletes within the college sport environment. White dialectics, or the tensions that White Americans experience as dominant social group members, serve as the guiding theoretical framework and provide a theoretical lens through which the experience of White college athletes is examined at each distinct dialectic. Through this article, the application of White dialectics offers a theoretical foundation for developing a better understanding of how White college athletes not only make sense of their racial identity, but also understand their racialized experiences within intercollegiate athletics.  相似文献   

What History Can Teach Us About Science: Theory and Experiment, Data and Evidence     

Trevor H. Levere 《Interchange》2006,37(1-2):115-128

Scientists often use more than the results of experiment to arrive at a result; they use anticipation and analogy to arrive at the results that fit their theories, and sometimes they correct results in the light of analogy. They also need to be clear about the difference between accuracy and precision. They do all this using not only theories, but also apparatus, and the interplay between apparatus and the development of concepts and theories is often crucial. Historians of chemistry (notably including the recent work of Usselman, Rocke, and Holmes) furnish us with plenty of examples of such interplay, and of the selection of data in the light of theory. Lavoisier, Dalton, and Liebig can each teach us a good deal about the way that good scientists arrive at reproducible results.  相似文献   

Problematizing the construct of ‘the Chinese learner’: insights from ethnographic research   总被引：1，自引：0，他引：1  

Trevor Grimshaw 《Educational studies》2007,33(3):299-311

Large numbers of students from the Chinese‐speaking world are nowadays enrolled in Western universities, prompting the need for awareness of their educational beliefs and practices. Although an established literature seeks to characterize ‘the Chinese learner’, much of this research results in stereotypical representations of a ‘reduced Other’: passive, uncritical and over‐reliant on the instructor. This paper, which is based on ethnographic research conducted in universities in the People’s Republic of China, aims to illuminate some of the common misperceptions of Chinese educational cultures.  相似文献   

Sailing into the Wind: New disciplines in Australian higher education     

Trevor Gale  Simon Kitto 《British Journal of Sociology of Education》2003,24(4):501-514

Much is made of the potential of lifelong learning for individuals and organisations. In this article we tend to make much less of it, certainly with respect to its use in universities to discipline academics. Nevertheless, we argue that academics now need to re-learn the positions they occupy and the stances they take in response to the marketisation of Australian universities. In particular, we suggest that the position of (pure) critique no longer commands attention in Australian contexts of higher education, although the paper does not suggest a disregard for a critical stance purely for the sake of participation. It is in understanding the interconnections between position and stance , and how they might be strategically performed during the everyday practices of academics, that a more promising way of engaging with the venalities of the market is envisaged; a strategy that could be described as 'sailing into the wind'. In discussing these matters, the paper draws on semi-structured interviews with academics located in university faculties/departments/schools of education along Australia's eastern seaboard.  相似文献