Emotionality related to maternal cannibalism in BALB and C57BL mice     

Wayne Poley 《Learning & behavior》1974,2(4):241-244

Twenty-four female mice from two inbred strains, BALB and C57BL, were tested for emotional behavior. Half of the animals had successfully raised their first litter to weaning, while the other half had eaten their first litter. Cannibalistic females of both strains were found to be more prone to auditory stress than controls. However, the relationship between emotional defecation and cannibalism was found to interact with strain, suggesting an optimum level of arousal.  相似文献   

A constructivist approach to secondary school science experiments     

Wayne Schulz  DR. Campbell McRobbie 《Research in Science Education》1994,24(1):295-303

The focus of this study was on the investigation of a laboratory instructional program on electricity designed for conceptual development using constructivist principles for conceptual change. This approach was compared with a traditional laboratory approach in a quasi-experimental design. The sample was 247 grade 10 students (boys) in a large non-government urban school. Covariance analysis with the corresponding pretest as covariate showed statistically and educationally significant gains for the experimental group on cognitive but not attitudinal outcomes when compared to the traditional group. Student and teacher interview data provide some evidence for the success of the experimental approach. Specializations: physics education, constructivist approaches to in practical work. Specializations: science teacher education, learning environments, conceptual change.  相似文献   

Neurological models of cognitive processing     

W. Grant Willis 《Learning and individual differences》1989,1(4)

A framework is proposed from which to evaluate contemporary neurological models of cognitive processing. Selected models are classified as unidimensional, bidimensional, or tridimensional according to the neuraxes that they address. The empirical research that supports each model is considered in terms of anatomical, physiological, and behavioral levels of analysis. Applied implications of the models for learning and individual differences are identified as they relate to psychoeducational assessment and intervention. Finally, differences and similarities among the selected models are synthesized.  相似文献   

Differential Ability Scales – Second Edition (neuro)psychological predictors of math performance for typical children and Children with Math Disabilities     

James B. Hale  Catherine A. Fiorello  Ron Dumont  John O. Willis  Christopher Rackley  Colin Elliott 《Psychology in the schools》2008,45(9):838-858

Concerns about the ability‐achievement discrepancy method for specific learning disability (SLD) determination led to alternative research‐based methods, such as failure to respond to intervention. Neither of these regulatory methods address the statutory SLD definition, which explicitly includes a deficit in basic psychological processes. Examining neuropsychological processing differences among typical children and children with math SLD, commonality analyses revealed that Differential Ability Scales – Second Edition (DAS‐II) predictors accounted for more achievement variance in typical children (46% to 58%) than in children with math SLD (33% to 50%), with substantial loss of predictive validity when General Conceptual Ability was used instead of subcomponent scores. Results suggest that differences in typical predictor‐outcome relationships may provide a foundation for developing specific cognitive and academic interventions for children with math SLD. © 2008 Wiley Periodicals, Inc.  相似文献   

Mitigating Colorblind Racism in the Postnetwork Era: Class-Inflected Masculinities in The Shield,Sons of Anarchy,and Justified     

Michael L. Wayne 《The Communication Review》2014,17(3):183-201

This analysis explores the relation between class-stratified White masculinities and moral ambiguity in FX crime drama. Conflicts between morally ambiguous White men in The Shield (2002–2008), Sons of Anarchy (2008–present), and Justified (2010–present) support colorblind racial ideology by positioning a central antiheroic protagonist in opposition to overtly racist characters who embody stereotypes associated with the White underclass. In comparison with traditional crime dramas, these juxtapositions provide realistic depictions of contemporary America by acknowledging the existence of racial prejudice while the antihero’s ultimate victory stands as a rejection of anachronistic racial sensibilities drawing attention away from issues related to systemic inequality.  相似文献   

Infusing two models of evaluation into a military environment: A case study     

Wayne Aaberg  Carla J. Thompson 《Performance Improvement》2012,51(1):17-25

Determining the worth and effectiveness of training used within a military environment is the same accountability responsibility that educational organizations, businesses, and social agencies are charged with for improving programs and services to society. The need for accountability implies the process of evaluation, particularly in governmental training programs. This article provides a case study, blueprint, and action plan for the infusion of two evaluation models as the foundation for determining the effectiveness of training within a military application.  相似文献   

The role of negative priming in preschoolers' flexible rule use on the dimensional change card sort task     

Müller U  Dick AS  Gela K  Overton WF  Zelazo PD 《Child development》2006,77(2):395-412

Four experiments examined the development of negative priming (NP) in 3-5-year-old children using as a measure of children's executive function (EF) the dimensional change card sort (DCCS) task. In the NP version of the DCCS, the values of the sorting dimension that is relevant during the preswitch phase are removed during the postswitch phase. The experiments showed that the NP effect observed in the DCCS decreased during the preschool years, and they clarified the circumstances in which NP occurs. Taken together, the findings suggest that the development of EF in early childhood consists in part in disinhibiting attention to information that has previously been suppressed.  相似文献   

Teacher attitudes on coping with grief in the public school classroom     

Jon K. Reid  Wayne A. Dixon 《Psychology in the schools》1999,36(3):219-229

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30-second interval performance on the coding subtest of the WISC-III: Further evidence of WISC folklore?     

Ron Dumont  Laurie P. Farr  John O. Willis  Peter Whelley 《Psychology in the schools》1998,35(2):111-118

Data gathered from 351 students administered the WISC-III were used to analyze the 30-s-interval performance on the WISC-III Coding subtest. Interpretation methods that focus on the relevance and meaning for such interval differences were examined. Because of the lack of “base-rate” data, the suitability of interpreting the Coding subtest intervals is questioned. Results, based both on IQ and special education classification, revealed no significant difference in performance. Cautions regarding the diagnostic use of the 30-s Coding intervals are discussed. © 1998 John Wiley & Sons, Inc.  相似文献