Examining the “Blanket of Protection” Conferred by Inoculation: The Effects of Inoculation Messages on the Cross-protection of Related Attitudes     

Kimberly A. Parker  Stephen A. Rains  Bobi Ivanov 《Communication monographs》2016,83(1):49-68

Although the effectiveness of inoculation as a strategy for promoting resistance to attitude change is fairly well established, the potential of inoculation messages to offer cross-protection for related, but untreated, attitudes warrants additional attention from scholars. The reported study tested the “blanket of protection” conferred by inoculation. Participants (N = 118) were randomly assigned to read an inoculation message addressing a target topic and subsequently had their attitudes toward three related, but untreated, topics attacked. The results offer some evidence that inoculation messages can confer cross-protection for related attitudes. Participants in the inoculation condition reported greater perceptions of threat, greater counterarguing, and less attitude change in response to attacks than participants in the control condition for two of the three untreated topics. Counterarguing in response to attacks on untreated attitudes appears to be primarily responsible for cross-protection.  相似文献   

Intrinsic Versus Extrinsic Motivation: An Approach/Avoidance Reformulation     

Martin V. Covington  Kimberly J. Müeller 《Educational Psychology Review》2001,13(2):157-176

The main purpose of this article is to advance an alternative perspective on the relationship between intrinsic and extrinsic motivation, and in particular to examine critically the assertion that these processes are antagonistic such that the will to learn for its own sake is inhibited by the presence of extrinsic, tangible rewards and incentives such as school grades. The presumption of an antagonistic relationship largely depends on the theoretical perspective adopted. An alternative interpretation based on need achievement theory leads to distinctly different conclusions. Exploring this new perspective allows one to identify both the conditions under which intrinsic motives may coexist with extrinsic motives as well as to consider some of the means by which intrinsic motives and caring about learning can be stimulated in their own right in school settings.  相似文献   

Memories of reward events and expectancies of reward events may work in tandem     

E. J. Capaldi  Kimberly M. Birmingham  Suzan Alptekin 《Learning & behavior》1995,23(1):40-48

A common assumption is that expectancies of reward events in instrumental tasks are established on the basis of Pavlovian conditioning. According to the tandem hypothesis, tested in the four runway investigations reported here employing rats, memories of reward events may serve as the conditioned stimuli eliciting expectancies. In Experiments 1–3, rats were trained under a schedule of partial reward (P), which did not produce increased resistance to extinction, and subsequently shifted to consistent reward (C). According to the tandem hypothesis, the shift to the C schedule should result in increased resistance to extinction if, as hypothesized, under the P schedule the memory of reward, S^R, came to elicit the expectancy of nonreward,_EN. This hypothesis was confirmed under a variety of conditions. It was shown that increased resistance to extinction could not be attributed to the P schedule alone, to the rats receiving two schedules, P and C, to stimuli other than S^R eliciting E_N, or to the rats forgetting reward-produced memories when expecting nonreward (Experiment 4). It was shown that the tandem hypothesis could explain the divergent findings obtained in prior studies employing a shift from P to C as well as in the present study.  相似文献   

Market segmentation for improved distance education program planning     

Michele D. Bunn  Robert E. Barnes 《Distance Education》1999,20(2):274-294

Distance education planners face two basic, yet difficult decisions: which students should be targeted and which programs should be offered? This paper reports the process and results of the planning committee of a consortium of engineering schools in the United States that was tasked with these very decisions. A market research study measured the program preferences of potential students. Three program characteristics (course type, delivery method, and time availability) were examined. The results show there is no ‘average’ student and no single program will satisfy all the needs of the student population. Rather, the committee must choose one or more segments based on the program preferences of the students and the resources required to provide the programs.  相似文献   

Cutting apart together: a diffracted spatial history of an online scholarly relationship     

Naomi Barnes  Deborah M. Netolicky 《International journal of qualitative studies in education》2019,32(4):380-393

Drawing on the notion of cutting together-apart introduced by Karen Barad and combining it with Lefebvre’s notion of a flaneur (f. flâneuse) who moves between temporal, spatial and political relationships, this article performs a collaboration mediated by social media, namely blogging and tweeting. It draws on the notion of history, space, and social relationships to describe how two women met online. This collaboration as inquiry is about working together despite our differences – finding places to meet rather than diverge, and to dialogue rather than debate. Through a duo-ethnography of how this relationship worked and did not work, notions about how the digital world can act as a mediator for academic work are explored.  相似文献   

Evaluating a technology supported interactive response system during the laboratory section of a histology course          下载免费PDF全文

Vera D. Rinaldi  Nancy A. Lorr  Kimberly Williams 《Anatomical sciences education》2017,10(4):328-338

Monitoring of student learning through systematic formative assessment is important for adjusting pedagogical strategies. However, traditional formative assessments, such as quizzes and written assignments, may not be sufficiently timely for making adjustments to a learning process. Technology supported formative assessment tools assess student knowledge, allow for immediate feedback, facilitate classroom dialogues, and have the potential to modify student learning strategies. As an attempt to integrate technology supported formative assessment in the laboratory section of an upper‐level histology course, the interactive application Learning Catalytics^TM, a cloud‐based assessment system, was used. This study conducted during the 2015 Histology courses at Cornell University concluded that this application is helpful for identifying student misconceptions “on‐the‐go,” engaging otherwise marginalized students, and forming a new communication venue between students and instructors. There was no overall difference between grades from topics that used the application and grades from those that did not, and students reported that it only slightly helped improve their understanding of the topic (3.8 ± 0.99 on a five‐point Likert scale). However, they highly recommended using it (4.2 ± 0.71). The major limitation was regarding the image display and graphical resolution of this application. Even though students embrace the use of technology, 39% reported benefits of having the traditional light microscope available. This cohort of students led instructors to conclude that the newest tools are not always better, but rather can complement traditional instruction methods. Anat Sci Educ 10: 328–338. © 2016 American Association of Anatomists.  相似文献   

A Second Dystopia in Education: Validity Issues in Authentic Assessment Practices     

John D. Hathcoat  Jeremy D. Penn  Laura L. B. Barnes  Johnathan C. Comer 《Research in higher education》2016,57(7):892-912

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Conflict, Social Competence, and Gender: Maternal and Peer Contexts     

Martha Putallaz  Laura Hellstern  Blair H. Sheppard  Christina L. Grimes  Kimberly A. Glodis 《Early education and development》1995,6(4):433-447

The current study was designed to address two major purposes. The first goal was to investigate the joint influence of children's sociometric status and sex on their conflict behavior, and the second goal was to explore the similarities and differences in children's conflict behavior across two contexts, specifically conflicts arising during interactions with mothers and with peers. Forty-two first-graders were videotaped playing with their mothers and then with an unfamiliar peer partner. Conflict behavior occurring in the mother-child context was quite different from that occurring between children, reflecting the contrast between the vertical and horizontal nature of these relationships. Most striking were the large number of sociometric status and sex differences in conflict behavior found across both contexts. Further, it appears that effective conflict behavior may differ for boys and girls. Implications for future research are discussed.  相似文献   

Why are hyperactivity and academic achievement related?   总被引：1，自引：0，他引：1  

Saudino KJ  Plomin R 《Child development》2007,78(3):972-986

Although a negative association between hyperactivity and academic achievement is well documented, little is known about the genetic and/or environmental mechanisms responsible for the association. The present study explored links between parent and teacher ratings of hyperactive behavior problems and teacher-assessed achievement in a sample of 1,876 twin pairs (mean age 7.04 years). The results did not differ across rater, nor were there significant differences between males or females or for twins in the same or different classrooms. Hyperactivity was significantly correlated with achievement. Multivariate model-fitting analyses revealed significant genetic and nonshared environmental covariance between the two phenotypes. In addition, bivariate heritabilities were substantial, indicating that the phenotypic correlations between hyperactivity and achievement were largely mediated by genetic influences.  相似文献   

Parental self-confidence, parenting styles, and corporal punishment in families of ADHD children in Iran     

Alizadeh H  Applequist KF  Coolidge FL 《Child abuse & neglect》2007,31(5):567-572

OBJECTIVE: This study examines the relationship between parental self-confidence, warmth, and involvement, and corporal punishment in families of children with attention deficit/hyperactivity disorder (ADHD). METHOD: The diagnosis of ADHD was established through clinical interviews with the parents, children, and teachers, according the criteria in DSM-IV-TR. This diagnosis was also established by having the parents complete the Conners' Parent Rating Scale, and the teachers complete the Conners' Teacher Rating Scale. Two groups of Iranian parents, one group with children who have ADHD (N=130) and a control group (N=120), completed questionnaires measuring parental self-confidence and parenting styles. RESULTS: Parents of children with ADHD were found to have lower self-confidence and less warmth and involvement with their children, and used corporal punishment significantly more than the parents of control children. CONCLUSIONS: The study provides strong evidence that children with ADHD are at considerable risk of abuse by their parents. Rather than focusing only on the child's ADHD, treatment may also need to address the parents' functioning.  相似文献