The neuroscience of perceptual categorization in pigeons: A mechanistic hypothesis     

Onur Güntürkün  Charlotte Koenen  Fabrizio Iovine  Alexis Garland  Roland Pusch 《Learning & behavior》2018,46(3):229-241

We are surrounded by an endless variation of objects. The ability to categorize these objects represents a core cognitive competence of humans and possibly all vertebrates. Research on category learning in nonhuman animals started with the seminal studies of Richard Herrnstein on the category “human” in pigeons. Since then, we have learned that pigeons are able to categorize a large number of stimulus sets, ranging from Cubist paintings to English orthography. Strangely, this prolific field has largely neglected to also study the avian neurobiology of categorization. Here, we present a hypothesis that combines experimental results and theories from categorization research in pigeons with neurobiological insights on visual processing and dopamine-mediated learning in primates. We conclude that in both fields, similar conclusions on the mechanisms of perceptual categorization have been drawn, despite very little cross-reference or communication between these two areas to date. We hypothesize that perceptual categorization is a two-component process in which stimulus features are first rapidly extracted in a feed-forward process, thereby enabling a fast subdivision along multiple category borders. In primates this seems to happen in the inferotemporal cortex, while pigeons may primarily use a cluster of associative visual forebrain areas. The second process rests on dopaminergic error-prediction learning that enables prefrontal areas to connect top down the relevant visual category dimension to the appropriate action dimension.  相似文献   

Bringing Women into Educational Thought     

Jane Roland Martin 《Educational theory》1984,34(4):341-353

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Schoolyard corner society: relating membership to reactive and proactive aggressiveness     

Svein Størksen  Thormod Idsoe  Erling Roland 《Emotional and Behavioural Difficulties》2013,18(2):145-158

This study investigated whether secondary schools in Norway had deviant subcultures, which could be labelled ‘schoolyard corner society’, and how gender and age were related to membership. We also studied levels of reactive and proactive aggressiveness in students, and the relationship between these types of aggressiveness and participation in schoolyard corner societies. Self-reported data were collected from a large, nationally representative sample of Norwegian eighth, ninth and tenth graders (n?=?3342, 1147 boys and 1256 girls). Findings showed that participation in schoolyard corner societies was significantly associated with age, indicating an increasing tendency over time. Reactive aggressiveness as well as power-related and affiliation-related proactive aggressiveness predicted participation to a substantial degree. We also found an interaction between age and affiliation-related proactive aggressiveness in their effects on participation in schoolyard corner societies, which indicates a slight decrease in the effect of proactive aggression over time.  相似文献   

Fatigue effects upon sticking region and electromyography in a six-repetition maximum bench press     

Roland van den Tillaar  Atle Hole Saeterbakken 《Journal of sports sciences》2013,31(16):1823-1830

Abstract

The aim of the study was to examine the sticking region and concomitant neuromuscular activation of the prime movers during six-repetition maximum (RM) bench pressing. We hypothesised that both peak velocities would decrease and that the electromyography (EMG) of the prime movers (deltoid, major pectoralis and triceps) would increase during the pre-sticking and sticking region during the six repetitions due to fatigue. Thirteen resistance-trained males (age 22.8 ± 2.2 years, stature 1.82 ± 0.06 m, body mass 83.4 ± 7.6 kg) performed 6-RM bench presses. Barbell kinematics and EMG activity of pectoralis major, deltoid anterior, and triceps brachii during the pre-, sticking and post-sticking region of each repetition in a 6-RM bench press were analysed. For both the sticking as the post-sticking region, the time increased significantly from the first to the sixth repetition. Vertical barbell height at the start of sticking region was lower, while the height at the end of the sticking region and post-sticking region did not change during the six repetitions. It was concluded that in 6-RM bench pressing performance, the sticking region is a poor mechanical force region due to the unchanged barbell height at the end of the sticking region. Furthermore, when fatigue occurs, the pectoralis and the deltoid muscles are responsible for surpassing the sticking region as indicated by their increased activity during the pre- and sticking region during the six-repetitions bench press.  相似文献   

MathePraxis – connecting first-year mathematics with engineering applications     

Jörg Härterich  Christine Kiss  Martin Mönnigmann  Moritz Schulze Darup  Roland Span 《European Journal of Engineering Education》2012,37(3):255-266

First-year engineering students often complain about their mathematics courses as the significance of the difficult and abstract calculus to their field of study remains unclear. We report on the project MathePraxis, a feasibility study which was designed as a means to give first-year students some impression about the use of mathematics in real practice. We aim to increase the motivation and retention rates among engineering students by connecting the contents of the first-year mathematics lectures with practical applications. We developed three projects, two of which are described in this article: an inverted pendulum considered as a model for the automated control within a Segway and a study on the optimal design of a ribbed cooler. In this article, we briefly present the mathematical content of the projects and report on their implementation.  相似文献   

The gendering of global citizenship: findings from a large-scale quantitative study on global citizenship education experiences     

Roland Tormey  Jim Gleeson 《Gender and education》2012,24(6):627-645

The growing literature on the gendering of citizenship and citizenship education highlights that western notions of ‘citizenship’ have often been framed in a way that implicitly excludes women. At the same time, insofar as feminist writers have addressed citizenship, they have tended to see it in largely local and national terms. While feminist literature has laid the groundwork for understanding how schools have shaped and structured a gendered citizenry, there is a lack of large-scale quantitative data which might allow us to explore the intersection between gender and global citizenship education. Drawing on a large-scale quantitative study on development education/global citizenship education in second-level schools, the data presented here suggest that emergent notions of global citizenship are being gendered in schools. The data suggest that girls’ schools are more likely than other types of schools to emphasise a sense of responsibility for, and an analysis of, global inequalities, while differences also emerge between boys’ schools and co-educational schools.  相似文献   

Empire: An Analytical Category for Educational Research     

Roland Sintos Coloma 《Educational theory》2013,63(6):639-658

In this article Roland Sintos Coloma argues for the relevance of empire as an analytical category in educational research. He points out the silence in mainstream studies of education on the subject of empire, the various interpretive approaches to deploying empire as an analytic, and the importance of indigeneity in research on empire and education. Coloma examines three award‐winning books, Lawrence Cremin's The Transformation of the School: Progressivism in American Education, 1876–1957, John Willinsky's Learning to Divide the World: Education at Empire's End, and David Wallace Adams's Education for Extinction: American Indians and the Boarding School Experience, 1875–1928, in order to delineate the heuristic spectrum of the use of empire in educational research. These texts are put in conversation with the interdisciplinary fields of American, postcolonial, race/ethnic, and indigenous studies where questions of empire have received considerable attention. Ultimately, mobilizing empire as an analytical category will enable researchers, policymakers, and educators to establish new connections and dispute long‐standing views about discursive, structural, and affective dynamics at local, national, and global levels.  相似文献   

Not quite so fast: effect of training at 90% sprint speed on maximal and repeated-sprint ability in soccer players     

Thomas Haugen  Espen Tonnessen  Svein Leirstein  Erlend Hem  Stephen Seiler 《Journal of sports sciences》2014,32(20):1979-1986

Abstract

The aim of the present study was to investigate the effect of training at an intensity eliciting 90% of maximal sprinting speed on maximal and repeated-sprint performance in soccer. It was hypothesised that sprint training at 90% of maximal velocity would improve soccer-related sprinting. Twenty-two junior club-level male and female soccer players (age 17 ± 1 year, body mass 64 ± 8 kg, body height 174 ± 8 cm) completed an intervention study where the training group (TG) replaced one of their weekly soccer training sessions with a repeated-sprint training session performed at 90% of maximal sprint speed, while the control group (CG) completed regular soccer training according to their teams’ original training plans. Countermovement jump, 12 × 20-m repeated-sprint, VO_2max and the Yo-Yo Intermittent Recovery Level 1 test were performed prior to and after a 9-week intervention period. No significant between-group differences were observed for any of the performance indices and effect magnitudes were trivial or small. Before rejecting the hypothesis, we recommend that future studies should perform intervention programmes with either stronger stimulus or at other times during the season where total training load is reduced.  相似文献   

Hidden wor(l)ds in science class: conscientization and politicization in science education research and practice     

Gale Seiler  Anjali Abraham 《Cultural Studies of Science Education》2009,4(3):739-753

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Learning from multimedia presentations: Facilitation function of animations and spatial abilities     

Stefan Münzer  Tina Seufert  Roland Brünken 《Learning and individual differences》2009,19(4):481-485

Animations may facilitate learning by providing external support for visual–spatial mental processing. Facilitation is challenged by findings that demonstrate involvement of spatial abilities in learning from animations, because this involvement indicates active internal visual–spatial processing. In the present study, learners attended to a system-paced multimedia presentation in which a verbal–auditory explanation was concurrently synchronized either with animation, with static core pictures, or with enriched static pictures that showed additional intermediate steps and arrows indicating motion. Results demonstrated better learning success with animations and with enriched static pictures than with static pictures. Spatial abilities were not substantively related to learning success with animations or with static pictures, but they played a crucial role for learning success with enriched static pictures. It is concluded that active visual–spatial processing was recruited with enriched static pictures. With animations, learning was truly facilitated by external support for visual–spatial mental processing.  相似文献