Approach-avoidance conflict in preweanling rats: A developmental study     

Alexis C. Collier  Joelle Mast  Donald R. Meyer  Carrie-Ellen Jacobs 《Learning & behavior》1979,7(4):514-520

Ten- and 15-day-old rat pups were trained with two procedures to approach an anesthetized mother, and then were punished for approaching. Both ages of subjects exhibited increased latencies to reapproach the mother, indicating passive inhibitions, but only the older pups retreated. All but one of the younger pups eventually reached the mother within 3 min after the punishment, while only half of the older pups did so. In a second experiment examining the development of locomotor avoidance reactions, 5- to 20-day-old rats were shocked without the mother present. Fifteen- and 20-day-old rats significantly decreased their activity patterns in reaction to shock and spent significantly less time in the shock area than either of the younger aged pups. These results suggest that flight reactions are components of a rat’s defensive repertoire that appear very rapidly between 10 and 15 days of age.  相似文献   

Assessment of step accuracy using the Consumer Technology Association standard     

Jennifer A. Bunn  Caleb Jones  Alexis Oliviera  Michael J. Webster 《Journal of sports sciences》2019,37(3):244-248

The purpose of this study was to compare the accuracy of commercially-available physical activity devices when walking and running at various treadmill speeds using CTA 2056: Physical Activity Monitoring for Fitness Wearables: Step Counting, standard by the Consumer Technology Association (CTA). Twenty participants (10 males and 10 females) completed self-paced walking and running protocols on the treadmill for five minutes each. Eight devices (Apple iWatch series 1, Fitbit Surge, Garmin 235, Moto 360, Polar A360, Suunto Spartan Sport, Suunto Spartan Trainer, and TomTom Spark 3) were tested two at a time, one per wrist. Manual step counts were obtained from video to serve as the benchmark. The mean absolute percent error (MAPE) was calculated during walking and running. During walking, three devices: Fitbit Surge (11.20%), Suunto Sport (22.93%), and TomTom (10.11%) and during running, one device, Polar (10.66%), exceeded the CTA suggestion of a MAPE < 10%. The Moto 360 had the lowest MAPE of all devices for both walking and running. The devices tested had higher step accuracy with running than walking, except for the Polar. Overall, the Apple iWatch series 1, Moto 360, Garmin, and Suunto Spartan Trainer met the CTA standard for both walking and running.  相似文献   

Self-Efficacy and Postpartum Depression Teaching Behaviors of Hospital-Based Perinatal Nurses     

Logsdon MC  Foltz MP  Scheetz J  Myers JA 《The Journal of perinatal education》2010,19(4):10-16

Based upon the Self-Efficacy Theory, this study examined the relationship between self-efficacy, self-efficacy-related variables, and postpartum depression teaching behaviors of hospital-based perinatal nurses. Findings revealed that teaching new mothers about postpartum depression is related to a perinatal nurse's self-efficacy in postpartum-depression teaching, self-esteem, and the following self-efficacy-related variables: social persuasion (supervisor's expectations for teaching); mastery (postpartum depression continuing education and teaching experience); and vicarious experience (observing other nurses teach new mothers about postpartum depression). Teaching new mothers about postpartum depression can assist mothers in overcoming barriers to depression treatment. Nurse educators and managers play an important role in encouraging postpartum depression education for perinatal nurses.  相似文献   

“Thank You for Making Me Write This.” Narrative Skills and the Management of Conflict in Urban Schools     

Alexis R. Harris  Marsha D. Walton 《The Urban Review》2009,41(4):287-311

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Effects of Modeling Instruction on Descriptive Writing and Observational Skills in Middle School     

Do-Yong Park  Cindy Logsdon 《International Journal of Science and Mathematics Education》2015,13(1):71-94

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初为人父     

Alexis C.Madrigal 《英语沙龙》2014,(6)

正【阅读难度:】初为人父是什么感觉呢?面对一个既陌生又熟悉的小生命,不知所措?欣喜若狂?文中这位新手爸爸看着自己刚出世的儿子,感慨颇多。他看着小儿子的一颦一笑,还从地质学的角度感慨沧海桑田世事变迁。他不断惊叹造物者的伟大,能创造出一个让他一眼就爱上的完美小生命。  相似文献   

Peer assessment as a method of improving student engagement     

Debbi Weaver  Alexis Esposto 《Assessment & Evaluation in Higher Education》2012,37(7):805-816

To encourage increased student attendance and engagement in a third-year economics unit, the curriculum was redesigned to incorporate continuous assessment throughout the semester. A component of group project marks were allocated to peer assessment, in an attempt to address concerns about free-riding colleagues sharing a common mark. This study investigated the consistency of marks awarded to peers within teams, and the acceptance by students of marks awarded by peers. Students were asked to provide ratings and explanatory comments for each of their group peers. Focus groups were conducted to determine students’ acceptance of this strategy. Eighty student ratings were compared to determine consistency of assessment. Within groups, students who received higher marks from their peers generally awarded marks to their peers across a wider range, whereas students who received lower average grades often awarded the same mark to all team members. These results might indicate that students who were attending class regularly and/or contributing at a higher level were more discriminating in the marks awarded to their peers. Similarly, non-contributors (as identified by their peers) assigned the same or similar grades to each of their peers, possibly due to a lack of knowledge about their peers’ contributions.  相似文献   

A Cognitive Processing Model of Information Source Use and Stereotyping: African-American Stereotypes in South Korea     

Alexis Tan Ph.D.  Francis Dalisay Ph.D.  Yunying Zhang Ph.D.  Eun-Jeong Han M.A.  Mariyah M. Merchant M.B.A.  M.S.  M.S. 《广播与电子媒介杂志》2013,57(4):569-587

This study proposes a cognitive processing model to explain that stereotypes are the result of a two-way interaction between receiver evaluation of the valence of accessed information from the media, and receiver evaluation of the realism and believability of the information. This model is applied to analyze American media use and stereotyping of African-Americans among 378 high school students in South Korea. Findings partially support the proposed model: positive media portrayals perceived to be real and believable result in positive stereotyping, while negative media portrayals perceived to be real and believable result in negative stereotyping. Respondents perceived that messages disseminated by the American media were somewhat realistic and believable, and that American media portray African-Americans negatively.  相似文献   

Arguing from Nature: The role of ‘nature’ in students’ argumentations on a socio-scientific issue     

Jan Alexis Nielsen 《International Journal of Science Education》2013,35(5):723-744

This paper explores how students invoked different conceptions of ‘nature’ in eight socio-scientific group discussions about human gene therapy. The paper illustrates and discusses how the students articulated nature and to what extent they elicited science factual content in the process. While the students in this study invoked nature at key places in a variety of dialectical contexts in the discussions, these invocations were often uncritical appeals and rarely involved science factual content. Even when an argument from nature was challenged, the author of that argument would often shift the sense of nature rather than elaborate upon the argumentation. It is argued that if students were properly introduced to the evaluative character of the term ‘nature’ it would not just be conducive to the quality of their argumentation, but also invite them to foreground science factual content at key places in their discussion.  相似文献   

Synchronization as a Classroom Dynamic: A Practitioner's Perspective     

Alexis Kent 《Mind, Brain, and Education》2013,7(1):13-18

While carefully plotted lesson plans are invaluable in a classroom, tuning into the flow of the moment is just as essential. My experience has shown me that the most effective teaching happens when everyone in the room is in synch with one another. Teaching requires intuiting what each student is experiencing individually and adjusting in order to bring the room to a united rhythm. Too often we define teaching in terms of curriculum, assessment, and practical measures that do not encompass this instinctive evolutionary skill. Teaching is a natural cognitive ability that requires human interaction and is optimal when a form of synchrony or flow exists in interactions. As an experienced classroom teacher, I describe how these principles infuse my practice, which I hope serves as a useful lens for the Mind, Brain, and Education (MBE) research community in its quest to uncover the underlying processes of teaching.  相似文献