The poisoned partner effect in rats: Some parametric considerations     

Nigel W. Bond 《Learning & behavior》1984,12(1):89-96

Five experiments are reported establishing the poisoned partner effect (PPE) in rats as a robust phenomenon and indicating some of the factors that control its occurrence. Experiment 1 was a replication of Lavin, Freise, and Coombes (1980) and demonstrated that the PPE could be obtained under the conditions they described. Experiment 2 established that the PPE was not due to sensitization. Experiment 3 indicated that the nonpoisoned partner (NPP) had to be familiar with its poisoned partner in order for the PPE to be observed. Experiment 4 established that, under the conditions employed here, the NPP and its sick partner had to be paired together for at least 30 min following poisoning of the latter for the PPE to occur. Finally, Experiment 5 demonstrated that the NPP and its poisoned partner had to be paired together immediately following the poisoning episode. If 40 min or more was allowed to elapse following poisoning before the two were placed together, the PPE was attenuated. Taken together, these results indicate that the time course of the PPE is similar to that of the effects of the poisoning agent and suggest that some stimulus secreted by the poisoned rat and associated with the administration of the poison is the causative factor in the PPE.  相似文献   

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology     

Melissa Bond  Olaf Zawacki-Richter  Mark Nichols 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):12-63

Reflecting on 50 years of educational technology research, a content and authorship analysis was conducted of 1777 research article titles and abstracts, published in the British Journal of Educational Technology (BJET) from 1970 to Issue 3, 2018. A text-mining tool (Leximancer) was used to identify key concepts and themes emerging throughout each of the five decades, which were then compared to those found in a previous analysis of Computers & Education, as well as the most cited BJET publications in each decade. The framework of West and Rich (2012) was then used to provide guidance on BJET’s rigour, impact and prestige. Common themes in BJET throughout the past 50 years have included the evolution of teaching and learning in distance education, the emergence of instructional design, misunderstanding between practitioners and learning designers, issues of pre and in-service teacher education and technology uptake by educators and students, including the confidence to do so, the technology skills of educators and students, as well as a lack of institutional support to provide space and time for training and integration to occur. The authorship analysis revealed an encouraging increase in international identity over time, with 60% of articles in BJET published by an author outside of the UK over the past 50 years, and 79% in the past decade. Despite this, contributions from South America, the Middle East and Africa are vastly underrepresented, and authors from these regions need further support from the field. Suggested future research areas include finding alternative models of educator professional development, further exploration of the role of theory and policy, as well as the rise of co-authorship and collaborative research.  相似文献   

Sexual References and Consequences for Heterosexual,Lesbian, Gay,and Bisexual Characters on Television: A Comparison Content Analysis     

Bradley James Bond  Brandon Miller  Jennifer Stevens Aubrey 《Mass Communication and Society》2019,22(1):72-95

A content analysis was conducted to examine sexual references and consequences among lesbian, gay, bisexual (LGB), and heterosexual characters on television. The sample was composed of programs portraying an LGB lead or reoccurring character. Results showed that heterosexual and LGB characters engaged in sexual talk and behavior in similar contexts. When discussing LGB sexualities, however, heterosexual characters were disproportionately likely to make jokes; LGB characters were disproportionately likely to discuss coming out. LGB characters depicted in sexual references were more likely to be in dialogue with a heterosexual character than another LGB character. Sexual consequences were more common for heterosexual characters than LGB characters. No gender differences existed in frequency of sexual references or consequences among LGB characters, evidence that the sexual double standard found in previous research may not apply to LGB characters. Results are discussed in terms of potential effects of exposure.  相似文献   

Developing a Rasch Measurement Physical Fitness Scale for Hong Kong Primary School-Aged Students     

Zi Yan  Trevor G. Bond 《Measurement in physical education and exercise science》2013,17(3):182-203

The main purpose of this study was to develop a Rasch Measurement Physical Fitness Scale (RMPFS) based on physical fitness indicators routinely used in Hong Kong primary schools. A total of 9,439 records of students' performances on physical fitness indicators, retrieved from the database of a Hong Kong primary school, were used to develop the Rasch scale. Following a series of iterative Rasch analyses that adopted the “data should fit the model” approach, four physical fitness indicators (i.e., 6-min run, 9-min run, 1-min sit-ups, and dominant handgrip) were successfully calibrated to form the RMPFS. The RMPFS and its scale indicators showed fit to the Rasch model sufficient for the intended purposes of measuring the overall fitness of children. The overall physical fitness measure reflects children's fitness on three key core components of physical fitness (i.e., cardio-respiratory fitness, muscular endurance, and muscular strength). Advantages of the RMPFS are discussed, and recommendations for future research follow. The findings of this study provide a better knowledge basis for interpreting children's physical fitness assessment results.  相似文献   

Piaget and the Pendulum     

Bond  Trevor G. 《Science & Education》2004,13(4-5):389-399

Piaget's investigations into children's understanding of the laws governing the movement of a simple pendulum were first reported in 1955 as part of a report into how children's knowledge of the physical world changes during development. Chapter 4 of Inhelder & Piaget (1955/1958) entitled `The Oscillation of a Pendulum and the Operations of Exclusion' demonstrated how adolescents could construct the experimental strategies necessary to isolate each of the variables, exclude the irrelevant factors and conclude concerning the causal role of length. This became one of the most easily replicable tasks from the Genevan school and was used in a number of important investigations to detect the onset of formal operational thinking. While it seems that the pendulum investigation fits nicely into Piaget's sequence of studies of concepts such as time, distance and speed suggested to him by Einstein, more recent research (Bond 2001) shows Inhelder to be directly responsible for the investigations into children's induction of physical laws. The inter-relationship between the pendulum problem, developing thought and scientific method is revealed in a number of Genevan and post-Piagetian investigations.  相似文献   

Experiences of the Relation between Teaching and Research: What do academics value?     

Jane Robertson  Carol H. Bond 《高等教育研究与发展》2001,20(1):5-19

Many attempts have been made to account for the relation between teaching and research. In general, studies have assumed the nature of this relation and characterised it as one that exists between externally defined indicators such as teaching effectiveness and research productivity . Most frequently used indicators are quantitative measures such as students' evaluations of teaching and publication counts. In contrast, few studies have explored how academics experience teaching and research and their inter-relation. The results of this small, qualitative study, consisting of interviews with a sample of academic staff who expressed strong views of the teaching/research relationship, show that there is substantial variation in academics' experiences of the meaning of this relation. The results suggest that such variation requires further exploration using methods that differ from those that have been associated with past research in this area.  相似文献   

A cross‐national review of evidence‐based psychosocial treatments for children and adolescents with autistic spectrum disorders in the United Kingdom,Ireland, and United States          下载免费PDF全文

Lee Robinson  Caroline Bond 《Psychology in the schools》2017,54(9):1160-1175

The most thoroughly researched topic in relation to autistic spectrum disorders (ASDs) is the evaluation of interventions. Educational psychology in the United Kingdom and Ireland is the most closely allied profession to school psychology in the United States. In considering what is published by and for the profession, it is important to include all of those journals that are directly relevant to the profession including educational psychology journals. This review reports on the type, focus, and quality of school‐based ASD intervention research reported in school and educational psychology journals between 2005 and 2015. Twelve evaluation studies are reported, which evaluated 10 discrete interventions and two commercial packages. These interventions targeted academic, social, communication, and behavioral outcomes. Implications for the practice of school psychologists are discussed including the application of research to the idiographic nature of the work of school psychologists.  相似文献   

Avoidance,classical, and pseudoconditioning as a function of species-specific defense reactions in high- and low-avoider rat strains     

Nigel W. Bond 《Learning & behavior》1984,12(3):323-331

Rats of the Australian High Avoider (AHA) and Australian Low Avoider (ALA) strains and their reciprocal crosses were exposed to 50 trials of one of three shuttlebox procedures. The avoidance group received pairings of a tone and shock. If the animals shuttled during the tone, they avoided the shock. If they waited until the shock came on, they could then escape it. The classical group received pairings of the tone and a brief inescapable shock. If they shuttled during the tone, the tone ceased and they immediately received the shock. If they did not shuttle, they received the brief shock at the termination of the tone. The pseudoconditioning group received the tone and the shock explicitly unpaired. If they shuttled during either the tone or the shock, the stimulus was terminated. There was no acquisition of anticipatory responding under the pseudoconditioning procedure. All groups evidenced an increase in anticipatory responding over trials under the classical procedure. The AHAs acquired the response faster and reached a higher asymptote than did the ALAs. Performance of the two reciprocal crosses fell in between. A similar pattern was observed under the avoidance procedure, albeit at slightly higher response levels. Subsequent studies established that the AHAs acquired a one-way avoidance response quickly, but were impaired on a passive avoidance task, whereas the reverse was the case for the ALAs. The reciprocal crosses were proficient at both tasks. These results suggest that shuttlebox avoidance is largely accounted for by classical conditioning of the predominant defensive response. When that response is compatible with performance on the task, acquisition is rapid (AHAs), and when it is not, acquisition is slow (ALAs).  相似文献   

Physical Disability on Children's Television Programming: A Content Analysis     

Bradley J. Bond 《Early education and development》2013,24(3):408-418

Research Findings: Media representations of physical disability can influence the attitudes of child audiences. In the current study, the depiction of physical disability was analyzed in more than 400 episodes of children's television programming to better understand how media depict physical disability to children and, in turn, how exposure may influence children's attitudes toward this social minority. Characters with a physical disability were rare. When present, characters with a physical disability tended to be older White males. The disabilities were not central to the characters' importance, but the characters themselves were not central to the plot. A majority of characters with a physical disability were depicted as morally good, attractive, and satisfied with life. Able-bodied characters were shown as treating characters with a physical disability the same way they treated other able-bodied characters. Practice or Policy: The results of the current study could be utilized by policymakers, media professionals, and educators in an effort to increase depictions of physical disability in children's programming as a method of integrating individuals with physical disabilities into a predominantly able-bodied society.  相似文献   

Influence of Activity Monitor Location and Bout Duration on Free-Living Physical Activity     

Daniel P. Heil  Gary G. Bennett  Kathleen S. Bond  Michael D. Webster  Kathleen Y. Wolin 《Research quarterly for exercise and sport》2013,84(3):424-433

The purpose of this study was to evaluate the influence of the location (ankle, hip, wrist) where an activity monitor (AM) is worn and of the minimum bout duration (BD) on physical activity (PA) variables during free-living monitoring. Study 1 participants wore AMs at three locations for 1 day while wearing the Intelligent Device for Energy Expenditure and Activity (IDEEA) system. Study 2 participants wore AMs at the same locations for 3 days. Variables included time (T_MV, min/day) and AEE (AEE_MV, kcal/day) for each monitor location and BD above a moderate-vigorous (MV) intensity. T_MV and AEEMV in Study 1 were similar across AMs to IDEEA values at BD = 10 min, as was T_MV in Study 2. This suggests that ankle-, wrist- and hip-worn AMs can provide similar PA outcome values during free-living monitoring at 10-min BDs.  相似文献