Modulation of an activity response with associative and nonassociative fear in the rat: A lighting differential influences the form of defensive behavior evoked after fear conditioning     

Godsil BP  Blackmore MA  Fanselow MS 《Learning & behavior》2005,33(4):454-463

Rats confronted with the onset of a light gradient display a transient increase in locomotion called theactivity response (AR) and a dark preference (Godsil & Fanselow, 2004). These experiments demonstrate that the magnitude of the AR can be blunted with Pavlovian fear-conditioning procedures via associative and nonassociative fear. Although manifested in decreased locomotion, the blunted AR effect was not due to increased freezing or immobility behaviors. Instead, rats displayed reduced rearing and an increase in a class of behaviors calledstationary activity. These results suggest that the lighting differential supplied by the cue influences the topography of defensive behavior and reduces the expression of freezing. This procedure provides a means by which to examine learned and unlearned defensive responses to the same stimulus.  相似文献   

Active transportation to school: findings from a national survey     

Fulton JE  Shisler JL  Yore MM  Caspersen CJ 《Research quarterly for exercise and sport》2005,76(3):352-357

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Books     

Stevanne Auerbach Ph.D.  Shirley Neitlich  D.Michelle Irwin 《Early Childhood Education Journal》1975,2(4):43-46

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Implementation planning and progress on physical activity goals: the mediating role of life-management strategies     

Dugas M  Gaudreau P  Carraro N 《Research quarterly for exercise and sport》2012,83(1):77-85

This 4-week prospective study examined whether the use of life-management strategies mediates the relationship between implementation planning and short-term progress on physical activity goals. In particular the strategies of elective selection, compensation, and loss-based selection were disentangled to assess their specific mediating effects. Results from a sample of 131undergraduate students showed that, as a composite, life-management strategies fully mediated the relationship between planning and goal progress. More specifically, decomposing the effects demonstrated that only elective selection and compensation mediated the association between planning and greater progress on a personal physical activity goal. Results are discussed in light of their practical implications and contributions to the personal goal literature.  相似文献   

Antecedents and concomitants of parenting stress in adolescent mothers in foster care     

Budd KS  Holdsworth MJ  HoganBruen KD 《Child abuse & neglect》2006,30(5):557-574

OBJECTIVE: This study's aim was to examine variables associated with different short-term trajectories in multiply disadvantaged adolescent mothers by investigating antecedents and concomitants of parenting stress. METHOD: We followed 49 adolescent mothers (ages 14-18 at study outset) who were wards in Illinois foster care using a longitudinal correlational design. We examined whether parenting variables (childrearing beliefs, quality of parent-child interactions, and child abuse risk) and personal adjustment variables (emotional distress and social support) at initial assessment predicted parenting stress measured at follow-up (a mean of 22.5 months later). We also examined concurrent relationships between parenting stress and mothers' adaptive functioning in educational, social support, and childbirth areas at follow-up. RESULTS: We found that parenting variables, but not personal adjustment variables, predicted later parenting stress. Results also showed that current adaptive functioning was significantly related to parenting stress. Specifically, educational status and social support predicted concurrent parenting stress, whereas number of childbirths did not. CONCLUSIONS: These findings extend the small literature on the link between parenting difficulties and parenting stress to adolescent mothers in foster care. Parenting challenges, particularly as reflected in unrealistic childrearing expectations, appear to be markers for later parenting stress. Considering the longitudinal relationships observed, early and periodic assessment of adolescent mothers' parenting knowledge, skills, and interactions is recommended. Also, given that this study found concurrent social support and educational status to covary with current parental stress, these variables, and others for which they may serve as proxy, are implicated for careful monitoring.  相似文献   

Does the curriculum matter in peer mentoring? From mentee to mentor in problem‐based learning: a unique case study     

Michelle McLean 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):173-186

Peer mentoring has been used for many years by the Nelson R. Mandela School of Medicine to integrate new students into the academic and social culture of the institution. In 2001, an unusual situation arose. A problem‐based learning (PBL) curriculum was introduced and the first cohort in this programme was mentored by senior traditional curriculum students. The present study, by canvassing the 2002 PBL mentors, set out to determine whether the mismatch in curricula impacted on students' mentoring experiences. There was overwhelming agreement that curriculum did matter—it is only when mentors are able to share the same experiences as mentees, can they fully understand student problems. Notwithstanding this and other difficulties (e.g. timetable clashes), some 2001 mentees did form bonds with their traditional curriculum mentors. Some even identified them as role models. The 2002 PBL mentors also indicated that they had undergone considerable personal development as a result of their experiences.  相似文献   

Co-teacher noticing: implications for professional development     

Michelle L. Meadows  Joanne Caniglia 《International Journal of Inclusive Education》2013,17(12):1345-1362

ABSTRACT

Federal laws require schools to incorporate co-teaching environments, often comprised of an inclusion specialist and content specialist. Research shows individual teachers can make improvements to their practice by engaging in critical reflection through noticing. The authors present a research-based professional development model designed for teachers to improve and enhance their co-teaching practices. Findings included: teachers’ beliefs on teaching became more aligned; teachers’ beliefs on collaboration were inconsistent; teachers tended to focus on their teaching, not on student learning; and, teachers were non-cognizant of their beliefs toward teaching and co-teaching. We articulate ideas resulting from these findings for enhancing professional development experiences for co-teachers.  相似文献   

The Times Higher Education ranking product: visualising excellence through media     

Michelle L. Stack 《Globalisation, Societies & Education》2013,11(4):560-582

This paper will examine the Times Higher Education's (THE) World University Rankings as a corporate media product. A number of empirical studies have critiqued the methodology of the THE, yet individuals, Higher Education Institutions (HEIs) and governments continue to use them for decision-making. This paper analyses the influence of rankings through the concepts of mediatization and visualisation. To this end, this paper will examine how media defines excellence in HEIs through rankings, and how HEIs use rankings to define themselves within a competitive educational marketplace.  相似文献   

Celebrating the Practitioner’s Voice     

Michelle Lynn-Sachs 《Journal of Jewish Education》2013,79(2):83-84

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Managing Uncertainty During Collaborative Problem Solving in Elementary School Teams: The Role of Peer Influence in Robotics Engineering Activity     

Michelle E. Jordan  Reuben R. McDaniel Jr. 《学习科学杂志》2013,22(4):490-536

This study investigated how interaction with peers influenced the ways students managed uncertainty during collaborative problem solving in a 5th-grade class. The analysis focused on peer responses to individuals’ attempts to manage uncertainty they experienced while engaged in collaborative efforts to design, build, and program robots and achieve assignment objectives. Patterns of peer response were established through discourse analysis of work sessions for 5 teams engaged in 2 collaborative projects. Three socially supportive peer responses and 2 unsupportive peer responses were identified. Peer interaction was influential because students relied on supportive social response to enact most of their uncertainty management strategies. This study provides a useful theoretical contribution to understanding the roles of peer interaction in collaborative problem solving. Conceptualizing collaborative problem solving as a process of negotiating uncertainties can help instructional designers shape tasks and relational contexts to facilitate learning.  相似文献