Familiarity and relatedness: Effects on social learning about foods by Norway rats and Mongolian gerbils     

Bennett G. Galef  Brigitte Rudolf  Elaine E. Whiskin  Elena Choleris  Marisa Mainardi  Paola Valsecchi 《Learning & behavior》1998,26(4):448-454

In recent experiments in which the social influences on feeding in Mongolian gerbils were investigated, observer gerbils acquired food preferences from conspecific demonstrators only if the demonstrators and observers were either related or familiar. Even then, the effects of demonstrator gerbils on observers’ food choices lasted less than 24 h. In similar experiments with Norway rats, the familiarity/relatedness of demonstrators and observers had little effect on social learning, and the demonstrators’ influence on observers’ food choices lasted many days. We examined the causes of these differences and found that, after observer gerbils interacted with either unfamiliar or familiar conspecific demonstrators that had been fed using procedures typically used to feed demonstrator rats, they showed long-lasting social learning about foods, whereas observer rats interacting with conspecific demonstrators that had been fed as demonstrator gerbils normally are fed showed effects of familiarity/relatedness to demonstrators on their social learning about foods. Procedural differences, rather than species differences, seem to be responsible for reported inconsistencies in social learning about foods by rats and gerbils.  相似文献   

From childhood nature experiences to adult pro-environmental behaviors: An explanatory model of sustainable food consumption     

Erica Molinario  Caterina Lorenzi  Flavia Bartoccioni  Paola Perucchini  Sebastian Bobeth  Agathe Colléony 《Environmental Education Research》2020,26(8):1137-1163

Abstract

In two studies, the role of nature experiences and social norms during childhood is explored next to adulthood biospheric values, connectedness to nature, environmental identity, and objective knowledge in relation to pro-environmental behaviors. Study 1 (N?=?185) tested the hypothesized model in the realm of general pro-environmental behaviors and sustainable fruit consumption on a sample of students. Study 2 (N?=?155) tested the model in the realm of sustainable seafood consumer choice on a general population sample. Path analyses show consistent results across samples. Results show that childhood nature experiences and exposure to pro-environmental social norms during childhood are related to adulthood development of connectedness with nature and biospheric values; these, in turn, help in shaping adulthood environmental self-identity ultimately influencing the enactment of sustainable food choices during adulthood. These findings point toward the relevance of childhood experiences for pro-environmental behaviors as compared to the provision of information. The role of objective knowledge across samples is inconsistent, thus requiring future investigations.  相似文献   

Contributions of Academic Language,Perspective Taking,and Complex Reasoning to Deep Reading Comprehension     

Maria LaRusso  Ha Yeon Kim  Robert Selman  Paola Uccelli  Theo Dawson  Stephanie Jones 《Journal of research on educational effectiveness》2016,9(2):201-222

ABSTRACT

Deep reading comprehension refers to the process required to succeed at tasks defined by the Common Core State Literacy Standards, as well as to achieve proficiency on the more challenging reading tasks in the Program for International Student Assessment (PISA) framework. The purpose of this study was to test the hypothesis that three skill domains not frequently attended to in instruction or in theories of reading comprehension—academic language, perspective taking, and complex reasoning—predict outcomes on an assessment of deep reading comprehension. The Global Integrated Scenario-based Assessment (GISA; O'Reilly, Weeks, Sabatini, Halderman, & Steinberg, 2014 O'Reilly T., Weeks, J., Sabatini, J., Halderman, L., & Steinberg, J. (2014). Designing reading comprehension assessments for reading interventions: How a theoretically motivated assessment can serve as an outcome measure. Educational Psychology Review, 26, 403–424. doi:10.1007/s10648-014-9269-z[Crossref], [Web of Science ®] , [Google Scholar]) is designed to reflect students' abilities to evaluate texts, integrate information from an array of texts, and use textual evidence to formulate a position, all features of deep reading comprehension. We tested the role of academic language, perspective taking, and complex reasoning in explaining variance in end-of-year GISA scores, controlling for beginning-of-year scores and student demographics. All three predictors explained small, but significant, amounts of additional variance. We suggest that these three skill domains deserve greater attention in theories of reading comprehension and in instruction.  相似文献   

Researching research: mathematics education in the Political     

Alexandre Pais  Paola Valero 《Educational Studies in Mathematics》2012,80(1-2):9-24

We discuss contemporary theories in mathematics education in order to do research on research. Our strategy consists of analysing discursively and ideologically recent key publications addressing the role of theory in mathematics education research. We examine how the field fabricates its object of research by deploying Foucault’s notion of bio-politics—mainly to address the object “learning”—and ?i?ek’s ideology critique—to address the object “mathematics”. These theories, which have already been used in the field to research teaching and learning, have a great potential to contribute to a reflexivity of research on its discourses and effects. Furthermore, they enable us to present a clear distinction between what has been called the sociopolitical turn in mathematics education research and what we call a positioning of mathematics education (research) practices in the Political.  相似文献   

“Uniform requirements” for grey literature: A proposal for the adoption of “Nancy style”     

Paola De Castro  Sandra Salinetti 《Publishing Research Quarterly》2006,22(1):12-17

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Use of imaging spectroscopy,fiber optic reflectance spectroscopy,and X-ray fluorescence to map and identify pigments in illuminated manuscripts     

John K. Delaney  Paola Ricciardi  Lisha Deming Glinsman  Michelle Facini  Mathieu Thoury  Michael Palmer 《文物保护研究》2014,59(2):91-101

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Whither social theory?     

Alexandre Pais  Paola Valero 《Educational Studies in Mathematics》2014,87(2):241-248

What is the place of social theory in mathematics education research, and what is it for? This special issue of Educational Studies in Mathematics offers insights on what could be the role of some sociological theories in a field that has historically privileged learning theories coming from psychology and mathematics as the main theoretical frames informing research. Although during the last 10 years the term “socio-cultural” has become part of the accepted and widespread trends of mathematics education research when addressing learning, this issue gathers a collection of papers that depart from a “socio-cultural” approach to learning and rather deploy sociological theories in the analysis of mathematics education practices. In this commentary paper, we will point to what we see to be the contributions of these papers to the field. We will do so by highlighting issues that run through the six papers. We will try to synthetize what we think are the benchmarks of the social approach to mathematics education that they propose. We will also take a critical stance and indicate some possible extensions of the use of social theory that are not addressed in this special issue but nonetheless are worth being explored for a fuller understanding of the “social” in mathematics education.  相似文献   

Plasticity of altruistic behavior in children     

Mariana Lozada  Paola D’Adamo  Natalia Carro 《Journal of moral education》2014,43(1):75-88

The present study investigates the plasticity of altruistic behavior in children, analyzing the effect of a short intervention on 6- to 7-year-olds. After a 10-session intervention performed in a school context, altruism significantly increased. The intervention, which included relaxation practices, cooperative activities and emotional security priming, positively modulated altruistic behavior in children, beyond reciprocation and reputation. The experiences of collaborating, feeling emotional security and attaining moments of relaxation increased participants’ awareness of themselves and of others, favoring the emergence of intrinsic altruism. These results are in line with our hypothesis that altruism is an embodied human resource, highly susceptible to experience within social contexts.  相似文献   

Developing alternative frameworks for exploring intercultural learning: a critique of Hofstede's cultural difference model     

Paola Signorini  Roger Murphy 《Teaching in Higher Education》2013,18(3):253-264

Hofstede's model of cultural difference has been used widely for exploring aspects of culture in educational settings. In this paper, we review Hofstede's model and explore some of its limitations, particularly in relation to the field of higher education. These limitations include an oversimplification of cultural differences, inconsistencies between his categories, lack of empirical evidence from educational settings and overall a model of culture as static (instead of dynamic). We argue that educationalists interested in the field of students’ experiences in internationally diverse settings ought to treat Hofstede's model more critically. Other models are recommended that take into account flexible notions of culture, based on research evidence from a range of educational settings, which can be critically and explicitly examined against different educational theories.  相似文献   

Studies on in vitro hemolysis and utility of corrective formulas for reporting results on hemolyzed specimens     

Lippi G  Avanzini P  Pavesi F  Bardi M  Ippolito L  Aloe R  Favaloro EJ 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2011,21(3):297-305

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