Media’s Influence on the Accessibility of Altruistic and Egoistic Motivations     

Ron Tamborini  Robert J. Lewis  Sujay Prabhu  Matthew Grizzard  Lu Wang 《Communication Research Reports》2016,33(3):177-187

Previous research suggests that media featuring exemplars of specific altruistic motivations can make those motivations more accessible in viewers’ minds. The present study extends this research to also examine egoistic motivations. We (a) developed a coding scheme to examine how frequently exemplars of altruistic and egoistic motivations appear in media content, (b) developed an intuitive motivation-affect misattribution procedure to measure the accessibility of altruistic and egoistic motivations, and (c) examined whether exposure to media content portraying specific motivations makes those motivations more accessible in audiences. The findings are discussed in terms of the model of intuitive morality and exemplars.  相似文献   

On ‘Politics,Markets, and American Schools‘     

Jennifer Evans  Frances Castle  Deborah Cooper  Ron Glatter  Philip A. Woods 《教育政策杂志》2013,28(2):223-235

This paper traces the trajectory of New Labour education policy since the formation of the first New Labour government in 1997. During that time the policy discourse has moved from a position of individualized school improvement through competition, to one where there is an emphasis on ‘partnership’ and ‘collaboration’ as key mechanisms for improvement. We note, however, that ‘specialism’, ‘diversity’ and ‘choice’ are still key components of policy and that ‘partnership’ often denotes a deficit model, with more successful schools supporting (or in some cases taking over) less successful ones. Although there are the beginnings of a recognition that social class and social deprivation are factors which make achievement at school more problematic, generally New Labour policy has not attempted to alleviate the tendency to social polarization which has emerged as a result of school choice policies.  相似文献   

The American Worker on Film: A Critical History, 1909–1999 by Doyle Greene     

Ron Briley 《Journal of American culture (Malden, Mass. : 2003)》2011,34(2):210-212

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David Warner and David Palfreyman (eds.) 1996. Higher Education Management: The Key Elements     

Ron Johnston 《Higher Education》1998,35(3):362-363

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From the President's Pen     

Ron Best 《Pastoral Care in Education》2007,25(4):54-54

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A social neuroscience perspective on physical activity     

Hall PA  Elias LJ  Fong GT  Harrison AH  Borowsky R  Sarty GE 《运动与训练心理学杂志》2008,30(4):432-449

The objective of this investigation was to examine the cognitive characteristics of individuals who demonstrate successful and unsuccessful self-regulation of physical activity behavior. In Study 1, participants articulated 1-week intentions for physical activity and wore a triaxial accelerometer over the subsequent 7 days. Among those who were motivated to increase their physical activity, those who were most and least successful were administered an IQ test. In Study 2, a second sample of participants completed the same protocol and a smaller subset of matched participants attended a functional imaging (fMRI) session. In Study 1, successful self-regulators (SSRs) scored significantly higher than unsuccessful self-regulators (USRs) on a test of general cognitive ability, and this difference could not be accounted for by favorability of attitudes toward physical activity or conscientiousness. In Study 2, the IQ effect was replicated, with SSRs showing a full standard deviation advantage over USRs. In the imaging protocol, USRs showed heavier recruitment of cognitive resources relative to SSRs in the anterior cingulate and orbitofrontal cortex during performance of a Stroop task; SSRs showed heavier recruitment in the right dorsolateral prefrontal cortex.  相似文献   

Jerry A. Coyne: Why Evolution is True     

Ron Good 《Science & Education》2010,19(6-8):821-825

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Lyons, Sherrie Lynne: Species, Serpents, Spirits, and Skulls: Science at the Margins in the Victorian Age     

Ron Good 《Science & Education》2011,20(5-6):535-541

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Children-at-risk for poor nutrition: expanding the approach of future professionals in educational institutions     

Shor R 《Child abuse & neglect》2011,35(8):606-612

Objectives

To examine how the subject of nutrition is being addressed in the work with children at risk of poor nutrition in educational institutions and what the barriers are which may hinder inclusion of this subject.

Methods

A structured questionnaire was constructed for the purpose of this study and was implemented with 111 students in Israel who are working in their internships in educational institutions with children who are exposed to risk factors of poor nutrition (e.g., parental neglect, lack of knowledge, poverty).

Results

Participants attributed a high level of importance to integrating nutrition-related components in their work. However, the findings indicate less emphasis on nutrition-related components than on psycho-social-educational components, as well as a low level of collaboration with specialists in the area of nutrition. In addition, it was found that knowledge-based barriers and institutional-related systemic barriers may hinder future teachers’ capabilities to incorporate those components despite their favorable approach towards this subject.

Conclusions

The findings illuminate the need to reduce barriers hampering the individual work with children at risk of poor nutrition in educational institutions.

Practice implications

In the training of future teachers, there is a need to advance a bio-psycho-social educational approach incorporating a knowledge base about assessing situations of poor nutrition, including how to advance an interdisciplinary collaboration with specialists in the area of nutrition.  相似文献   

Effects of instruction and stage-fright on intelligence testing     

Joost Meijer  Ron Oostdam 《European Journal of Psychology of Education - EJPE》2011,26(1):143-161

In the present research, it was tried to unravel the influence of various types of instruction on test anxiety levels and, in turn, its influence on intelligence test performance. Three types of instruction were compared: a stressful, achievement-orientated instruction; a reassuring, task-orientated instruction; and an ambiguous instruction. Before the instruction, trait anxiety was measured with the trait version of the state-trait anxiety questionnaire and negative fear of failure with a standard questionnaire. Within each instructional condition, there were two test sessions with four intelligence tests each. Before each session, state anxiety was measured with the state version of the state-trait anxiety questionnaire and test anxiety with a standard test anxiety questionnaire. It turns out that state anxiety and test anxiety do not increase more rapidly as a function of anxiety disposition under stressful conditions compared with reassuring conditions. As in previous research, stage-fright effects were observed in the sense that repeated measures of state anxiety and test anxiety showed a decline of average anxiety levels.  相似文献