Second-order conditioning of the rabbit’s nictitating membrane response as a function of the CS2-CS1 and CS1-US intervals     

E. James Kehoe  Anne-Marie Feyer  Jennifer L. Moses 《Learning & behavior》1981,9(3):304-315

Three experiments investigated conditioning of the rabbit’s nictitating membrane response (NMR) in a second-order conditioning procedure which intermixed first-order trials (CS1-US) and second-order trials (CS2-CS1) from the outset of training. Experiment 1 provided a controlled demonstration that substantial levels of second-order conditioning can be obtained with the NMR preparation. Experiment 2 showed that the level of CR acquisition to CS2 was an inverse function of the CS2-CS1 interval over the values of 400, 800, and 2,400 msec. Experiment 3 found that CR acquisition to CS2 and CS1 in second-order conditioning varied in a parallel fashion across CS1-US intervals. Similarly, Experiment 3A found that the level of CR acquisition to the two components of a serial compound (CSA-CSB-US) varied in a parallel fashion as a function of the CSB-US interval. The results of the CS2-CS1 and CS1-US interval manipulations were all predictable from the known CS-US interval effects in NMR conditioning with a single CS. The present results are discussed with regard to their implications for accounts of serial compound conditioning and second-order conditioning.  相似文献   

II. GENDER IN LOW- AND MIDDLE-INCOME COUNTRIES: GENERAL METHODS     

Marc H. Bornstein  Diane L. Putnick  Robert H. Bradley  Kirby Deater-Deckard  Jennifer E. Lansford  Yumiko Ota 《Monographs of the Society for Research in Child Development》2016,81(1):24-32

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The craftivists: Pushing for affective,materially informed pedagogy     

Jennifer Rowsell  Mark Shillitoe 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1544-1559

The idea of making as a form of activism or, as we refer to it in this paper, craftivism, underpins our ambition to transform pedagogical environments into spaces of possibility through sensory and affective making practices. A craftivist agenda pushes for open teaching and learning with materials so that students can inhabit a what if space which ruptures institutional time and space. Beginning with a theorization of disruptive making and dissensus and then moving on to foreground a materialist stance on making, the paper illustrates how students experience materialities across two very different classroom environments and how these experiences led to greater presence, voice and agency for students. There is an underlying focus in the paper on embodied responses and affective flows. After theorizing craftivism, there are three sections that explore making, teaching and feeling through craftivist, postdigital methods.  相似文献   

The Needs-Based Assessment of Parental (Guardian) Support: a test of its validity and reliability     

Bolen RM  Leah Lamb J  Gradante J 《Child abuse & neglect》2002,26(10):1081-1099

OBJECTIVE: The purpose of this paper is to present a newly developed measure of guardian support, the Needs-Based Assessment of Parental (Guardian) Support (NAPS), an empirical evaluation of that measure, and its comparison with another measure of guardian support. The theoretical model that underlies this measure applies humanistic theory and Maslow's hierarchy of needs to the understanding of guardian support. METHOD: The study employed a cross-sectional nonexperimental survey design using 183 nonoffending guardians who accompanied children presenting for a medical/forensic examination for sexual abuse. The NAPS and an existing measure of guardian support were administered during the hospital outpatient visit, and basic information concerning the child and abuse situations were gathered. RESULTS: The NAPS had robust psychometric properties and was culturally sensitive. Tests of specific hypotheses supported the construct validity of the measure and a conceptualization of guardian support as hierarchical, with four stages of support. CONCLUSIONS: The brevity and ease of administration of the NAPS for both the clinician and guardian suggest that it is a viable assessment tool. The strong support for the NAPS' underlying theoretical model suggests that the nonoffending guardians' available resources need to be considered when assessing guardian support.  相似文献   

Educating for twenty-first century competencies and future-ready learners: research perspectives from Singapore     

Jennifer Pei-Ling Tan  Suzanne S. Choo  Trivina Kang  Gregory Arief D. Liem 《Asia Pacific Journal of Education》2017,37(4):425-436

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Developmental arrest at the logographic stage: impaired literacy functions in Klinefelter's XXXY syndrome     

Philip H.K. Seymour  Henryka M. Evans 《Journal of Research in Reading》1988,11(2):133-151

We report an analysis of reading and spelling processes in a case of developmental disability associated with a genetic anomaly (Klinefelter XXXY syndrome). The results are interpreted within the framework of a model of reading and spelling development (Frith, 1985). An almost complete absence of alphabetic functions was noted. Reading appeared to be based on a ‘logographic lexicon’ (Seymour & Elder, 1986), and spelling on a letter sequence generator which was modifiable by access to a limited store of word images.  相似文献   

Deep Participation in Underserved Communities: A Quantitative Analysis of Hearken’s Model for Engagement Journalism     

Jennifer Brannock Cox 《Journalism Practice》2020,14(5):537-555

ABSTRACT

Hearken is a proprietary news engagement platform growing in popularity. Under the Hearken approach, audience members are invited to participate in the newsmaking process. Hearken strives to assist news organizations in providing local and hyperlocal content that meets audience needs and demands while preserving elements of the journalist’s role as gatekeeper. Hearken has also worked to help news organizations reach underrepresented populations with mixed results per its own anecdotal analyses. This study employs a quantitative content analysis comparing one year’s worth of coverage at four different local NPR affiliates in the United States to provide a breakdown of Hearken content versus traditional reporter-driven content in the following four categories: emphasis on hyperlocal coverage, story topic prevalence within local and hyperlocal coverage, emphasis on coverage of underrepresented communities, and story topic prevalence within coverage of underrepresented communities. Findings reveal listener-driven Hearken content favors hyperlocal news on lifestyle issues while reporter-driven stories emphasize state-level governance and politics as well as local crime. These indicate a stark contrast between the content audiences want and that which journalists tend to report. The nuanced normative implications, possibilities and limitations of Hearken’s model of “deep participation” are addressed in some detail.  相似文献   

The historical context of science and education at the American Museum of Natural History     

Jennifer D. Adams 《Cultural Studies of Science Education》2007,2(2):393-440

In this article I critically examine the historical context of science education in a natural history museum and its relevance to using museum resources to teach science today. I begin with a discussion of the historical display of race and its relevance to my practice of using the Museum’s resources to teach science. I continue with a critical review of the history of the education department in a natural history museum to demonstrate the historical constitution of current practices of the education department. Using sociocultural constructs around identity formation and transformation, I move to the present with a case study of a teacher who transforms the structure of science education in her classroom and school as a result of her identity transformation and association with a museum-based professional education program.

Jennifer D. AdamsEmail:

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Developing mathematical proficiency in the Australian context: implications for students with learning difficulties     

Evans D 《Journal of learning disabilities》2007,40(5):420-426

The teaching of mathematics in Australian schools has received considerable attention over the past decade. States and territories have designed and implemented new mathematics syllabi, and education sectors have supported teachers through sustained professional learning initiatives. Whereas the major focus of these initiatives has been on students constructing mathematical knowledge from a range of learning activities and quality instruction, the education of students with difficulties in learning mathematics has been given little direct attention. This analysis of current syllabus developments and professional learning initiatives highlights the risk of exposing students with learning difficulties to fragile program designs and classroom instruction. The research literature is also examined to propose ways in which these fragilities can be addressed.  相似文献   

Long-term physical and mental health consequences of childhood physical abuse: results from a large population-based sample of men and women     

Springer KW  Sheridan J  Kuo D  Carnes M 《Child abuse & neglect》2007,31(5):517-530

OBJECTIVE: Child maltreatment has been linked to negative adult health outcomes; however, much past research includes only clinical samples of women, focuses exclusively on sexual abuse and/or fails to control for family background and childhood characteristics, both potential confounders. Further research is needed to obtain accurate, generalizable estimates and to educate clinicians who are generally unaware of the link between childhood abuse and adult health. The purpose of this project is to examine how childhood physical abuse by parents impacts mid-life mental and physical health, and to explore the attenuating effect of family background and childhood adversities. METHODS: We analyzed population-based survey data from over 2,000 middle-aged men and women in the Wisconsin Longitudinal Study using self-reported measures of parental childhood physical abuse, mental health (depression, anxiety, anger), physical health (physical symptoms and medical diagnoses), family background, and childhood adversities. RESULTS: Parental physical abuse was reported by 11.4% of respondents (10.6% of males and 12.1% of females). In multivariate models controlling for age, sex, childhood adversities, and family background, we found that childhood physical abuse predicted a graded increase in depression, anxiety, anger, physical symptoms, and medical diagnoses. Childhood physical abuse also predicted severe ill health and an array of specific medical diagnoses and physical symptoms. Family background and childhood adversities attenuated but did not eliminate the childhood abuse/adult health relationship. CONCLUSIONS: In a population-based cohort of middle-aged men and women, childhood physical abuse predicted worse mental and physical health decades after the abuse. These effects were attenuated, but not eliminated, by age, sex, family background, and childhood adversities.  相似文献