Flavor avoidance learning based on missing calories but not on palatability reduction     

Robert A. Boakes  Angela E. Patterson  Dorothy W. S. Kwok 《Learning & behavior》2012,40(4):542-550

Avoidance of a target flavor can be produced by providing rats with a highly nutritious solution of 20?% maltodextrin (20?%Malto) in some sessions and a 3?% maltodextrin (3?%Malto) solution containing the target flavor in intermixed sessions. Since 20?%Malto is both more nutritious and more palatable than 3?%Malto, flavor avoidance could arise because the flavor signals either a reduction in calories or reduced palatability, or both. Pilot testing established that rats strongly preferred 3?%Malto plus 0.1?% saccharin to both unflavored 3?%Malto and unflavored 20?%Malto. The two main experiments tested whether the palatability difference, which the pilot data had suggested was larger than the difference between 20?%Malto and 3?%Malto, could produce flavor avoidance. In both experiments, one group of rats were given 3?%Malto plus 0.1?% saccharin on some days, intermixed with other days on which this group was given 3?%Malto plus the target flavor, almond. Neither when trained and tested under conditions of food deprivation (Experiment 1) nor when trained and tested sated (Experiment 2) did palatability reduction produce almond avoidance. In contrast, calorie reduction produced almond avoidance under both conditions. These results suggest that flavor avoidance can be produced by intermixed training involving solutions that differ in nutritious value and palatability, but not when they differ only in palatability.  相似文献   

Investigating changes in pedagogical knowledge and skills from pre-service to the initial year of teaching     

Angela F. L. Wong  Sylvia Chong  Doris Choy  Kam Ming Lim 《Educational Research for Policy and Practice》2012,11(2):105-117

This study examined the levels of pedagogical knowledge and skills as perceived by student teachers who were enrolled in the Post Graduate Diploma in Education program at the National Institute of Education, Singapore, from the beginning of their initial teacher preparation program to the end of their first year of teaching. Their perceptions were assessed using the Pedagogical Knowledge and Skills in Teaching (PKST) survey which comprised six factors, namely, Student Learning, Lesson Planning, Instructional Support, Accomodating Diversity, Classroom Management, and Care and Concern. A sample of 812 student teachers participated in the study. The MANOVA conducted showed that there were significant increases in both their pedagogical knowledge and skills in teaching in all six factors from the start of their initial teacher preparation (ITP) program till the end of their first year of teaching. However, between the exit from the program to the end of the first year of teaching, they only perceived that their level of pedagogical knowledge in classroom management and care and concern continued to increase significantly. In the case of self-perceived skills, their level increased significantly between entry and exit of the program for all factors, except for care and concern, while the increase between the exit and first year of teaching was significant for all six factors. These results may have implications for preservice teacher education and this will be discussed in this article.  相似文献   

Seventh Graders' Vocational Interest and Efficacy Expectation Patterns     

Richard T. Lapan  Angela Adams  Sherri Turner  Jeanne M. Hinkelman 《Journal of Career Development》2000,26(3):215-229

  相似文献   

Learning to Draw and Drawing to Learn     

Angela Anning 《The International Journal of Art & Design Education》1999,18(2):163-172

Young children enter formal schooling with a repertoire of modes of representation with which they try to make sense of the world – drawing, modelling, role play, storying, emergent literacy and numeracy. In drawing they use mark making for kinesthetic pleasure and later learn to repeat patterns and shapes intentionally. From these repeated marks they begin to explore the potential of drawings to represent what they know. A parallel set of drawing strategies with an explicit communicative function develop through social relationships at home or in pre-school/care settings. Children observe and mimic modes of representation and absorb the semiotics modelled by adults or older children in the community/culture[s] in which they are reared. On entering formal school, the messages children receive from the culture of classrooms is that the modes of representation that are valued are the formal symbolic modes of literacy and numeracy whereas teachers perceive drawing as useful for occupational or recreational purposes. Ironically, as children are cultured into ‘academic’ achievements, they lose out on opportunities to engage in alternative modes of representation/symbolic systems, which may offer opportunities for cognitive challenge at higher levels. Thus, whilst pushing children to perform ‘academically’ in the early stages of schooling, we underestimate them ‘intellectually’. At elementary school level children’s mark-making is shaped into a ‘catch-all’, narrative/representational style of drawing across all subjects. Children often elect to explore their own personal, culturally specific ways of drawing outside school as ‘home art’. In school their capabilities in using alternative modes of representation as tools for learning wither away.  相似文献   

Introduction     

Angela M. O'Donnell 《Educational Psychology Review》1998,10(1):1-2

  相似文献   

Incorporating evidence-based behavioral teacher training into Head Start mental health consultation: Description and initial outcomes of a large-scale program     

Grace S. Hubel  John L. Cooley  Angela D. Moreland 《Psychology in the schools》2020,57(5):735-756

  相似文献   

Marginalized discourses and pedagogies: Constructively confronting science for all     

Angela Calabrese Barton  Margery D. Osborne 《科学教学研究杂志》1998,35(4):339-340

  相似文献   

COVID-19 reinfection in the presence of neutralizing antibodies     

Ju Zhang  Nan Ding  Lili Ren  Rui Song  Danying Chen  Xuesen Zhao  Budong Chen  Junyan Han  Jiarui Li  Yangzi Song  Lin Di  Kai Han  Fengting Yu  Ruming Xie  Zhihai Chen  Wen Xie  Jingyuan Liu  Shan Cen  Yuhai Bi  Angela R Wu  Fujie Zhang  Chen Chen  Hui Zeng 《国家科学评论(英文版)》2021,8(4)

  相似文献   

THE 227‐MILE MUSEUM,OR A VISITORS' BILL OF RIGHTS     

Judy Rand 《Curator: The Museum Journal》2001,44(1):7-14

  相似文献