排序方式： 共有25条查询结果，搜索用时 437 毫秒
1.
Nature, Narrative, and the Scientist-Writer: Rachel Carson's and Loren Eiseley's Critique of Science
Michael A. Bryson 《Technical Communication Quarterly》2003,12(4):369-387
Scientist-writers Rachel Carson and Loren Eiseley use a variety of narrative strategies to describe natural phenomena and explain scientific concepts. These techniques also contribute to an incisive yet balanced critique of science, one rooted in an ethical approach to nature, a rejection of anthropocentrism, and a healthy suspicion of the blind faith in scientific and technological progress. This article analyzes their use of metaphor and perspective, construction of narrative personae, emotional appeals, and invocations of the imagination. 相似文献
2.
3.
Amanda C. La Guardia Robert J. Cramer Claire N. Bryson Kelly Emelianchik‐Key 《Journal of College Counseling》2020,23(1):57-70
Nonsuicidal self‐injury (NSSI) is a maladaptive coping strategy that is of significant clinical concern for behavioral health professionals in college settings. Relationships between NSSI, acquired capability for suicide, interpersonal cognitions, and five‐factor model personality traits were assessed in a survey‐based study that included 192 young adults in a college setting. Results indicated that those with an affirmative suicide attempt history, greater acquired capability for suicide, and elevated neuroticism had an increased likelihood of lifetime NSSI. 相似文献
4.
5.
Lonnie Zwaigenbaum Susan E. Bryson Jessica Brian Isabel M. Smith Lori Sacrey Vickie Armstrong Wendy Roberts Peter Szatmari Nancy Garon Tracy Vaillancourt Caroline Roncadin 《Child development》2021,92(3):1187-1198
The objectives were to characterize behavioral signs of autism spectrum disorder (ASD) in younger siblings of diagnosed children (high-risk; HR) and examine classification features of the Autism Observation Scale for Infants (AOSI). Participants (501 HR and 180 low-risk [LR]) were assessed between 6 and 18 months using the AOSI and at age 3 for ASD diagnoses. Total AOSI scores differentiated HR infants later diagnosed with ASD starting at 12 months. ROC analyses identified 12- and 18-month cutoff scores associated with 0.52 sensitivity and 0.74 specificity and 0.73 sensitivity and 0.65 specificity, respectively. Although classification accuracy does not support use as a standalone screen, the AOSI identifies features associated with ASD starting at 6 months and differentiates HR infants with ASD by 12 months. 相似文献
6.
Reid A. Bryson 《The Journal of environmental education》2013,44(2):4-5
ABSTRACT:This paper synthesizes what the empirical literature reports regarding what can best be learned outdoors. The review suggests that the outdoors may be effective in stimulating critical thinking, increasing problem-solving skills, and developing concepts rather than rote memory. Little evidence was found to support claims for the superiority of teaching language development in the outdoors. The empirical literature offers qualified support to those who advocate the value of outdoor education in facilitating cognitive development in the areas of environmental education and general science, but the evidence must be regarded as tenuous and uncertain. Much of the research which has been reported falls short of the scientific standards necessary for it to make meaningful contributions to this debate. 相似文献
7.
We report a case study of Christine, an intelligent 30-year-old woman with a developmental learning disability. Psychometric
evaluation and extensive interviews revealed several findings: most notably, evidence of anomia, auditory processing problems,
difficulty acquiring reading and spelling skills, and an extremely poor sense of number. In addition, Christine showed all
four of the Gerstmann symptoms (left-right confusion, finger agnosia, dysgraphia, and dyscalculia). We suggest that most,
if not all, of these impairments may be explained in terms of a sequential processing deficit (e.g., Bakker 1967; Tallal 1980).
In Christine’s case, difficulty perceiving serial order appears to have resulted in a major conceptual impairment involving
number.
HD—To me four is a number that comes after three and before five. It means twice two …
C—To me four is a picture.
This paper is dedicated to the memory of Professor Victor Lotter. 相似文献
8.
S. Anthony Thompson Mary Bryson Suzanne de Castell 《International Journal of Disability, Development & Education》2001,48(1):53-65
The theoretical and practical constraints of identity formation for lesbian, gay, and bisexual (LGB) persons with developmental disabilities are explored. Firstly, disability and queer theory and conceptions of identification and community are presented. This is followed by a synopsis of some of the common societal myths about disability and about homosexuality. Thirdly, we trace how these myths affect and filter into caregiver attitudes, lesbian and gay communities and communities of persons with disabilities, including developmental disabilities. All these factors conspire to inhibit self-identification as LGB for persons with developmental disabilities. It is further argued that neither disability theorists nor queer theorists have adequately accounted for such complex identities, and that, perhaps, a fusion of disability theory and queer theory may provide a more comprehensive lens to capture these complexities. We conclude with tentative yet practical suggestions to begin to create community for LGB persons with a developmental disability. 相似文献
9.
Sandra Mollenauer Rebecca Bryson Molly Robison Christine Phillips 《Learning & behavior》1992,20(1):25-32
Noise was evaluated as an aversive stimulus in the C57BL/6J mouse, using a simple escape/avoidance procedure in which mice could terminate noise by entering and remaining in a designatedsafe area (corner or side) of a square apparatus. Exposed to pulsed noise of 87.5–90 dB, mice spent 45%–50% of total corner time in the safe corner or approximately 80% of total time in the safe side. Acquisition was significantly faster with moderate intensities of pulsed noise (87.5–90 dB) than it was with high-intensity pulsed noise (100 dB). In comparisons of continuous as opposed to pulsed noise, acquisition was significantly faster with continuous (87.5-dB) noise than it was with pulsed noise, and continuous noise was shown in a choice procedure to be more aversive. Continuous noise caused significant, though not severe, suppression of activity, but pulsed noise caused virtually none. Thus, pulsed noise is a mildly aversive stimuhis for C57BL/6J mice and may have promise for the study of stress-induced behaviors in freely moving animals, but continuous noise is clearly more effective for rapid short-term conditioning. 相似文献
10.