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Socialization and situational influences on sustained altruism 总被引：3，自引：0，他引：3
In this conceptual replication and extension of Rosenhan's study of civil rights activists, the sustained altruism (i.e., help that extends over time) of volunteers at a telephone crisis-counseling agency was examined. Using a prospective format, it was predicted that volunteers with a socialization history of exposure to nurturant parents who modeled altruism (autonomous altruists) would exhibit a greater degree of sustained altruism than those with a history of less nurturant parents who modeled altruism to a lesser degree (normative altruists). The altruism of the normative volunteers, however, was expected to increase given certain situational conditions (here, participation in a highly cohesive training group prior to the actual volunteer activity). As predicted, the rate of sustained altruism of normative volunteers in highly cohesive groups was increased to a level comparable to that of autonomous volunteers, while the altruism of autonomous volunteers was not affected by the training group experience. The implications of these findings for research on altruism and its development, as well as some applications to volunteerism, are discussed. 相似文献
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This paper is an abbreviated version of the co‐authors’ presentation at the Association's Annual Conference in Manchester, 1978. It offers some points for discussion in the debate on how to influence lecturers and trainers to have a new approach to learning, involving a better use of television facilities. We attempt to show how television took its place in army training in both the United States and British Armies, and though a cost‐effective and useful aid in its own right, it also played a part in influencing trainers towards a new training attitude. The US Army has been involved in this field ten years longer than the British Army and thus, because of its experience and size has interesting figures to support the case that may be made for its approach to training and development. This could be an important indication for training methods in a wide range of contexts in the future. 相似文献
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Social Class Effects on Northeastern Brazilian Children's Conceptions of Areas of Personal Choice and Social Regulation 总被引：6，自引：2，他引：6
2 studies examined middle- and lower-class Brazilian children's concepts of personal choice and social regulation. In Study 1, interviews of 40 middle- and lower-class children (9 and 15 years old) revealed that children across classes distinguished moral from conventional issues on the bases of rule contingency and act generalizability criteria. Lower-class children, however, were less likely to view conventions as rule contingent and more likely to generalize conventional acts. In Study 2, interviews of 240 middle- and lower-class children (ages 8, 12, 16 years) found that across classes, children distinguished prudential issues from matters they treated as personal. Prudential issues were seen as subject to parental authority. Middle-class children were more likely to treat personal issues as matters of choice. With age, lower-class children increasingly tended to treat personal items as matters of choice, and by adolescence there were no class differences. Findings show that Brazilian children maintain a heterogeneous orientation to rules and authority which includes a domain of personal choice. Class differences indicate that hierarchical social structures affect children's sense of autonomy. However, developmental effects indicate that a domain of personal choice emerges among children across social classes. 相似文献
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Youjin Na Derek W. Clary Zakary B. Rose-Reneau Larry Segars Andrea Hanson Philip Brauer Barth W. Wright Sarah A. Keim 《Anatomical sciences education》2022,15(3):587-598
Spatial visualization, the ability to mentally rotate three-dimensional (3D) images, plays a significant role in anatomy education. This study examines the impact of technical drawing exercises on the improvement of spatial visualization and anatomy education in a Neuroscience course. First-year medical students (n = 84) were randomly allocated into a control group (n = 41) or art-training group (n = 43). Variables including self-reported artistic drawing ability, previous technical drawing experience, or previous anatomy laboratory exposure were gathered. Participants who self-identified as artistic individuals were equally distributed between the two groups. Students in the art-training group attended four 1-hour sessions to solve technical drawing worksheets. All participants completed two Mental Rotations Tests (MRT), which were used to assess spatial visualization. Data were also collected from two neuroscience written examinations and an anatomical “tag test” practical examination. Participants in the art-training and control groups improved on the MRT. The mean of written examination two was significantly higher (P = 0.007) in the art-training group (12.95) than the control group (11.48), and higher (P = 0.027) in those without technical drawing experience (12.44) than those with (11.00). The mean of the anatomical practical was significantly higher (P = 0.010) in those without artistic ability (46.24) than those with (42.00). These results suggest that completing technical drawing worksheets may aid in solving anatomy-based written examination questions on complex brain regions, but further research is needed to determine its implication on anatomy practical scores. These results propose a simple method of improving spatial visualization in anatomy education. 相似文献
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Henry T. De la Beche (1796–1855) began his geological career within an elite circle (Geological Society of London, 1817; FRS,
1819), collaborating with influential gentlemen geologists and publishing original research. When his independent income dwindled,
De la Beche managed to secure governmental funding for his mapping projects. This led to recognition of the Geological Ordnance
Survey (1835) with De la Beche as director. However, De la Beche’s most influential role emerged from his unique position
of successfully bridging the privileged circle of gentlemen geologists and the working class of emerging professionals. Henry
De la Beche advocated education and knowledge of the Earth for all social classes. He used his government influence to lobby for the establishment of facilities and organizations dedicated
to geology’s growing professionalization and popularization. The Museum of Practical Geology, School of Mines, and Mining
Records Office were founded largely through his efforts, and each included educational components. De la Beche believed that
geological instruction should transcend social boundaries, and thus he was an early advocate for the instruction of lower
classes. Henry De la Beche can be acknowledged as an early champion of geological literacy for the general population. 相似文献
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Several recent studies have shown that retrieval is more efficient than restudy in enhancing the long-term retention of memories. However, studies investigating this effect in children are still rare. Here, we report an experiment in which third-grade children initially read a brief encyclopaedic text twice and then either performed a cued recall test on selected target contents of the text or reread the same text twice. A final four-choice memory test about the text’s contents was administered to all children after seven days as well as tests measuring their IQ and reading skills. In the final four-choice memory test, children who took the initial cued recall test showed significantly greater performance in comparison with children who restudied the text twice (their responses were 87 and 53% correct, respectively). The results suggest that cued recall tests can elicit very robust testing effects in young children, even when complex, educationally relevant materials are used as stimuli. 相似文献
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Mixed methods research conducted across three semesters in introductory college geology classes (n = 187, 190, 138) attempted to ascertain whether integrated study of petrified wood could serve as a portal to improved student geobiological understanding of fossilization, geologic time, and evolution. The Petrified Wood Survey? was administered as a preinstructional and postinstructional assessment in control and experimental classes; the experimental class received integrated petrified wood instruction. Paired t tests of differences in students' pre‐ and postinstructional scores for control and experimental groups revealed significance (α = 0.05, effect size = 0.79, confidence interval 0.56–1.01). The students with integrative study showed greater knowledge gains about petrified wood's abundance, properties, nature, location, and geologic time. However, understanding of fossilization geochemistry remained problematic for both groups. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 1011–1035, 2007 相似文献
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Elisabeth Betlem Deidre Clary Marguerite Jones 《Asia-Pacific Journal of Teacher Education》2019,47(4):327-346
Governments worldwide have invested in teaching standards and performance benchmarks to improve teacher preparation and teacher quality that impacts student achievement. As a means of addressing these imperatives, the Australian government has recently encouraged formal partnerships between tertiary providers, schools and education systems in delivering teacher education and professional development, in particular for mentors. This article documents challenges and initial findings of the first year of a school-university partnership involving an Australian regional university and K-12 teacher-mentors located in rural schools. It describes the design and implementation of a contextualised professional development model, using participatory action research to build teacher capacity for mentoring and foster a culture of collaborative inquiry. The model discussed reflects a systematic approach to constructing knowledge, skills and roles essential to effective mentoring. 相似文献