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The issue of sports mascot loyalty, especially to those mascots considered offensive, was investigated through fan identification theory, and applied to the mascot controversy at a large university in the United States. Replicating a previous university survey on the mascot question, a survey of current university students (N = 3616) revealed a strong relationship between mascot loyalty and fan identification, particularly related to one’s perceptions of ‘belonging to the university sports family’, and ‘associating with sports fans’ of the university. Other important findings include age differences and the marginalization of Asian-American fans. The implications and applications of these findings were discussed. 相似文献
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Mariana Biagi Batista Catiana Leila Possamai Romanzini Cynthia Correa Lopes Barbosa Gabriela Blasquez Shigaki Marcelo Romanzini Enio Ricardo Vaz Ronque 《Journal of sports sciences》2013,31(19):2253-2262
ABSTRACTThe aim of this study was to systematically review the literature to verify the association between participation in sports (PS) in childhood and adolescence and physical activity (PA) in adulthood. A systematic search was conducted in the following databases: Medline (PUBMED), Web of Science, Scopus, and SPORTDiscus, LILACS and SciELO. All steps of the process followed the recommendations of the PRISMA FlowDiagram. After all the steps of the process, 29 articles were included for analysis. In general, only three of the studies analyzed found no relation between PS in childhood and adolescence and PA in adulthood. However, a positive relationship was found to be weak in only 7% of the studies, a moderate relation in 62% of the studies, and a strong relation in 21%. It was found that higher weekly frequencies of PS; persistence of at least three years of PS and, finally, the highest level of practice and/or competition reached were related to higher levels of PA in adulthood. Thus, it can be concluded that there is a positive association considered moderate to strong between PS in childhood and adolescence and PA in adulthood. 相似文献
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An important element of learning to read and write at school is the ability to define word boundaries. Defining word boundaries
in text writing is not a straightforward task even for children who have mastered graphophonemic correspondences. In children’s
writing, unconventional word segmentation has been observed across a range of languages and contexts with more occurrences
of hyposegmentation (failure to separate two or more written words with a space) than hypersegmentation (written words are
split into more than one segment). However, it is still unclear how frequent these errors are and the relationships of these
written error patterns to the child’s development in oral language, spelling and reading remains relatively unexplored. To
address these issues, unconventional written lexical segmentations in Brazilian Portuguese children’s text production during
their first years at primary school (Year 1 to Year 3) were examined in relation to different cognitive and linguistic measures
and patterns of spelling errors. Results reveal that in Portuguese the establishment of word boundaries in written text is
not explained by visuospatial skills or limitations in processing resources (working memory). In contrast higher occurrences
of hyposegmentation patterns were associated with lower levels of reading, vocabulary, verbal ability and morphological awareness
whereas hypersegmentations were rarer and related to lower levels of reading and morphological awareness and typically only
occurred in the initial stages of learning to write (Year 1). Occurrences of hyposegmentations as well as hypersegmentations
were also related to spelling errors which reflected children’s poor phonological skills. 相似文献
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Maria Aurora Correa Bernardo Jude Butcher Peter Howard 《International Journal of Educational Development》2012,32(1):187-192
Community engagement in higher education is a shift beyond the traditional roles of instruction and research. This paper presents a transnational view of community engagement developed from two case studies of universities in the Philippines and Australia. The study, revealed variations in the way community engagement is understood and implemented by universities across different countries. These variations are related to economic, social-cultural, political and organizational factors. The role of university leadership was found to have a critical role in embedding community engagement in the organizational identity and image. 相似文献
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Teresa Correa 《广播与电子媒介杂志》2016,60(1):123-139
This study examines to what extent children influence their parents’ acquisition of new technologies in a country with diverse levels of technology penetration, such as Chile. It also investigates the factors that play a role in the influence process, including children’s persuasive strategies (argumentative vs. non-argumentative) and parents’ attitudes toward technology (perceived ease of use and perceived usefulness). Using a parent-child survey and dyadic analyses, the results suggest that youths influence their parents’ acquisition of all technologies under study, particularly the Internet. Also, argumentative strategies have a greater influence than non-argumentative strategies. Finally, parents’ perceived usefulness played a more important role than perceived ease of use in the influence process. 相似文献
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Elizabeth D. Capaldi David E. Myers David H. Campbell Joan Denise Sheffer 《Learning & behavior》1983,11(1):107-115
In five experiments, rats’ preference for a flavor was greater if the flavor had previously been consumed under low rather than high deprivation. This preference was conditioned in as few as three flavor-deprivation pairings (Experiment 1), and persisted through 28 test days, half under each deprivation level (Experiment 2). Rats never preferred the flavor associated with high deprivation even when calories were increased by giving 40 ml of 8% sucrose or when caloric density was increased to the equivalent of 20% sucrose. The preference for the low-deprivation flavor was greater when saccharin solutions were used rather than sucrose solutions, but the preference did emerge when sucrose solutions were used as testing proceeded and when a lower concentration of sucrose was used. We suggest that these preferences may be a result of flavor-taste associations rather than associations between flavors and postingestive consequences, and that the taste of the solutions under low deprivation is preferred to the taste under high deprivation. 相似文献
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When a caloric substance is followed by a flavored substance, preference for the flavor that followed the calories can increase because of a flavor-nutrient association. We showed here that this effect is opposed by a fullness effect: consuming the caloric substance itselfreduces-consuniption of the flavor that follows. Because consumption of this flavor was less than consumption of a flavor that was given alone, there was a reduced preference for the flavor that followed the calories—an effect opposing flavor-nutrient learning. The preference for the flavor that was given alone and consumed in greater amounts seems to be due to exposure per se and is not a result of contrast. When the amount of the flavor given alone was directly controlled so that it was one half the amount of the flavor that followed the calories, preference for the flavor following the calories was no higher than when consumption of the two flavors was equal. Thus, exposure can interfere with flavor-nutrient learning, but does not enhance it. 相似文献
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The relationship between perspectivism and oral argumentation is explored by observing eight triads of high school and university students discussing an environmental dilemma, with the aim of convincing their peers. No differences are appreciated between high school and university students regarding the frequency and duration of perspectivistic levels of discourse. When analysing such levels in the whole sample, significant differences are revealed in favour of the me (defence and explanation of own perspective) and other as an obstacle (demolition of others’ positions) levels, compared to the other strategy (legitimate persuasion) and us (search for agreement) levels. Therefore, argumentative discourse is anchored in a reasoned defense of one’s own perspective as well as in the attack on others, displaying a limited perspectivistic development. In relation to the interaction sequences, symmetrical responses are observed towards the me and other as obstacle levels, both in high school and university students, and also towards us in university students. The potential of perspectivism to improve expert argumentation is discussed. 相似文献