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Behavior was studied in 15 rhesus monkeys mother-infant pairs, 5 of whom were exposed to delta-9-tetrahydrocannabinol continuously throughout gestation and the nursing period via drug treatment of mother (2.4 mg/kg/day). The drug-exposed mother-infant pairs were similar to nontreated controls in the amount and types displayed at 10 and 90 days of age, and adequate maternal care was demonstrated by all mothers. Drug-exposed pairs, however, showed no increase in interaction patterns that signal the onset of mother-infant independence at about 3 months of age. This finding suggests that mother-infant attachment may be a behavioral system that is particularly sensitive to modification by perinatal exposure to psychoactive drugs. 相似文献
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Siamese fighting fish (Betta splendens) were tested in aquatic versions of radial arm mazes. In the first experiment, the fish were trained to find tubifex worms in an eight-arm maze in which the optimal strategy was to choose each arm once without repetition. After initial training, the fish entered approximately 6.63 different arms in eight choices, showing a strong tendency to choose sequences of adjacent arms, moving about the maze in a Stereotypic direction. This algorithmic response pattern was not, however, sufficient to predict the high performance level of the fish. In the second experiment, a delay of .5 or 5 min was interposed between the fourth and fifth choices. Similar Stereotypic patterns continued in Experiment 2, but choice accuracy following the longer delay declined to a level not significantly above chance. In the third experiment, different fish were tested in a three-arm maze, reinforced either for returning from the second arm to the arm in which they had most recently been fed (win-stay) or for visiting a third arm (win-shift). The fish were significantly faster at acquiring the win-shift contingency than the win-stay contingency. These results demonstrate that solution of spatial tasks depends on the interaction of appropriate behavioral strategies and cognitive capacities that may have little generality across species. 相似文献
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Jacob S. Golub 《Journal of Jewish Education》2013,79(1):49-55
Israeli film and television have risen to international prominence, presenting compelling and complicating perspectives. Simultaneously, Web 2.0 technologies have accelerated the spread and immediacy of digital media. Following the work of Holtz (2003) and Levisohn (2010) in developing orientations for teaching Bible and Rabbinic Literature, this article develops a menu of media studies orientations for teaching Israel to Americans. It explores distinctive aspects of media studies, the relevance to Israel education of the work of Marland (1968a, 1968b), and applies the orientations through case studies of the Israeli television series Be-Tipul and Hatufim and their American adaptations, In Treatment and Homeland. 相似文献
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Jacob S. Golub 《Journal of Jewish Education》2013,79(3):182-185
A century ago a group of educators led an effort to transform American Jewish education to enable it to operate successfully in the 20th century. Today, with American Jews living under very different conditions, a similar effort is needed to reinvent Jewish education for the 21st century. Changes and new initiatives already taking place on the educational landscape point the way toward a set of paradigm shifts that will make Jewish education more learner-centered, relationship-infused, and life-relevant. These changes at the level of educational practice need to be accompanied by a redesign of the educational system itself to make it better able to accommodate learners as “prosumers,” helping to create their own educational experiences, and to guide them on lifelong learning journeys. By maximizing the impact of ongoing innovations, by employing “design thinking,” and by forging stronger networks and collective impact initiatives across domains and settings, the Jewish educational system can be reinvented to meet the needs and aspirations of 21st century Jewish learners. 相似文献
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Neurobehavioral Syndromes in Cocaine-exposed Newborn Infants 总被引：1，自引：0，他引：1
Barry M. Lester Michael J. Corwin Carol Sepkoski Ronald Seifer Mark Peucker Sarah McLaughlin Howard L. Golub 《Child development》1991,62(4):694-705
The effects of fetal cocaine exposure on newborn cry characteristics were studied in 80 cocaine-exposed and 80 control infants. The groups were stratified to be similar on maternal demographic characteristics and maternal use of other illegal substances and alcohol during pregnancy. The hypothesis was that excitable cry characteristics were related to the direct effects of cocaine, while depressed cry characteristics were related to the indirect effects of cocaine secondary to low birthweight. Structural equation modeling (EQS) showed direct effects of cocaine on cries with a longer duration, higher fundamental frequency, and a higher and more variable first formant frequency. Indirect effects of cocaine secondary to low birthweight resulted in cries with a longer latency, fewer utterances, lower amplitude, and more dysphonation. Cocaine-exposed infants had a lower birthweight, shorter length, and smaller head circumference than the unexposed controls. Findings were consistent with the notion that 2 neurobehavioral syndromes, excitable and depressed, can be described in cocaine-exposed infants, and that these 2 syndromes are due, respectively, to direct neurotoxic effects and indirect effects secondary to intrauterine growth retardation. 相似文献
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Research has underlined the necessity to prepare pupils to cooperate in order to boost cooperative learning benefits. However, this kind of training may appear very demanding. The present study aims to demonstrate that a short preparation related to social support and targeted cooperative rules relevant for the task increases constructive interactions. Thirty-two pupils from grade 6 (11.8 years) were involved in dyadic cooperative controversy (Johnson and Johnson 2007) on argumentative texts for one session. All pupils were presented with three targeted rules for controversy. Half of the pupils had a short intervention related to the demonstration of social support, and the three targeted cooperative rules for controversy were explained and discussed (listening carefully while affirming understanding, criticizing ideas, but not people, and focusing on common goal). The pupils' interactions during cooperative controversy were videotaped and coded and the individual learning regarding the content of the studied texts was assessed. Results indicated that those pupils who had been prepared to cooperate displayed more support, asked more questions, and paid more attention to their partner. The overall quality of cooperation inside the dyad was also evaluated as more positive, though no difference in learning outcomes was observed. In summary, a short preparation for cooperation elicited more constructive interactions. 相似文献