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1.
The role of incentive learning in instrumental performance following a shift in the degree of water deprivation was analyzed in three experiments. In Experiments 1A and IB, rats trained to perform an instrumental action reinforced with either sucrose or maltodextrin solutions when in a high-deprivation state were subsequently shifted to a low-deprivation state and tested in extinction. This within-state shift in water deprivation reduced instrumental performance only when the animals had been exposed to the reinforcer in the low-deprivation state prior to instrumental training. In Experiment 2, a concurrent training procedure was used to assess whether the change in the value of the reinforcer brought about by preexposurewas mediated by the contingency between the instrumental action and the reinforcer. Preexposure to the reinforcer under the low-deprivation state produced a selective reduction of the performance of the action upon which it was contingent during training when testing was conducted in extinction following a shift from the high- to the low-deprivation state. These experiments provide evidence that animals have to learn about the incentive value of a reinforcer in a particular motivational state through exposure to the reinforcer in that state. 相似文献
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Cultural Studies of Science Education - The hope for multicultural, culturally competent, and diverse perspectives in science education falls short if theoretical considerations of whiteness are... 相似文献
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Silva DA Benedetti TR Ferrari EP Meurer ST Antes DL Silva AM Santos DA Matias CN Sardinha LB Vieira F Petroski EL 《Journal of sports sciences》2012,30(5):479-484
The objective of this study was to describe the anthropometric profiles of elite older triathletes participating in the 2009 Ironman Brazil and to compare their somatotype, anthropometric and body composition characteristics with those of elite young triathletes and older non-athletes. The sample consisted of 64 males, divided into three groups: (1) older triathletes (n = 17), (2) young triathletes (n = 24), and (3) older non-athletes (n = 23). Somatotype was analysed according to the Carter and Heath ( 1990 ) method. Body mass index, sum of four skinfolds, percentage body fat, body fat mass, and fat-free mass were also estimated. Older non-athletes had higher endomorphy, sum of four skinfolds, fat percentage, and body fat mass than the athletes. Older athletes who participated in the Ironman and elite young triathletes had higher fat-free mass than older non-athletes. Older triathletes and older non-athletes were considered mainly endomorphic mesomorphs and young triathletes mainly ectomorphic mesomorphs. The findings that characterize the anthropometric profile of athletes in this sports modality could be used as a reference. 相似文献
4.
Filipe J. Teixeira Catarina N. Matias Cristina P. Monteiro Maria J. Valamatos Joana F. Reis Ana Batista 《European Journal of Sport Science》2019,19(6):802-810
β-hydroxy-β-methylbutyrate (calcium: HMB-Ca and free acid: HMB-FA) and α-hydroxyisocaproic acid (α-HICA) are leucine metabolites that have been proposed to improve body composition and strength when combined with resistance exercise training (RET). In this double-blind randomized controlled pragmatic trial, we evaluated the effects of off-the-shelf supplements: α-HICA, HMB-FA and HMB-Ca, on RET-induced changes in body composition and performance. Forty men were blocked randomized to receive α-HICA (n?=?10, fat-free mass [FFM]?=?62.0?±?7.1?kg), HMB-FA (n?=?11, FFM?=?62.7?±?10.5?kg), HMB-Ca (n?=?9, FFM?=?65.6?±?10.1?kg) or placebo (PLA; n?=?10, FFM?=?64.2?±?5.7?kg). The training protocol consisted of a whole-body resistance training routine, thrice weekly for 8 weeks. Body composition was assessed by dual-energy x-ray absorptiometry (DXA) and total body water (TBW) by whole-body bioimpedance spectroscopy (BIS), both at baseline and at the end of weeks 4 and 8. Time-dependent changes were observed for increase in trunk FFM (p?相似文献
5.
Luxembourg exhibits strong transnational traits within its skills regime, defying any neat fit with existing educational typologies. It is characterised by its high-skill economy, cross-cultural characteristics, and central location within the European Union. As such, Luxembourg has developed a hybrid strategy of responding to labour market challenges, and by that, to skills development. Our institutionalist analysis finds that Luxembourg is involved in transnational skills development in three complementary ways: (a) employers in Luxembourg extensively recruit skilled workers at the European and global levels, but also (b) heavily rely on the distinct skills sets of cross-border commuters from the neighbouring regions of Belgium, France, and Germany (the Greater Region). Furthermore, (c) Luxembourg combines institutional elements of these neighbouring countries – representing distinct models of capitalism and welfare – within its own education system. In combining the specific strengths of different national skills regimes, institutional bricolage represents a core feature of Luxembourg’s highly stratified system of skill formation. Our analytical framework refers to two major comparative political economy perspectives, namely the welfare state and varieties of capitalism approaches, to analyse how Luxembourg has responded to deindustrialisation by creating a domestic transnational labour market. 相似文献
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Christin DePouw Cheryl Matias 《Educational Studies A Journal of the American Educational Studies Association》2016,52(3):237-259
Parenting is often discussed in the field of education, but frequently in terms of family or community deficiency, rather than strengths (Bonilla Silva, 2006; Few, 2007), particularly when communities of color are being examined. In this conceptual article, we advocate for the use of critical race theory (CRT) in discussions of parenting and utilize counterstorytelling to validate the lived experiences of parents like ourselves, who are critical race scholars as well as mothers of children of color. Our counterstories will be embedded throughout the discussion as a way to highlight the relationships between academic research and lived experience. Through reviews of academic research and counterstorytelling, we explain the relevance of critical race parenting and the ways in which the inclusion of CRT can support more historically situated, contextual, and complex engagements with the interplay between race and parenting of children of color. 相似文献
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By analysing teachers’ journals in Luxembourg from 1892 to 1939, this paper argues that the teaching press played an active role in the promotion of Luxembourg’s forthcoming cultural identification. Set amid the growing importance of their professionalisation and self- understanding, teachers became recognised as an essential force for the national coherence of the young multilingual nation-state. By identifying common themes in these discussions – the role of state, patriotism, and the hegemony of the church in particular – this paper asks the following question: Given the linguistic and cultural diversity of the country, what markers were used in education to construct national identity and which other identities were promoted alongside or at the expense of national identity? This study concludes by suggesting that Luxembourgish teachers went to great lengths to contribute towards and shape the concept of ‘mixed culture’ (Mischkultur), which was to become the foundation of the country’s image of cosmopolitanism. 相似文献
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Cheryl E. Matias 《Educational Philosophy and Theory》2016,48(3):221-236
In Black Skin, white masks (1967, Grove Press), Franz Fanon uses a psychoanalytic framework to theorize the inferiority-dependency complex of Black men in response to the colonial racism of white men. Applying his framework in reverse, this theoretical article psychoanalyzes the white psyche and emotionality with respect to the racialization process of whites and their racial attachment to Blackness. Positing that such a process is interconnected with narcissism, humanistic emptiness, and psychosis, this article presents how racial attachment becomes racial fetish. Such a fetish reifies whiteness by accumulating fictive kinships with friends of color; hence, the common parlance of ‘But I have a Black friend!’ The article, then, overlays this theoretical interpretation onto the subject of teacher education in the US, specifically urban teacher education programs that are predominantly comprised of white middle-class females who claim a desire to ‘save’ urban students of color. Ending with the dangers and hopes of a more humanistic friendship, this article offers emotional ways one can self-actualize the racialization process. 相似文献
9.
Filipe J. Teixeira Catarina N. Matias Cristina P. Monteiro Maria J. Valamatos Joana F. Reis Robert W. Morton 《Journal of sports sciences》2013,31(17):2037-2044
ABSTRACTLeucine metabolites may reduce training-induced inflammation; however, there is scant evidence for this assertion. We conducted a double-blind randomized controlled pragmatic trial where 40 male participants were allocated into 4 groups: α-hydroxyisocaproic acid group ([α-HICA], n = 10, Fat-free mass [FFM] = 62.0 ± 7.1 kg), β-hydroxy-β-methylbutyrate free acid group ([HMB-FA], n = 11, FFM = 62.7 ± 10.5 kg), calcium β-hydroxy-β-methylbutyrate group ([HMB-Ca], n = 9, FFM = 65.6 ± 10.1 kg) or placebo group ([PLA]; n = 10, FFM = 64.2 ± 5.7 kg). An 8-week whole-body resistance training routine (3 training sessions per week) was employed to induce gains in skeletal-muscle thickness. Skeletal muscle thickness (MT), one repetition maximum (1RM), interleukin-6 (IL-6), high-sensitivity C-reactive protein (hsCRP) and tumour necrosis factor alpha (TNF-α) were assessed at baseline and at the end of weeks 4 and 8. Time-dependent increases were detected from baseline to week 8 for MT (vastus lateralis: p = 0.009; rectus femoris: p = 0.018), 1RM (back squat: α-HICA, 18.5% ± 18.9%; HMB-FA, 23.2% ± 16%; HMB-Ca, 10.5% ± 13.8%; PLA, 19.7% ± 9% and bench press: α-HICA, 13.8% ± 19.1%; HMB-FA, 15.5% ± 9.3%; HMB-Ca, 10% ± 10.4%; PLA, 14.4 ± 11.3%, both p < 0.001), IL-6, hsCRP (both p < 0.001) and TNF-α (p = 0.045). No differences were found between groups at any time point. No leucine metabolite attenuated inflammation during training. Additionally, backwards elimination regressions showed that no circulating inflammatory marker consistently shared variance with the change in any outcome. Using leucine metabolites to modulate inflammation cannot be recommended from the results obtained herein. Furthermore, increases in inflammatory markers, from training, do not correlate with any outcome variable and are likely the result of training adaptations. 相似文献
10.
Carolina Rodrigues Mendonça Karla Tais de Oliveira Souza Jalsi Tacon Arruda Matias Noll Nilza Nascimento Guimarães 《Anatomical sciences education》2021,14(5):682-692
In Brazil, a federal law ensures that all students with disabilities are entitled to enrollment in higher education institutions. Higher courses in human anatomy stand out for their complexity in both theoretical and practical contents. Therefore, adaptation is required to accommodate students with special educational needs. This study aimed to describe the experience of a Support Teacher in the development of inclusive pedagogical practices for the discipline of Human Anatomy offered in the physiotherapy course for a student with low vision and blindness. The challenges and learning difficulties faced by a visually impaired student are reported. Qualitative analysis was performed by interviewing a student with low vision and blindness and a Support Teacher. The audio recordings were transcribed, categorized, and analyzed using content analysis. The Support Teacher created schematics and drawings of anatomical structures, reviewed theoretical and practical contents, developed adaptations of the examinations, and applied palpatory anatomy to facilitate the student’s learning process. The findings illustrate that the student faced the greatest difficulty in dealing with the emotional aspects, due to the inability to visualize the anatomical details in human cadavers. Thus, the presence of a Support Teacher was fundamental to ensure that the student could learn the content and overcome this limitation. In conclusion, personalized adaptation, commitment, and collaborative work between the Support Teacher and students with low vision and blindness improve their learning conditions. 相似文献