Liking and Other Reactions After a Get-Acquainted Interaction: A Comparison of Continuous Face-to-Face Interaction versus Interaction that Progresses from Text Messages to Face-to-Face     

Susan Sprecher  Adam J. Hampton 《Communication quarterly》2017,65(3):333-353

Increasingly, people are making initial connections through social networking and online dating sites. However, we have limited information about how the use of computer-mediated communication (CMC) compares to face-to-face (FtF) for making initial social connections. The purpose of the present study was to compare liking and other affiliative outcomes of dyads who become acquainted in an interaction that progressed from CMC, to Skype, and finally to FtF versus dyads who became acquainted entirely FtF. The dyads engaged in a three-segment, structured self-disclosure task to become acquainted and were randomly assigned to either the continuous FtF condition (n = 48) or the CMC to FtF condition (n = 40). Participants’ reactions were assessed after each segment of interaction. Comparisons after the first segment revealed that those who interacted over CMC-text reported less enjoyment of the interaction, in addition to less liking of, closeness with, and perceived similarity to their discussion partner than those who interacted FtF. However, participants in the CMC to FtF condition increased in their positive reactions over the course of the interaction to a greater degree than did those in the continuous FtF condition, and consequently were able to catch up to them by the end of the final segment of interaction. Overall, our study suggests that although initial communication through online-text may elicit less positive impressions of an interaction partner relative to FtF, these effects may be mitigated upon partners moving quickly to FtF or through other rich channels (video).  相似文献   

Breaking with Tradition: A Scoping Meta-Analysis Analyzing the Effects of Student-Centered Learning and Computer-Aided Instruction on Student Performance in Anatomy     

Adam B. Wilson  Kirsten M. Brown  Jonathan Misch  Corinne H. Miller  Barbie A. Klein  Melissa A. Taylor  Michael Goodwin  Eve K. Boyle  Chantal Hoppe  Michelle D. Lazarus 《Anatomical sciences education》2019,12(1):61-73

While prior meta-analyses in anatomy education have explored the effects of laboratory pedagogies and histology media on learner performance, the effects of student-centered learning (SCL) and computer-aided instruction (CAI) have not been broadly evaluated. This research sought to answer the question, “How effective are student-centered pedagogies and CAI at increasing student knowledge gains in anatomy compared to traditional didactic approaches?” Relevant studies published within the past 51 years were searched using five databases. Predetermined eligibility criteria were applied to the screening of titles and abstracts to discern their appropriateness for study inclusion. A summary effect size was estimated to determine the effects of SCL and CAI on anatomy performance outcomes. A moderator analysis of study features was also performed. Of the 3,035 records screened, 327 underwent full-text review. Seven studies, which comprised 1,564 participants, were included in the SCL analysis. An additional 19 studies analyzed the effects of CAI in the context of 2,570 participants. Upon comparing SCL to traditional instruction, a small positive effect on learner performance was detected (standardized mean difference (SMD = 0.24; [CI = 0.07, 0.42]; P = 0.006). Likewise, students with CAI exposure moderately outscored those with limited or no access to CAI (SMD = 0.59; [CI = 0.20, 0.98]; P = 0.003). Further analysis of CAI studies identified effects (P ≤ 0.001) for learner population, publication period, interventional approach, and intervention frequency. Overall, learners exposed to SCL and supplemental CAI outperformed their more classically-trained peers as evidenced by increases in short-term knowledge gains. Anat Sci Educ. © 2018 American Association of Anatomists.  相似文献   

The Future of Three‐Dimensional Imaging and Museum Applications     

Adam Metallo  Vince Rossi 《Curator: The Museum Journal》2011,54(1):63-69

Abstract Is it time for all museums to initiate large‐scale 3D digitization programs? We don’t yet know how 3D is going to change, replace, or integrate into current museum experience. Yet the possibilities are being actualized right now. What does 3D mean for museums? Digitizing museum objects in 3D (or the museums themselves, for that matter) with incredible accuracy and realism; examining the inside of a mummy; modeling collections in 3D; retaining virtual copies of vulnerable objects; all these and more already exist in the fast‐changing realm of 3D applications.  相似文献   

Destination,Imagination and the Fires Within: Design Thinking in a Middle School Classroom     

Maureen Carroll  Shelley Goldman  Leticia Britos  Jaime Koh  Adam Royalty  Michael Hornstein 《The International Journal of Art & Design Education》2010,29(1):37-53

The purpose of the Taking Design Thinking to Schools Research Project was to extend the knowledge base that contributes to an improved understanding of the role of design thinking in K‐12 classrooms. The ethnographic qualitative study focused on the implementation of an interdisciplinary design curriculum by a team of university instructors in a public charter school. Three questions framed the study. How did students express their understanding of design thinking classroom activities? How did affective elements impact design thinking in the classroom environment? How is design thinking connected to academic standards and content learning in the classroom?  相似文献   

Identity and the Museum Visitor Experience     

Adam Bickford 《Curator: The Museum Journal》2010,53(2):247-255

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Impact ‘fingerprints’ and preliminary implications for an ‘intelligent mouthguard’ head impact dosimeter     

Adam Bartsch  Edward Benzel  Vincent Miele  Douglas Morr  Vikas Prakash 《Sports Engineering》2012,15(2):93-109

An in vivo head impact dosimeter, termed the ??intelligent mouthguard??, is under development at the Cleveland Clinic. The intelligent mouthguard facilitates correlation of acute and accumulative impact dosage with injury risk. As part of intelligent mouthguard dosimetry development for boxing and mixed martial arts participants, head and neck impact dosage was quantified in the laboratory for seven (7) punch types. Impact dosage data for punches were collected, which generated unique ??fingerprints?? for use with the intelligent mouthguard computational algorithm. Additional calculations were made on parameters based on each punch ??fingerprint?? and injury risk. Each of the punches had a unique ??fingerprint??. The hook imparted the most severe impact dosage, with the cross and oblique hook inducing the next most severe impact dosages, respectively. The impact dosage ??fingerprints?? determined here will be used to identify punch types during intelligent mouthguard human trials in 2012. Intelligent mouthguard dosimetry will be available soon for other contact sports (American Football, Ice Hockey, Lacrosse) to monitor head?Cneck impact dosage for correlation to acute or accumulative injury risk.  相似文献   

Evaluating the future value of educational interventions in a health care setting     

Daniel McLinden  Rebecca Phillips  Scott Hamlin  Adam Helbig 《Performance Improvement Quarterly》2010,22(4):121-130

Program evaluation is intended to systematically determine the merit and worth of a program. We broadly define merit and worth to include economic perspectives obtained through the analysis of the finances of a program—both the costs and the benefits. A study reported here addressed the cost and benefit of investing in an educational intervention to change and improve processes in a health care setting. The potential economic impact of a training intervention intended to improve the uptake of a new purchasing process was evaluated. The study illustrates economic evaluation that anticipates the future value of educational interventions, a prospective view.  相似文献   

Kurt Vonnegut's PBS Style: Breakfast of Champions,Sesame Street,and the Politics of Public Culture     

Adam Kaiserman 《Journal of American culture (Malden, Mass. : 2003)》2012,35(4):332-344

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Preparing Undergraduate Pre-service Teachers Through Direct and Video-Based Performance Feedback and Tiered Supports in Early Head Start     

Adam S. Kennedy  Anna T. Lees 《Early Childhood Education Journal》2016,44(4):369-379

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Acculturation, well-being and classroom behaviour among white British and British Asian primary-school children in the south–east of England: Validating a child-friendly measure of acculturation attitudes     

Dennis Nigbur  Rupert Brown  Lindsey Cameron  Rosa Hossain  Anick Landau  Dominique Le Touze  Adam Rutland  Charles Watters 《Int J Intercult Relat》2008,32(6):493-504

Using a sample of white British and British Asian primary-school children (N = 386, aged 5–11 years), we measured acculturation attitudes (own and perceived outgroup), correlated constructs (ingroup and outgroup affect and identification) and relevant outcomes (self-esteem, classroom demeanour) in a structured interview to validate a customised, child-friendly measure of acculturation attitudes based on Berry's framework. Scale items measuring desire for culture maintenance and intergroup contact loaded onto the predicted factors, were internally reliable and showed concurrent validity with affect and identification. The predictive utility of measures was demonstrated in associations between children's acculturation attitudes (or perceived discrepancies with those of the outgroup) and outcomes such as self-esteem and teacher ratings of emotional symptoms.  相似文献