Rhetorical theory as message reception: A cognitive response approach to rhetorical theory and criticism     

William L. Benoit  Mary Jeanette Smythe 《Communication Studies》2013,64(1):96-114

Traditional rhetorical theory tends to adopt the rhetor's point of view, emphasizing invention of rhetorical messages, rather than the audience's reception and interpretation of messages. The audience is ordinarily conceptualized in humanistic rhetorical theory as a target, a source of expectations to guide the rhetor's invention, a means to accomplish the rhetor's ends, or even an obstacle. We argue that a more complete view of rhetoric should include the audience as a potentially active part of the process of persuasion. Accordingly, we propose to supplement our traditional theories of rhetoric by sketching a complementary view of rhetoric as the process of an auditor's processing and responding to messages. The inspiration for this conception, Petty and Cacioppo's Elaboration Likelihood Model, is sketched, and implications for rhetorical theory and criticism are discussed.  相似文献   

Effect of water ingestion on endurance capacity during prolonged running     

Joanne L. Fallowfield  Clyde Williams  Jeanette Booth  Boon H. Choo  Sally Growns 《Journal of sports sciences》2013,31(6):497-502

This study examined the influence of water ingestion on endurance capacity during submaximal treadmill running. Four men and four women with a mean (± S.E.) age of 21.4 ± 0.7 years, height of 169 + 2 cm, body mass of 63.1 ± 2.9 kg and VO ₂ max of 51.1 ± 1.8 ml kg^?1 min^?1, performed two randomly assigned treadmill runs at 70% VO ₂ max to exhaustion. No fluid was ingested during one trial (NF‐trial), whereas a single water bolus of 3.0 ml kg^?1 body mass was ingested immediately pre‐exercise and serial feedings of 2.0 ml kg^?1 body mass were ingested every 15 min during exercise in a fluid replacement trial (FR‐trial). Run time for the NF‐trial was 77.7 ± 7.7 min, compared to 103 ± 12.4 min for the FR‐trial (P<0.01). Body mass (corrected for water ingestion) decreased by 2.0 ± 0.2% in the NF‐trial and 2.7 ± 0.2% in the FR‐trial (P<0.01), while plasma volume decreased by 1.1 ± 1.1% and 3.5 ± 1.1% in the two trials respectively (N.S.). However, these apparent differences in circulatory volume were not associated with differences in rectal temperature. Respiratory exchange ratios indicated increased carbohydrate metabolism (73% vs 64% of total energy expenditure) and suppressed fat metabolism after 75 min of exercise in the NF‐trial compared with the FR‐trial (NF‐trial, 0.90 ± 0.01; FR‐trial, 0.86 ± 0.03; P<0.01). Blood glucose concentrations were similar in both trials, while blood lactate concentrations were higher in the NF‐trial at the end of exercise (4.83 ± 0.34 vs 4.18 ± 0.38 mM; P<0.05). In summary, water ingestion during prolonged running improved endurance capacity.  相似文献   

Children with disabilities in the child protective services system: An analog study of investigation and case management     

Jeanette E. Manders  Zolinda Stoneman 《Child abuse & neglect》2009,33(4):229-237

ObjectiveThe study used a series of vignettes to investigate how the presence of three disabilities (cerebral palsy, intellectual disabilities, emotional/behavioral disabilities) affects the processes and outcomes of child abuse investigations at two levels of child injury severity (moderate, severe).MethodSeventy-five CPS case workers completed study surveys and answered questions in response to a series of eight vignettes.ResultsThis study revealed differences in the responses of CPS case workers when the alleged victim of physical abuse had a disability. Children with disabilities were more likely than children without disabilities to be seen as having characteristics that contributed to their abuse. Most CPS workers felt at least some empathy with abusive parents; empathy was highest when the children had emotional/behavioral disabilities. Services recommended for families of children with disabilities were more likely to be child-focused. Parent-focused services, such as individual counseling and adult anger management, were more likely to be recommended for families of children without disabilities. In general, differences among disability groups and between cases involving children with and without disabilities were more pronounced when the children's injuries were less severe. Even with more severe injuries, such as a concussion or broken bones, the CPS workers still responded differently depending on the disability status of the child victims.ConclusionsRecommendations are made concerning the utilization of investigation teams that include disability specialists and the need for further disability-related training for CPS case workers.Practice implicationsThere is a strong need for training related to disability, with an emphasis on attitudes as well as knowledge and skills. The training should include examples of healthy family functioning and positive aspects of parenting a child with a disability to counteract the prevailing perception of disability as a cause of chronic stress and dysfunction; identification of broader ecological contexts in which these families live, including social response to disability and the disability-related service system and; strategies for disentangling the signs of abuse from characteristics of the disability. Interdisciplinary teams should include members from disability-related fields to share expertise and increase communication between systems.  相似文献   

Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies     

Wu-Ying Hsieh  Mary Louise Hemmeter  Jeanette A. McCollum  Michaelene M. Ostrosky 《Early childhood research quarterly》2009,24(3):229-247

This single-subject study assessed the effects of in-classroom coaching on early childhood teachers’ use of emergent literacy teaching strategies. Teaching strategies were grouped into clusters related to oral language and comprehension of text, phonological awareness and alphabetic principle, and print concepts and written language, with coaching being applied to each cluster separately. The coaching process included two primary components: a brief initial meeting to introduce teaching strategies in the cluster, and semi-weekly observation with follow-up discussion using data collected during the observation. A third, booster component was added when the teacher did not achieve a pre-established criterion. Participants were five early childhood teachers, three in child care programs and two in public school pre-kindergarten programs. The intervention phase lasted approximately 6 weeks for each teacher. Results indicated that this approach to coaching was effective for increasing the number of teaching strategies that teachers used in each cluster. Individual differences among teachers are discussed, and implications for future research and practice are explored.  相似文献   

American adults' knowledge of exercise recommendations     

Morrow JR  Krzewinski-Malone JA  Jackson AW  Bungum TJ  FitzGerald SJ 《Research quarterly for exercise and sport》2004,75(3):231-237

Physical inactivity is a major risk factor for cardiovascular disease, stroke, hypertension, diabetes, obesity, osteoporosis, and some cancers. Approximately 950,000 Americans die annually from cardiovascular diseases. The purpose of this study was to determine whether American adults know which traditional and lifestyle physical activities affect health and how they should be physically active to achieve a health benefit. Secondary purposes were to determine whether this knowledge is a function of gender, ethnicity, education, or age and if those who are sufficiently active for a health benefit possess different knowledge levels than those not sufficiently active for a health benefit. Items based on the Centers for Disease Control and Prevention/American College of Sports Medicine principles included knowledge of exercise guidelines and traditional and lifestyle physical activities. This information was obtained from 20 questions that were part of a national random telephone survey of 2,002 American households in the 48 contiguous states and the District of Columbia. Respondents were most aware of traditional physical activities (M = 94%) that provide a health benefit and less aware of specific exercise guidelines (M = 68%) and lifestyle physical activities (M = 71%) that can result in a health benefit. Knowledge was not related to physical activity behavior sufficient for a health benefit and only slightly related to ethnicity, education, and age. These data suggest that physical activity knowledge alone is not sufficient to elicit a behavior; however, it provides educators with an understanding of the public's physical activity knowledge that could be helpful in developing health promotion and physical activity interventions.  相似文献   

From Peasant to Princess: A Standards Conversion Story with a Twist     

Jeanette M. Grover  Eula Ewing Monroe  James S. Jacobs 《Children‘s Literature in Education》2007,38(1):71-86

The first author, a student in a graduate children’s literature class, designed a project to locate “good” mathematics-based children’s literature selections. However, the reference tools usually consulted (e.g., Books in Print) to locate books by topic were of little help, and those she located under individual mathematics topics were mostly traditional mathematics books rather than good read-aloud selections. Consequently, she perused the university library’s sizeable juvenile collection to find books that would meet her selection criteria. This article describes the influence of two landmark documents for mathematics teaching and learning—Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989) and Principles and Standards for School Mathematics (NCTM, 2000)—as she engaged in the process.

Eula Ewing MonroeEmail:

  相似文献   

A Bourdieusian perspective on becoming and being a postgraduate supervisor: the role of capital     

Jeanette Maritz  Paul Prinsloo 《高等教育研究与发展》2015,34(5):972-985

The objective of this paper is to map the role of capital in the process of learning to become a postgraduate supervisor. Economic, technological and geopolitical changes in higher education call into question previous assumptions about supervision. Supervision is no longer primarily seen as an intellectual and social enterprise but is increasingly seen as professional work, where one's capital (or lack of) shapes the process of being and becoming a supervisor. It is frequently assumed that the students are the only ones learning in a supervisory relationship. Novice supervisors are, however, often left to their own devices to discover or learn the inherent rules, epistemologies and ontologies in becoming and being supervisors through a process of compromise and negotiation. In this article, we specifically focus on the need for novice supervisors to understand and navigate the field, and plot their career trajectories, as a constant exchange of different aspects of capital. This article is conceptual, rather than empirical. We suggest that it may be helpful to understand the field of supervision in a Bourdieusian sense, with specific reference to the role of (academic) capital in the formative processes of becoming and being a supervisor. We discuss social capital, gender and race, age, values, beliefs and experiences, as well as linguistic abilities, as factors influencing the individual habitus of the supervisor in relation to the doxa of the field.  相似文献   

The Impact of Instructional Design on College Students’ Cognitive Load and Learning Outcomes in a Large Food Science and Human Nutrition Course          下载免费PDF全文

Jeanette Andrade  Wen‐Hao David Huang  Dawn M. Bohn 《Journal of Food Science Education》2015,14(4):127-135

The effective design of course materials is critical for student learning, especially for large lecture introductory courses. This quantitative study was designed to explore the effect multimedia and content difficulty has on students’ cognitive load and learning outcomes. College students (n = 268) were randomized into 1 of 3 multimedia groups: text + graphics (Group 1–TG); audio + text + graphics (Group 2–ATG); or video + audio + text + graphics (Group 3–VATG). Participants answered a demographic survey and pretests before viewing 2 food science supplemental lecture materials (i.e., water mobility and amino acid structures) and completing the cognitive load instrument and post‐tests within a noncontrolled setting. Cognitive load scores were tabulated and compared using a 3 × 3 ANOVA and Tukey post hoc analysis across multimedia groups and food science supplemental lecture materials. Based on the post hoc, students in Group 1–TG had higher intrinsic cognitive load scores than Group 2–ATG (ANOVA, P < 0.05). Cognitive load and post‐test scores were tabulated and compared using a spearman correlation across groups. In Group 1–TG, students that reported less intrinsic cognitive load had higher post‐test scores. Also, students that reported more germane cognitive load had higher post‐test scores. In Groups 2–ATG and 3–VATG, students that reported less extraneous cognitive load had higher post‐test scores (ANOVA, P < 0.05).  相似文献   

Book reviews     

Stephen Crump  Bernadette Miller  Jeanette Rhedding-Jones 《The Australian Educational Researcher》1999,26(2):139-146

  相似文献   

Review of Ofcom policy investigation: “The future of children's television programming”     

Alessandro D'Arma  Jeanette Steemers 《Cultural Trends》2009,18(1):77-82

The review looks at the recent review of children's television broadcasting by the governmental regulator in the UK, Ofcom. It suggests that the research represents a valuable addition to the policy literature by filling the gap in previous research, particularly by providing an in-depth analysis of the economics of the sector. However, it questions the direct impact of the report on the subject matter if it is integrated (as proposed) into the more general review of Public Service Broadcasting.  相似文献