Social and nonsocial category discriminations in a chimpanzee (Pan troglodytes) and American black bears (Ursus americanus)     

Jennifer Vonk  Zoe Johnson-Ulrich 《Learning & behavior》2014,42(3):231-245

One captive adult chimpanzee and 3 adult American black bears were presented with a series of natural category discrimination tasks on a touch-screen computer. This is the first explicit comparison of bear and primate abilities using identical tasks, and the first test of a social concept in a carnivore. The discriminations involved a social relationship category (mother/offspring) and a nonsocial category involving food items. The social category discrimination could be made using knowledge of the overarching mother/offspring concept, whereas the nonsocial category discriminations could be made only by using perceptual rules, such as “choose images that show larger and smaller items of the same type.” The bears failed to show above-chance transfer on either the social or nonsocial discriminations, indicating that they did not use either the perceptual rule or knowledge of the overarching concept of mother/offspring to guide their choices in these tasks. However, at least 1 bear remembered previously reinforced stimuli when these stimuli were recombined, later. The chimpanzee showed transfer on a control task and did not consistently apply a perceptual rule to solve the nonsocial task, so it is possible that he eventually acquired the social concept. Further comparisons between species on identical tasks assessing social knowledge will help illuminate the selective pressures responsible for a range of social cognitive skills.  相似文献   

The Getty AHIP imaging initiative: A status report     

Jennifer Trant 《Archives and Museum Informatics》1995,9(3):262-278

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Editorial: Museums and the Web     

Jennifer Trant 《Archives and Museum Informatics》1997,11(2):73-76

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Special Education and Research: A Recent Survey     

Professor  Klaus Wedell Jennifer Roberts 《British Journal of Special Education》1982,9(3):19-25

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Early childhood teachers' constructions of their resilience and thriving: A continuing investigation     

Jennifer Sumsion 《International Journal of Early Years Education》2004,12(3):275-290

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Sociological Research: Some analogies with Historical Method     

Jennifer Nias 《Cambridge Journal of Education》1978,8(1):32-44

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Deliberate imagery practice: the reliability of using a retrospective recall methodology     

Cumming J  Hall C  Starkes JL 《Research quarterly for exercise and sport》2005,76(3):306-314

This study examined the reliability of a retrospective recall methodology for providing evidence of deliberate imagery practice. A secondary purpose was to determine which imagery activities constituted the sport-specific definition of deliberate practice (Starkes, Deakin, Allard, Hodges, & Hayes, 1996). Ninety-three Canadian athletes from one of three different competitive levels (regional, provincial, and national) completed the Deliberate Imagery Practice Recall Questionnaire, which was specifically designed for the present study. The athletes also completed a 1-week imagery diary to assess their use of 14 different imagery activities. The results of the study indicated that the athletes were able to reliably estimate their use of imagery over a short recall interval. Four imagery activities were also determined to fulfill the sport specific definition of deliberate practice.  相似文献   

Factors affecting attitudes and intentions towards knowledge sharing in the Dubai Police Force     

Ibrahim Seba  Jennifer Rowley  Sian Lambert 《International Journal of Information Management》2012

This study contributes to the limited research base on knowledge sharing in public sector organisations, specifically police forces, and organisations in the Middle East through a case study investigation into the factors that affect knowledge sharing in the Dubai Police Force. A questionnaire-based survey was conducted with staff in key departments in the Dubai Police Force. Informed by the literature and by interviews conducted in a previous phase, the core of the questionnaire was a bank of Likert-style questions covering the dependent variables intention to knowledge share, and attitude towards knowledge sharing, and the independent variables, trust, organisational structure, leadership, reward, time, and information technology. Data was analysed using structured equation modelling, in order to test the measurement model using confirmatory factor analysis, and to test the structural model. The structural model suggests a strong relationship between attitude to knowledge sharing, and intention to share knowledge. Hypotheses regarding the influence of leadership, trust, organisational structure, time, and information technology on attitude to knowledge sharing were upheld. Rewards did not to influence attitude to knowledge sharing. Recommendations are offered for practice and further research.  相似文献   

Investigating ambivalence towards organisational change in a Football Championship Subdivision intercollegiate athletic department     

Jon Welty Peachey  Jennifer Bruening 《Sport Management Review》2012,15(2):171-186

To date, few scholars have examined organisational change in the sport industry, with the majority focusing on forces driving change. Only a handful have investigated responses to change, primarily centering upon factors contributing to resistance. Historically, most work in measuring attitudes has placed them on a bipolar continuum ranging from negative to positive. Recently, though, researchers have presented data to support an indifference-ambivalence attitudinal dimension characterised by evaluative tension. There have been few studies, however, that have examined ambivalence towards organisational change. Therefore, this research was undertaken to investigate ambivalence towards organisational change in a Football Championship Subdivision intercollegiate athletic department in the U.S. Through a case study, we demonstrate that ambivalence was a salient response to change, and that intrapersonal conflict, perceived lack of institutional support, managerial turnover, and previous negative experience with change served as antecedents. We then highlight the theoretical and practical significance of our study.  相似文献   

Children's beliefs about everyday reasoning     

Amsterlaw J 《Child development》2006,77(2):443-464

Two studies investigated children's metacognition about everyday reasoning, assessing how they distinguish reasoning from nonreasoning and "good" reasoning from "bad." In Study 1, 80 1st graders (6-7 years), 3rd graders (8-9 years), 5th graders (10-11 years), and adults (18+ years) evaluated scenarios where people (a) used reasoning, (b) solved problems with nonreasoning approaches, or (c) reacted appropriately but automatically to events. All age groups distinguished reasoning from type (b) nonreasoning cases, but age-related improvement occurred for type (c) cases. Study 2 tested 160 1st, 3rd, 5th graders' and adults' evaluation of good and bad reasoning processes, finding 2 developmental changes: initial improvement in discriminating thinking processes by 3rd grade, and emergence of an adult-like, process-focused (vs. outcome-focused) concept of thinking quality by 5th grade.  相似文献