Roles of visual and taste cues in ingestional neophobia: Response latency effects in chicks (Gallus domesticus)     

Joseph J. Franchina  Lera Joyce Johnson  P. Andrew Leynes 《Learning & behavior》1994,22(3):341-350

Latency measures of starting to drink and of consummatory behavior were used to investigate ingestional neophobia to novel visual and novel taste cues in chicks. In Experiment 1 (N = 36), latencies to start drinking were reliably shorter to ingesta that appeared familiar from previous rearing or preexposure procedures. After drinking started, consummatory responding occurred reliably more rapidly to familiar taste cues than to novel ones. However, the presence of familiar visual cues reliably facilitated consumption of a novel taste. Experiments 2 and 3 (Ns = 144 and 180) were performed to evaluate, respectively, whether the ingestional effects of taste stimulus intensity, 0%–6% vinegar, and of visual stimulus intensity, 0%–1.0% concentrations of red food-coloring in water, changed during ontogeny for chicks 3, 5, and 7 days old. In Experiment 2, reliable direct effects of taste concentration on consummatory response latencies occurred immediately in 7-day-olds but were delayed in 3-day-olds. In Experiment 3, each age group immediately showed reliably slower starting and consummatory response times, the higher the concentration of red food-coloring. Intake performance in both experiments was consistent with the latency data. Experiments 1–3 showed that visual and taste cues of ingesta separately influenced approach and consummatory behaviors of the ingestive response sequence and that these influences depend on ontogenetic events.  相似文献   

单宁对杨梅汁花色苷稳定性的影响   总被引：16，自引：0，他引：16  

励建荣  岑沛霖  蒋志刚  于平  Joyce D.C 《科技通报》2001,17(6):1-6

分析了单宁对增加杨梅汁花色苷稳定性的效果。在pH=4.5和pH=3.2时加入单宁使杨梅汁最大吸收波长和最大吸光度增大。在pH为1.0时单宁浓度增大导致杨梅汁最大吸收波长增大，但最大吸光度没有增加。单宁和杨梅汁花色苷的辅助色素反应为放热反应，其△H等于-8.481kJ/mol, △S为7.286J/mol。温度的升高促进辅助色素反应向分解方向进行。  相似文献   

Factors Associated with Behavioral Competence at School Among Young Boys from Multi-Problem Low-Income Families     

Elizabeth B. Owens  Daniel S. Shaw  Joyce Giovannelli  Monica M. Garcia  Kirsten Yaggi 《Early education and development》1999,10(2):135-162

Factors associated with school behavioral competence at 72 months were investigated in a sample of at-risk boys followed longitudinally from 18 months. Boys were at risk for developing behavior problems due to early exposure to sociodemographic and family-environmental stressors associated with low-income urban living. Research findings: Of child protective factors investigated, main effects were found for intelligence, mother-reported emotionality and sociability, and observed likability in relation to teacher-reported behavior problems, and results were generally consistent across type of risk. In only one instance did the effect of a protective factor depend on the level of risk. Furthermore, a cumulative measure of protective factors was strongly predictive of child behavior problems and was a better predictor than cumulative risk measures. Observed infant emotionality, child physical attractiveness, and children's self-perceptions of being pro-social or aggressive and fearless were essentially unrelated to behavioral outcome. Mother-reported child emotionality mediated both the relation between mother-reported infant emotionality and teacher-reported internalizing problems, and the relation between observed likability and teacher-reported externalizing problems. Practice/Policy: Clinical implications concern improved identification accuracy of at-risk children who should be targeted for intervention, and forms that intervention should take.  相似文献   

Richard Fossey: If a Practitioner Cleans the Windows, Will You Look In?     

Joyce Annunziata 《Journal of Personnel Evaluation in Education》1999,13(1):83-92

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Model of affective learning for nonformal science education facilities     

Joyce E. Meredith  Rosanne W. Fortner  Gary W. Mullins 《科学教学研究杂志》1997,34(8):805-818

Objective setting and evaluation for learning in the affective domain are often neglected in educational programs, largely because affective learning is a poorly understood phenomenon. This is particularly problematic in nonformal science education facilities, which are uniquely suited to facilitate affective learning. To address this problem, a heuristic model of affective learning in nonformal educational facilities was developed. The model, referred to as the Meredith Model, displays a sequence of events occurring in the affective responses of learners in nonformal educational experiences and identifies factors which may influence individual events within this sequence. The model is proposed as a conceptual framework for gaining an increased understanding of affective learning and for making recommendations for practice of nonformal science education and for further research. J Res Sci Teach 34: 805–818, 1997.  相似文献   

The Integrated Curriculum Model (ICM)     

Joyce VanTassel-Baska  Susannah Wood 《Learning and individual differences》2010,20(4):345-357

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Methodological considerations for the 3D measurement of the X-factor and lower trunk movement in golf     

Christopher Joyce  Angus Burnett  Kevin Ball 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):206-221

It is believed that increasing the X-factor (movement of the shoulders relative to the hips) during the golf swing can increase ball velocity at impact. Increasing the X-factor may also increase the risk of low back pain. The aim of this study was to provide recommendations for the three-dimensional (3D) measurement of the X-factor and lower trunk movement during the golf swing. This three-part validation study involved; (1) developing and validating models and related algorithms (2) comparing 3D data obtained during static positions representative of the golf swing to visual estimates and (3) comparing 3D data obtained during dynamic golf swings to images gained from high-speed video. Of particular interest were issues related to sequence dependency. After models and algorithms were validated, results from parts two and three of the study supported the conclusion that a lateral bending/flexion-extension/axial rotation (ZYX) order of rotation was deemed to be the most suitable Cardanic sequence to use in the assessment of the X-factor and lower trunk movement in the golf swing. The findings of this study have relevance for further research examining the X-factor its relationship to club head speed and lower trunk movement and low back pain in golf.  相似文献   

Longitudinal effects of RtI implementation on reading achievement outcomes     

Sally L. Grapin  Nancy Waldron  Diana Joyce‐Beaulieu 《Psychology in the schools》2019,56(2):242-254

Because several studies have investigated student outcomes in schools implementing Response to Intervention (RtI), relatively little research has investigated the impact of implementation on students’ long‐term achievement outcomes (i.e., several years after exposure). The purpose of this study was to describe one elementary school's RtI implementation process and to examine students’ long‐term reading comprehension outcomes following their exposure to various phases of implementation. Four cohorts of students who experienced different implementation phases (i.e., a baseline condition or Phases I, II, or III of implementation) during Grade 2 were subsequently followed across Grades 3, 4, and 5 to examine their outcomes on two reading comprehension measures. Results indicated that students who experienced the early phases of RtI implementation (i.e., Phases I and II) during Grade 2 generally had higher mean comprehension scores in Grades 4 and 5 than students in the baseline condition. Implications for practice and future research are discussed.  相似文献   

School,family, and community partnerships in teachers’ professional work     

Joyce L. Epstein 《师资教育杂志》2018,44(3):397-406

Abstract

This article discusses the contributions of the international studies in this special issue and presents a few emerging topics on school, family, and community partnerships. The studies in Part I confirm that, across countries, future teachers are inadequately prepared to conduct effective partnership programmes with all students’ families. Part II reports the results of interventions that provide future teachers with opportunities to practice the kinds of communications with parents that they will use as new teachers. In my and colleagues’ studies, several topics of family and community engagement have emerged that will extend and enrich college courses for future teachers and school leaders. These include a redefinition of the ‘professional’ teacher; understanding partnerships as a component of good school organisation; the importance of goal-linked family and community engagement for student success in school; the role of the community in partnership programmes; and the connections of preservice and inservice education for preparing and sustaining productive connections of home, school, and community.  相似文献   

Religious Education Under Quarantine     

Joyce Ann Mercer Editor 《Religious education (Chicago, Ill.)》2020,115(3):219-220

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