Development of filial attachment to static visual features of an imprinting object     

Leonard A. Eiserer 《Learning & behavior》1980,8(1):159-166

Three experiments investigated the fact that the static visual features of an imprinting object (its color, size, and shape characteristics, as represented by the object remaining stationary during its presentation) can gradually acquire control over filial behavior by virtue of their repeated spatial-temporal pairing with visual motion—an effect that has been interpreted as a process of classical conditioning. Experiment 1 found that the static features can acquire control if they are made conspicuous in some other, nonmovement way (i.e., by manipulating the relative illumination of the imprinting object). Further experiments then failed to find any qualitative difference between the behavioral control developed by conspicuous but static aspects of a duckling’s environment and the control developed by the static features of a moving object, either in terms of persistence of the acquired control (Experiment 2) or in terms of possible restrictions imposed by the sensitive period for imprinting (Experiment 3). Taken together, these results support the plausibility of a perceptual learning hypothesis, although the classical conditioning view was not itself contradicted. The present findings are also relevant to the broader issue of whether any valid distinctions exist between the behavioral control exerted by static aspects of a precocial bird’s environment and the control exerted by animate, presumably social stimuli.  相似文献   

Confronting the opioid crisis with consumer health information: a look at East Tennessee     

Kelsey Leonard Grabeel  Jenny C. Moore 《Journal of the Medical Library Association》2021,109(1):120

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II Social Processes IN CURRICULUM BUILDING     

Leonard A. Stidley 《Religious education (Chicago, Ill.)》2013,108(5):313-318

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Teachers and tolerance: Discriminating diversity dispositions     

Pauline Leonard  Lawrence Leonard 《The Teacher Educator》2013,48(1):30-62

Abstract

Prevailing values of equity and social justice are increasingly espoused in the mission and policy statements of public institutions, organizations, and agencies. In higher education, teacher preparation programs are considered to be key contributors to the cultivation of mores of inclusiveness, where diversity is embraced and appreciated in its multitude of forms. The purpose of this qualitative study was to examine the diversity dispositions of a group of preservice and inservice teachers participating in a multicultural education course at a university in the deep southern region of the United States. Data were collected in the following ways: (a) autobiographical accounts that participants compiled and shared; (b) responses to abbreviated biographies in an online discussion forum; (c) face‐to‐face discussions of issues related to goals of equity, tolerance, and social justice in schools; and (d) instructor observations of participants' interactions with each other. The research revealed that in the electronic forum the teacher candidates and practicing teachers were particularly candid in reflecting upon and revealing their cultural roots, perceptions, and experiences and validated many—but not all—‐peer self‐reports of marginalization. Three major diversity dispositions emerged in the data analysis: (a) cultural consciousness, (b) intercultural sensitivity, and (c) commitment to social justice. The study also illuminated the challenge inherent in critically examining and sharing diversity dispositions when considering issues of discrimination, prejudice, and segregation in a multicultural setting. Although limited in scope and generalizibility, the findings provide insights into ways of framing tolerance sensibilities and for improving educators' capacities to reassess candidates' diversity dispositions.  相似文献   

Strike One! Yer’ Out! A Short Count for the Student Teacher in a School Strike?     

Leonard M. Chaffee  Robert D. Alley 《Clearing house (Menasha, Wis.)》2013,86(8):503-506

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AGE DIFFERENCES IN EFFICIENCY OF READING COMPREHENSION FROM PRINTED VERSUS COMPUTER‐DISPLAYED TEXT     

Bonnie J. F. Meyer  Leonard W. Poon 《Educational gerontology》2013,39(8):789-807

Computer technology has become a tremendous aid in examining the aging process as it relates to reading by allowing researchers to measure and control processing time. But is the computer a passive player in the study of reading and aging? Are we overlooking interactions between computers and participants using them? This study compared two types of computer presentation (investigator‐paced and self‐paced by the reader) to reading from the printed page. Older adults were most efficient in their reading comprehension when reading from the printed page, while young adults were most efficient from computer‐paced text. Although reading is a highly practiced skill for both young and old adults, the computer method of presentation is much less familiar to old adults. An overestimation of age differences with misleading findings may occur if computers are routinely used to study age differences in reading comprehension.  相似文献   

The relocation of teacher education programmes at Thomond college of education: A move in context     

Diarmuid Leonard 《Irish Educational Studies》2013,32(1):287-301

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NOTEWORTHY BOOKS RECEIVED     

W. Patrick Leonard 《Review of Education, Pedagogy & Cultural Studies》2013,35(2):157-158

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Kuder interest patterns of outstanding science teachers     

Leonard A. Ostlund 《Peabody Journal of Education》2013,88(2):101-104

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The Student Looks at His Learning     

Carl Leonard Anderson 《College Teaching》2013,61(4)

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