Conditioned avoidance responses survive contingency degradation in the garden slug,Lehmannia valentiana     

Martha Escobar  Elizabeth P. Dunaway  Kyle H. Gennaro 《Learning & behavior》2014,42(4):305-312

Joint presentations of a conditioned stimulus (CS) and an unconditioned stimulus (US) strengthen the contingency between them, whereas presentations of one stimulus without the other degrade this contingency. For example, the CS can be presented without the US either before conditioning (CS–no US and then CS–US; latent inhibition) or after conditioning (CS–US and then CS–no US; extinction). In vertebrate subjects and several invertebrate species, a time lapse usually results in a return of the conditioned response, or spontaneous recovery. However, in land mollusks, spontaneous recovery from extinction has only recently been reported, and response recovery after latent inhibition has not been reported. In two experiments, using conditioned aversion to a food odor as a measure of learning and memory retention, we observed contingency degradation via latent inhibition (Experiment 1) and extinction (Experiment 2) in the common garden slug, Lehmannia valentiana. In both situations, the contingency degradation procedure successfully attenuated conditioned responding, and delaying testing by several days resulted in recovery of the conditioned response. This suggests that the CS–US association survived the degradation manipulation and was retained over an interval of several days.  相似文献   

Human Computer Interaction: Issues and Challenges: Qiyang Chen, editor. London: Idea Group Publishing, 2001. 255 pp. $74.95 isbn 1-878289-91-8 (paperback) also available as a pdf file $59.95     

Martha Jo Sani 《Government Information Quarterly》2003,20(4):426-427

  相似文献   

Psychological approaches to child abuse: Edited by Neil Frude. London,England, Batsford Academic and Educational,Ltd. 1980, 240 pp. £6.50     

Martha F. Leonard 《Child abuse & neglect》1982,6(3):370-371

  相似文献   

Lessons learned from single service point implementations     

Allegri F  Bedard M 《Medical reference services quarterly》2006,25(2):31-47

Interest in consolidating service points within health sciences libraries continues. This article proposes a definition of a library single service point and mentions some notable examples in academic health sciences libraries. The experiences of two of these libraries are summarized and compared, and the advice culled from those experiences is shared. The advice is in the form of sharing lessons learned, answering six frequently asked questions about combining services and staff under a single service umbrella. The article offers insights for other library staff considering this type of service reorganization.  相似文献   

Successful Community College Transfer Students Speak Out     

Martha M. Ellis 《Community College Journal of Research & Practice》2013,37(2):73-84

The community college as the entranceway into the baccalaureate degree is becoming a prevalent choice for students. This study was a qualitative approach to understanding attitudes, behaviors, and knowledge acquisition by successful community college transfer students. University students who transferred from a community college and were making successful progress toward completing the baccalaureate degree participated in focus groups to answer questions about the transfer process. Successful transfer students are highly motivated, persistent, engaged, believe they were well prepared by the community colleges for university junior level studies, and have recommendations for community colleges and universities in improving the transfer process.  相似文献   

Peter Effect in the Preparation of Reading Teachers     

Emily Binks-Cantrell  Erin K. Washburn  Martha Hougen 《Scientific Studies of Reading》2013,17(6):526-536

The Peter Effect (Applegate & Applegate, 2004 Applegate, A. J. and Applegate, M. D. 2004. The Peter Effect: Reading habits and attitudes of teacher candidates. The Reading Teacher, 57: 554–563. [Web of Science ®] , [Google Scholar]) claimed that one cannot be expected to give what one does not possess. We applied this notion to reading teacher preparation and hypothesized that teacher educators who do not possess an understanding of basic language constructs would not prepare teacher candidates with an understanding of these constructs considered essential for early reading success. Results from a survey of basic language constructs revealed similar patterns in performance between teacher educators and their respective teacher candidates, which served as initial validation of the Peter Effect in reading teacher preparation.  相似文献   

Advocating for Young Children: A Preservice Teacher Education Project     

Martha Taylor Dever 《Journal of Early Childhood Teacher Education》2013,34(4):391-399

As experts on the nature and needs of young children, early childhood educators are in prime positions to advocate for the health and well-being of young children. Advocacy can take the form of personal, public, or private-sector endeavors. Personal advocacy is usually informal and involves educating others on an issue about early childhood education. Similarly, public advocacy involves educating policy makers, and private-sector advocacy is directed toward businesses. The project described here is a course assignment for undergraduate teacher candidates in which they learn about advocacy strategies and design and implement authentic advocacy projects. Sample projects are discussed. Engaging in this project has raised awareness for teacher candidates about the importance of and strategies for being advocates. The response from early childhood teacher candidates has been positive.  相似文献   

Addressing the complexities of literacy and urban teaching in the USA: strategic professional development as intervention     

Leigh M. O'Brien  Martha Schillaci 《Teaching Education》2013,24(1):25-40

This study was undertaken in order to get some sense of the role of life experiences in preservice and inservice teachers' conceptions of the purpose(s) and practices of education. Content analysis of narratives written by graduate students in education at one college was utilized to ascertain how they view the field and their (current or prospective) role as teachers. We found that the majority of students saw teaching as an opportunity to make a difference, and as reflective of who they were rather than as "just a job". This finding provided the opportunity to address the strengths and vulnerabilities of such an idealistic conception of teaching, and the corresponding possibilities vis-à-vis teacher educators' roles. We conclude by noting the study's limitations and making several recommendations for future action and research based on our findings.  相似文献   

Gender Differences in Science: An Expertise Perspective     

Gita Taasoobshirazi  Martha Carr 《Educational Psychology Review》2008,20(2):149-169

The purpose of this paper is to propose a new approach to research on gender differences in science that uses the work on expertise in science as a framework for understanding gender differences. Because gender differences in achievement and participation in the sciences are largest in physics, the focus of this review is on physics. The nature of expertise is first discussed and a framework that focuses on factors that influence the emergence of expertise in physics is presented. This is used to interpret what is known about gender differences in science, particularly physics. Next, the potential contributions of the research on gender differences to our understanding of expertise are discussed. Using what is learned from these two areas of research, recommendations are made for future research examining gender differences in physics. It is suggested that such an approach be used for other areas of science, such as chemistry, where large gender differences in achievement and participation also exist.  相似文献   

Classroom Community and Peer Culture in Kindergarten     

Martha Lash 《Early Childhood Education Journal》2008,36(1):33-38

This study reflects a naturalistic, interpretive 5-month study in a public school morning kindergarten regarding the children’s social development and creation of a peer culture during the transitional months into public education. The main focus of the research was the children’s perspectives on these transitions and their evolving classroom community and peer culture in response to the teacher, classroom and school environment. This study captures the dynamic and complex flow of activity that occurs in classrooms, the give and take of relationships, and the agency that children take in developing peer culture as one piece of community. Elements of the peer culture that are foregrounded include secondary adjustments as realized in clean-up strategies, protecting play materials over time, and hypothetical competition with the afternoon kindergarten class.  相似文献