Intensification of punishment effects through exposure to prolonged, fixed-duration shocks: The role of shock cues as a stimulus for fear     

D. Chris Anderson  Charles R. Crowell  Michael Depaul  John Mceachin 《Learning & behavior》1997,25(1):68-83

Three experiments tested the hypotheses that (1) the onsets of prolonged, fixed-duration treatment shocks (shock treatment, or ST) serve as cues for fear conditioning to the ongoing painful effects of these stimuli, and (2) this acquired fear transfers to and influences shock-motivated test performances in predictable ways. Experiments 1 and 2 involved spaced post-ST presentations of very brief shocks (a presumed analogue of the onsets of treatment shocks) as a means of extinguishing the fear putatively associated with shock cues. This procedure reduced defecation by ST subjects over blocks of extinction sessions and nullified the punishment intensification effect that was otherwise shown to be a consequence of ST. As a further test of the shock-cue hypothesis, Experiment 3 involved relatively massed presentations of these brief shocks prior to ST in a latent-inhibition procedure (Lubow, 1973). This briefshock regimen also nullified the ST punishment intensification effect but did not impair the transituational transfer of contextual fear. In contrast, the group that was given the same brief shock regimen following ST showed enhancement of the punishment effect. With respect to current theoretical accounts of ST effects, these data were most consistent with notions that rely on an acquired-fear construct.  相似文献   

The Journey of the Counselor and Therapist: Research Findings and Perspectives on Professional Development     

Michael H. Rønnestad  Thomas M. Skovholt 《Journal of Career Development》2003,30(1):5-44

This article summarizes a reformulation of the main findings and perspectives from a cross-sectional and longitudinal qualitative study of the development of 100 counselors and therapists. The results are presented as a phase model and as a formulation of 14 themes of counselor/therapist development. The following six phases are described: The phases of the lay helper, the beginning student, the advanced student, the novice professional, the experienced professional, and the senior professional. The themes describe central processes of counselor/therapist development. The themes are addressing different issues such as shifts in attentional focus and emotional functioning, the importance of continuous reflection for professional growth, and a life-long personal/profession integration process. Sources of influence for professional functioning and development are described. The results show consistently that interpersonal experiences in the personal life domain (early family life and adult personal life) and the professional life domain (interacting with clients, professional elders, and peers) are significant sources of influence for professional development.  相似文献   

Comparing student perceptions of instruction in teacher education and noneducation courses     

Michael D. Andrew  Stacey A. Gauthier  James R. Jelmberg 《Journal of Personnel Evaluation in Education》1993,6(4):359-366

  相似文献   

What student teaching evaluation instruments tell us about emphases in teacher education programs     

Stephen M. Koziol  J. Bradley Minnick  Michael A. Sherman 《Journal of Personnel Evaluation in Education》1996,10(1):53-74

Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. April, 1995  相似文献   

A longitudinal investigation of reading development from kindergarten to grade eight in a Spanish-speaking bilingual population     

Ryan P. Grimm  Emily J. Solari  Michael M. Gerber 《Reading and writing》2018,31(3):559-581

This longitudinal study used latent growth curve modeling to investigate English literacy development in a sample of Spanish-speaking language minority students from third through eighth grade. This study also compared the sample’s literacy development to the entire population of California students using state standardized test data. Second, this study examined the contributions of a variety of bilingual measures of kindergarten letter knowledge, phonological awareness, word reading, and vocabulary to literacy development. Results demonstrated the present sample scored below average in literacy compared to the overall population of California students across years, but made slight gains to narrow the achievement gap. The greatest gains were obtained between fourth and fifth grade, but plateaued thereafter. Results concerning the second research questions showed that the third grade literacy intercept was predicted by kindergarten English letter knowledge, Spanish onset, Spanish word reading, and English vocabulary. However, English literacy development through eighth grade was only predicted by kindergarten English and Spanish vocabulary. Findings support arguments for educational efforts to target oral language instruction for these students in early elementary and instruction in both languages may provide the greatest benefit. Instructional implications are discussed.  相似文献   

Career counseling centers in higher education: A study of cross-cultural applications from the United States to Korea     

Lee  Je-Kyung  Goh  Michael 《Asia Pacific Education Review》2003,4(1):84-96

Interest in career development and career counseling is growing in Korea. Nevertheless, neither the research nor the literature adequately address the question as to what applications can be cross-culturally transferred from career counseling centers in the United States to Korea. This study qualitatively examines the practice of career counseling in seven university career counseling centers in the United States in a search for concepts and methods that may be cross-culturally applied to Korean universities. Nine categories of data emerged in our qualitative analysis of information gathered: (a) types of systems; (b) staff; (c) services provided; (d) career assessments; (e) alumni networks; (f) workshops and outreach; (g) publicity; (h) information technology; and (i) facilities. Applications and ideas for the Korean context, limitations, and suggestions for future research are discussed.  相似文献   

I. Introduction     

Joseph Jaffe  Beatrice Beebe  Stanley Feldstein  Cynthia L. Crown  & Michael D. Jasnow 《Monographs of the Society for Research in Child Development》2001,66(2):1-7

  相似文献   

Learner control of instructional sequencing within an adaptive tutorial CAI environment     

Robert J. Seidel  Harold Wagner  Richard D. Rosenblatt  Michael J. Hillelsohn  John Stelzer 《Instructional Science》1978,7(1):37-80

  相似文献   

College students' perceptions of notetaking and their relationship to selected learner characteristics and course achievement     

Carol A. Carrier  Michael D. Williams  Bruce R. Dalgaard 《Research in higher education》1988,28(3):223-239

Notetaking is a universal activity in college lecture courses, but little research has been done to examine students' perceptions of this study strategy as it relates to their overall study routine. In the current study, students in a large lecture course in introductory macroeconomics were asked to complete the Notetaking Perceptions Survey (NPS), an instrument that assesses students' perceptions of the worth or value of notetaking, their perceived level of notetaking activity, and their degree of confidence about their own notetaking skill. Additionally, students' learning style, as assessed by the Learning Style Inventory (Smith and Kolb, 1986), gender, high school rank, and year of high school graduation were included as predictor variables within a multiple regression analysis to predict scores on the there notetaking perception factors. Notetaking perceptions were predicted by one of the learning style dimensions and by gender. The relationships of final course grades with the three notetaking factors from the NPS and the other learner characteristics were also determined. Grades were predicted by one of the notetaking perception factors and by high school rank.  相似文献   

Should we embed careers education in STEM lessons?     

Michael J. Reiss  Tamjid Mujtaba 《Curriculum Journal》2017,28(1):137-150

Schools have a particular responsibility to introduce young people to the range of possible options for them after they leave education as few families can provide this. However, in the United Kingdom, careers education is currently not strong in most schools for a number of reasons but principally due to its low status and shifts in government policy and funding. As a result, too many young people make subject choices for post-16 study that they subsequently regret. In particular, fewer young people in the United Kingdom choose post-16 STEM subjects than might do. Yet, STEM (science, technology, engineering and mathematics) graduates are especially valued by employers. We draw on the findings of two research projects, ASPIRES and UPMAP, and argue that one way forward may be to embed careers education in STEM lessons. This can be done in ways that are respectful of and helpful to students. We recommend that an England- or UK-based project to investigate the consequences of embedding careers education in STEM lessons be undertaken.  相似文献