Shock intensity and warning signal effects on several measures of operant avoidance acquisition     

Arlo K. Myers 《Learning & behavior》1977,5(1):51-56

Acquisition of both signaled and unsignaled operant avoidance learning was studied in 64 rats as a function of shock intensity, with three different warning signals used in the signaled procedure. In both signaled and unsignaled avoidance, overall response rate was a progressively increasing function of shock intensity. This was due to both an absolute and relative increase in the frequency of responses at shorter interresponse times with increasing shock intensity. Presence of an effective warning signal in the interval immediately preceding shock increased the probability of an avoidance response in this interval, decreased overall response rate, and reduced shock frequency. A buzzer signal proved most effective, followed by tone and light. However, once a warning signal occurred, the probability of an avoidance response to the signal was virtually independent of shock intensity. Also, an index of avoidance efficiency proved to be inversely related to shock intensity.  相似文献   

Emotional Dimensions of Watching Zoo Animals: An Experience Sampling Study Building on Insights from Psychology     

Olin Eugene Myers  Carol D. Saunders  Andrej A. Birjulin 《Curator: The Museum Journal》2004,47(3):299-321

Abstract There is little research about how visitors to zoos and aquariums respond emotionally to the animals they experience. The research that does exist has seldom been informed by current psychological literature on affect, which examines the nature and roles of sentiments, moods, emotions, and affective traits. Emotion is multidimensional: it focuses on a person's core goals; directs attention and interest; arouses the body for action; and integrates social group and cultural factors. It is thus a central component of meaning‐making. This article provides an overview of the literature on emotion as it applies to human emotional responses to animals. Informed by this literature, this paper presents results from a research study conducted at a zoo. Subjects (279 adults) were each electronically paged once while viewing one of three zoo animals (snake, okapi, or gorilla). Subjects completed scales on 17 specific emotions, seven items measuring evaluation and arousal, and other scales and responses to the animal. Four patterns of emotions emerged, ranging from “equal opportunity” emotions to “highly selective” emotions. The variables that were most important in influencing emotions were not demographic ones, but the kind of animal, subject's emotionality, relation to the animal, and other items predicted by emotion theory. Implications for biophilia, conservation, and the study of emotional responses to animals are discussed.  相似文献   

Same constructs,different results: Examining the consistency of two behavior‐rating scales with referred preschoolers     

Carl L. Myers  Jennifer L. Bour  Kristina J. Sidebottom  Sara B. Murphy  Melissa Hakman 《Psychology in the schools》2010,47(3):205-216

Broad‐band or multidimensional behavior‐rating scales are common tools for evaluating children. Two popular behavior‐rating scales, the Behavior Assessment System for Children, Second Edition (BASC‐2; Reynolds & Kamphaus, 2004) and the Child Behavior Checklist (CBCL; Achenbach & Rescorla, 2000), have undergone downward extensions so that the preschool versions are available for children as young as 18 months. Limited research, however, has been conducted on the preschool versions of the BASC‐2 and CBCL. This study examined the consistency of results from the two preschool versions when completed by parents of clinically referred preschoolers. Comparisons of similarly named scales found significant correlations. Mean scores for several of the constructs were significantly different, however, and often resulted in inconsistent classification decisions. © 2010 Wiley Periodicals, Inc.  相似文献   

Explicit Vocabulary Instruction in Kindergarten: Case Studies of Students With and Without Language Disorders     

Jacqueline M. Myers  Julie W. Ankrum 《Early Childhood Education Journal》2018,46(6):683-691

Research demonstrates that children can make more significant gains through explicit instruction of vocabulary than implicit instruction (Blachowicz and Fisher in Teaching vocabulary in all classrooms, Allyn & Bacon, Boston, MA, 2010; Dalton and Grisham in Read Teach 64(5):306–317, 2011). Effective explicit instruction often includes high quality conversations with teachers and peers (Towson et al. in J Early Interv 38(4):230–246, 2016; Wasik in Read Teach 63(8):621–633, 2010). Data for this study were collected from a larger study designed to explore students’ use of vocabulary words following explicit instruction with the words during an interactive read-aloud. A deeper microanalysis of student discussion, scaffolded by adults, was conducted. The transcribed student discussions, recorded during peer talk, were analyzed using NVivo 10 (QSR International in NVivo (version 10). NVivo qualitative data analysis software, QSR International, Doncaster, VIC, 2012) software. These case studies describe the vocabulary development of two children with diagnosed speech and language disorders and one child without a speech and language impairment.  相似文献   

Coaching competency and satisfaction with the coach: A multi-level structural equation model     

Nicholas D. Myers  Mark R. Beauchamp  Melissa A. Chase 《Journal of sports sciences》2013,31(4):411-422

Abstract

The purpose of this initial predictive validity study was to determine the ability of measures derived from the Athletes' Perceptions of Coaching Competency Scale II – High School Teams (APCCS II-HST) to predict satisfaction with the head coach. Specification of the statistical model was informed by the mediational model of coach–athlete interactions. The technical quality of the satisfaction measure was evaluated before testing the predictive validity of the coaching competency measures. Data were collected from athletes of seven sports. Athlete observations (N = 748) were clustered within teams (G = 74). Multi-group confirmatory factor analyses (CFA) provided evidence for factorial invariance of a reduced version of the satisfaction measure by athlete gender. Multi-level CFA provided evidence of model–data consistency for a reduced version of the satisfaction measure. Multi-level structural equation modelling provided evidence for the ability of latent coaching competency to positively predict latent satisfaction at both the athlete level (technique competency and motivation competency) and the team level (coaching competency) and for close model–data fit. Implications of this study include: that the APCCS II-HST should be viewed as a replacement for the Coaching Competency Scale when the intended population is appropriate; a preliminary multi-level measurement model for satisfaction with one's coach that should be considered as a potential starting point in subsequent studies; and empirical support for a key relationship proposed in the mediational model of coach–athlete interactions.  相似文献   

A Tutorial on Centering in Cross-Sectional Two-Level Models     

Nicholas D. Myers  Ahnalee M. Brincks  Mark R. Beauchamp 《Measurement in physical education and exercise science》2013,17(4):275-294

The primary purpose of this tutorial is to succinctly review some options for, and consequences of, centering Level 1 predictors in commonly applied cross-sectional two-level models. It is geared toward both practitioners and researchers. A general understanding of multilevel modeling is necessary prior to understanding the subtleties of centering decisions. A review of some high-quality journals within the broad discipline of exercise science provides evidence that multilevel modeling is used relatively infrequently in this field. Therefore, a secondary purpose is to introduce Measurement in Physical Education and Exercise Science readers to some core facets of multilevel modeling within the framework of this tutorial. A relevant dataset is used to demonstrate potential consequences of different centering decisions within a multilevel model. Depending on the model and the data, different centering decisions can exert non-trivial influence on the meaning of some model parameters, results from fitting the model, and subsequent conclusions.  相似文献   

A comparison of the Rescorla-Wagner and Pearce models in a negative patterning and a summation problem     

Karyn M. Myers  Edgar H. Vogel  Jennifer Shin  Allan R. Wagner 《Learning & behavior》2001,29(1):36-45

In two experiments, we examined two related conditioning problems previously investigated by Red-head and Pearce (1995a) and Pearce, Aydin, and Redhead (1997). Experiment 1 involved an A+, B+, C+, AB+, AC+, BC+, ABC2 discrimination. The Rescorla-Wagner model predicts that response to AB, AC, and BC will be greater than that to A, B, and C at asymptote, whereas the Pearce model makes the opposite prediction. In Experiment 2, we investigated the responding to a novel ABC compound in groups trained with either A+, B+, C+ or AB+, AC+, BC+. The Rescorla-Wagner model predicts greater response to ABC in the group trained with A+, B+, C+ than in the group trained with AB+, AC+, BC+, whereas the Pearce model makes the opposite prediction. In contrast to the findings of Redhead and Pearce (1995a) and Pearce et al. (1997) in pigeon autoshaping, our findings in rabbit eyelid conditioning support the Rescorla-Wagner model.  相似文献   

The preparation experiences of elementary mathematics specialists: examining influences on beliefs,content knowledge,and teaching practices     

Susan L. Swars  Stephanie Z. Smith  Marvin E. Smith  Jody Carothers  Kayla Myers 《Journal of Mathematics Teacher Education》2018,21(2):123-145

Many in the field of mathematics education call for elementary schools to have elementary mathematics specialists (EMSs) who provide needed mathematical expertise and support for children and teachers. EMSs serve as a reasonable, immediate alternative to the challenges generated by elementary teachers needing improved mathematical knowledge for teaching in the classroom. However, limited inquiry has explored how to best prepare EMSs and how program features and learning activities influence their development. This mixed-method study identifies some of the interrelated benefits from a K-5 Mathematics Endorsement Program designed to prepare EMSs through examining changes in mathematical beliefs, specialized content knowledge (SCK), and classroom teaching practices during the program. Data (n = 32) were collected over the 2-semester program via belief surveys, a content knowledge assessment, observations of teaching practices, and individual interviews from elementary teachers participating in the program. The findings show some changes in beliefs can be made relatively quickly, other shifts in beliefs take more time and continued support, and changes in SCK and adoption of various aspects of standard-based pedagogy require considerably greater opportunities to learn. The described program features and learning experiences provided a context for these changes and offer considerations for EMS preparation programs.  相似文献   

Reference Works     

Darlene Myers  Margaret S. Jennings  Jane F. Spivack 《Communication Booknotes Quarterly》2013,44(6):58-59

COMPUTER SCIENCE RESOURCES: A GUIDE TO PROFESSIONAL LITERATURE, compiled and edited by Darlene Myers (White Plains, New York: Knowledge Industry Publications, 1981—$59.50, paper).

LIBRARY AND REFERENCE FACILITIES IN THE AREA OF THE DISTRICT OF COLUMBIA, edited by Margaret S. Jennings (White Plains, New York: Knowledge Industry Publications, 1983—$39.00, paper).

STATISTICAL SERVICES DIRECTORY: A GUIDE TO THE ORGANIZATIONS, CORPORATIONS, PROFESSIONAL AND TRADE ASSOCIATIONS, RESEARCH CENTERS, UNIVERSITIES, PUBLISHERS, FOUNDATIONS, AND GOVERNMENT AGENCIES THAT PROVIDE STATISTICAL SERVICES (Detroit, Michigan: Gale Research Company, 1984—$150).

CAREERS IN INFORMATION, edited by Jane F. Spivack (White Plains, New York: Knowledge Industries Publications, 1982—$34.50/27.50).

VIDEOTEX: A SELECTED BIBLIOGRAPHY, Volume 1, 1979-1982 (Technical and Education Center of the Graphic Arts, Rochester Institute of Technology, P.O. Box 9887, Rochester, New York—price not given, but about $15.00, paper).

TELEMANAGEMENT NEWS SERVICE: THE NEWS SERVICE ON THE TELEPHONE INDUSTRY FOR OFFICE, DP AND COMMUNICATIONS MANAGEMENT (SRG Publications, P.O. Box 335, Palmyra, New Jersey 08065—$260.00 per year/weekly).

SPACE ENTERPRISE TODAY: THE NEWSLETTER ON COMMERCIAL SPACE VENTURES (Phillips Publishing Inc., 7315 Wisconsin Avenue, Suite 1200 N, Bethesda, Maryland 20814—$297.00 per year/monthly).

LINK-UP: COMMUNICATIONS AND THE SMALL COMPUTER (On-Line Communications, Inc., 3938 Meadowbrook Road, Minneapolis, Minnesota 55426-$23.95 per year/monthly).

RESEARCH NOTES (Policy Development and Planning, Corporation for Public Broadcasting, 1111 Sixteenth Street, N. W., Washington, D.C. 20036—apparently free on request/irregular).

SCA: RADIO SUBCARRIER REPORT (Waters & Company, Security Mutual Building, Suite 322, Binghampton, New York 13901—$185.00 per year/monthly).  相似文献   

The relationship between student communication motives and perceived instructor communicator style   总被引：1，自引：0，他引：1  

Scott A. Myers  Timothy P. Mottet  Matthew M. Martin 《Communication Research Reports》2013,30(2):161-170

The purpose of this study was to examine the relationship between student communication motives (i.e., relational, functional, participatory, excuse‐making, sycophantic) and perceived instructor communicator style (i.e., friendly, impression leaving, relaxed, contentious, attentive, precise, animated, dramatic, open, dominant). Participants were 228 undergraduate students enrolled in a variety of communication courses at a small Midwestern university. Results indicate that (a) the perceived instructor communicator style attributes of impression leaving, friendly, and contentious predict student use of the relational motive, (b) the attribute of friendly predicts student use of the functional motive, (c) the attributes of animated, contentious, and friendly predict student use of the participatory motive, (d) the attributes of attentive and contentious predict student use of the excuse‐making motive, and (e) the attributes of contentious and friendly predict student use of the sycophantic motive.  相似文献