Proactive interference of open field on consummatory successive negative contrast     

Nadia Justel  Ricardo Pautassi  Alba Mustaca 《Learning & behavior》2014,42(1):58-68

Reactivity to a reward is affected by prior experience with the different reinforcer values of that reward, a phenomenon known as incentive relativity, which can be studied using the consummatory succesive negative contrast (cSNC) paradigm, in which the performance of animals that receive a 4 % sucrose solution after trials on which they were exposed to 32 % sucrose is compared with that of subjects that always receive the 4 % sucrose solution. The exploration of a novel open field can enhance or block the acquisition of associative and nonassociative memories. The effect of open field on cSNC has not yet been explored. The main result of the present study was that open-field exposure significantly modified the expression of cSNC. Exposure to an open field 1 h but not immediately before the downshift interfered with the expression of cSNC. These animals drank more of the downshifted reward than did controls that were not exposed to the apparatus, and this behavior persisted for up to three recovery trials. This phenomenon was observed even when the animals were given a more protracted preshift phase and when the discrepancy between the preshift and shift incentive values of sucrose were increased. An open field also interfered with incentive downshift when open-field exposure occurred 6 h before the downshift, and repeated exposure to the apparatus did not deteriorate this effect. The present study adds to a growing body of literature that indicates that open-field exploration can interfere with memory formation.  相似文献   

Building Relationships through a Digital Branch Library: Finding the Community in Community College Library Websites     

Andrea M. Pampaloni  Nora J. Bird 《Community College Journal of Research & Practice》2013,37(12):1125-1141

This study evaluates whether or not community college libraries have in place the characteristics necessary to develop digital branch libraries to meet the expanding and changing needs of their publics. Using Hon and Grunig’s (1999) relationship building criteria as a framework, 98 community college library websites were analyzed to determine if they can be considered digital branch libraries (King, 2009). Digital branches go beyond offering mere functionality to embody relational aspects that are critical to the success of service-based organizations. That is, they provide at least the same level of services as their brick and mortar counterparts through real staff, real collection, real building, and real community. Findings indicate that while aspects of all of King’s criteria were present, representation was inconsistent and often weak; further, the emphasis was on functional features, suggesting a need for greater relationship building practices in order to engage with their publics. Collective results are discussed, and recommendations for improvement and areas of future research are offered.  相似文献   

Ohne Schulabschluss in die Berufsausbildung: Ergebnisse einer Längsschnittuntersuchung     

Dr. Nora Gaupp  Dr. Tilly Lex  Birgit Reißig 《Zeitschrift für Erziehungswissenschaft》2008,11(3):388-405

Young people who leave school without obtaining a secondary school certificate bear an increased risk of not completing vocational training and being excluded from stable employment in their working life. However, some of these young people do achieve access to vocational training and employment. Based on a longitudinal study of school-to-work transitions of a representative sample of graduates from Praxisklassen in Bavaria (a course especially designed for potential school drop outs at the lower secondary school – Hauptschule), patterns of transition that lead into vocational training and employment are compared with patterns that end up in exclusion from education, training and employment. Determinants of successful transitions, which can be targeted by pedagogical measures, are inter alia: participation in internships in enterprises during the last year of schooling, help and support received from parents and professional career guidance. However, besides these influential factors, regional labor market conditions are important for a successful school-to-work transition. This close link to the labor market ultimately limits the effects of educational interventions.  相似文献   

A Longitudinal Study of Predictors of Spatial Ability in Adolescent Females   总被引：1，自引：0，他引：1  

Nora Newcombe  Judith Semon Dubas 《Child development》1992,63(1):37-46

This study examined the longitudinal predictability of spatial ability in late-adolescent females by retesting 11-year-old girls studied by Newcombe and Bandura at age 16. Spatial ability at age 16 was predicted longitudinally from masculinity of the ideal self on a scale of intellectually relevant attributes at age 11, wanting to be a boy at age 11, and, negatively, by feminine expressivity at age 11. No timing of puberty or lateralization effects were observed. The findings strengthen evidence that sex-related differences in spatial ability could be experientially determined, and help to focus the search for exactly how this occurs. The findings also cast doubt on the idea that sex-related differences in spatial ability could be caused by sex differences in timing of puberty or lateralization, although other biological mechanisms remain plausible.  相似文献   

The effects of varying the interreinforcement interval on appetitive contextual conditioning     

Alba E. Mustaca  Fabian Gabelli  Mauricio R. Papini  Peter Balsam 《Learning & behavior》1991,19(2):125-138

Appetitive contextual conditioning in rats and ringdoves was investigated in six experiments. In Experiment 1, differential contextual training produced greater anticipatory activity in rats in the presence of a context paired with food than it did in rats in the presence of a different context in which food was never presented. Furthermore, the rats showed a preference for the context associated with food when they were given a simultaneous choice test between contexts. In Experiment 2, rats were more active in and preferred a context associated with a variable-time 30-sec (VT30) schedule as opposed to a VT180 schedule. Experiment 3 was a between-subjects replication of the previous experiment. As expected, rats exhibited significantly more anticipatory activity in a context in which food had been presented on a VT30 schedule than they did in a context in which food had been presented on a VT180 schedule. Experiment 4 showed that anticipatory activity was a reflection of context-US associations in ringdoves, and in Experiments 5 and 6, ringdoves also exhibited an inverse relationship between the. amount of anticipatory activity and the length of the interreinforcement interval (IRI). These results reveal a relation between ERI and contextual conditioning opposite from that obtained in studies of aversive conditioning.  相似文献   

Why public primary schools can,and should,adopt developmentally appropriate practice     

Nora Palmer Gould 《Early Childhood Education Journal》1992,20(2):46-47

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The construct validity of Institutional Commitment: A confirmatory factor analysis   总被引：1，自引：0，他引：1  

Amaury Nora  Alberto F. Cabrera 《Research in higher education》1993,34(2):243-262

The present study examined the underlying structure of the variable Institutional Commitment by testing for the convergence, or lack thereof, among different indicators of the construct as represented by three theoretical frameworks (Tinto, 1975, 1987; Bean, 1985; Huselid and Day, 1991). Confirmatory factor analyses revealed that Institutional Commitment could be decomposed into two multiple indicators of the same latent construct: a general factor that groups items related to institutional quality, practical value of an education, utility of an education, fit between student and institution, and loyalty to the institution and another factor represented by items indicating similarity of values (Affinity of Values). Moreover, the study established the predictive validity of each subcomponent on different outcomes related to student persistence. While Institutional Commitment was found to have a significant direct effect on both students' intents to persist and actual persistence behavior, Affinity of Values was not as equally predictive of measures of student retention.Paper presented before the 1991 ASHE Annual Meeting. Boston, Massachusetts.  相似文献   

Influences affecting the development of students' critical thinking skills   总被引：7，自引：2，他引：7  

Patrick T. Terenzini  Leonard Springer  Ernest T. Pascarella  Amaury Nora 《Research in higher education》1995,36(1):23-39

This study estimates the relative and unique effects on changes in critical thinking of three dimensions of students' college experience: curricular exposure, formal classroom and instructional experiences, and out-of-class experiences. Students' classroom/instructional and out-of-class experiences both make positive, statistically significant, and unique contributions to gains in critical thinking above and beyond students' precollege characteristics and level of critical thinking. Theoreticians have long speculated that students' academic and nonacademic experiences jointly influence change, and this study supports that belief. The design and instruments in this study may be of interest to persons involved in assessment or the study of college impact.Paper presented at the meeting of the Association for Institutional Research, New Orleans, LA, May 1993.The National Center on Postsecondary Teaching, Learning, and Assessment is funded by the U.S. Department of Education, Office of Educational Research and Improvement (OERI), under Grant No. R117G10037. The opinions herein do not necessarily reflect the position or policies of OERI, and no official endorsement should be inferred.  相似文献   

‘To my relations’: writing and refusal toward an Indigenous Epistolary Methodology     

Nora Alba Cisneros 《International journal of qualitative studies in education》2018,31(3):188-196

Abstract

In this article, the author presents an Indigenous Epistolary Methodology (IEM) to reflect on what it means for Indigenous women to engage the notion of refusal in traditional writing methods and qualitative research. The author proposes that an IEM, nestled within her familial genealogies, Indigenous Knowledges and Chicana Feminist Epistemology can provide a more expressive account of her relations as a mothering Indigenous and Chicana Woman of Color in academia.  相似文献   

Engagement,passivity and detachment: 16‐year‐old students’ conceptions of politics and the relationship between people and politics          下载免费PDF全文

Nora Elise Hesby Mathé 《British Educational Research Journal》2018,44(1):5-24

While there is a wealth of literature on young people and politics, most studies have examined their interest, trust and participation in politics as well as their attitudes toward and knowledge about formal politics. Little is known, however, about young people and the concept of politics. This article investigates 16‐year‐old students’ perceptions of the concept of politics and their conceptions of the relationship between people and politics. This knowledge is valuable for citizenship and social studies education, as an increasingly polarised political climate poses challenges to democratic politics and, consequently, to young people's political engagement and participation. In this study, semi‐structured interviews were conducted with nine students at five Norwegian upper secondary schools. The students varied in their interest and involvement in politics. A main finding is that the students perceived politics as processes related to shaping society, as decisions and activities related to ruling a country, and as the activities of discussion and debate. Three conceptions of the relationship between people and politics are presented: engagement, passivity, and detachment. In addition, while the 16‐year‐olds participated in political discussions privately and at school, they stated that they did not participate in political discussions in social media. Implications for citizenship and social studies education include the need to strengthen the bottom‐up perspective on politics and focus on in‐depth understanding of political processes and tools and methods of social‐scientific enquiry, as well as providing students with opportunities for and practice with handling opposition in political discussions online.  相似文献