Reviews     

Anthony Corones  Deborah Dowling  Andrew G. Bonnell  Jean Lachapelle  David Oldroyd  Emma Spary  Ben Oldroyd  Keith Campbell  Ragbir Bhathal  Phil Dowe  Antonina Harbus  Cathy Legg  Brian Martin  Yvonne Luxford  Nicolas Rasmussen  Paul Redding  Tim Sprod  Roland Sypel 《Metascience》1996,5(1):167-235

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How cells communicate: the system used by slime moulds     

Peter C. Newell M.A.  D.Phil. 《Endeavour》1977,1(2):63-68

The way in which cells in multicellular organisms communicate and inform each other of their presence and relative position is an intriguing but mysterious problem. The form of communication used during the phase of aggregation in the cellular slime moulds represents a particularly amenable system for study. When these organisms run short of nutrients, some of the cells of the amoebal population emit rhythmic pulses of cyclic adenosine monophosphate. These chemical signals are slowly relayed to all the other amoebae within range and bring about an ordered migration of them towards the pulsating centre and the triggering of cellular development.  相似文献   

Intergenerational transmission of warm-sensitive-stimulating parenting: a prospective study of mothers and fathers of 3-year-olds     

Belsky J  Jaffee SR  Sligo J  Woodward L  Silva PA 《Child development》2005,76(2):384-396

More than 200 New Zealand men and women studied repeatedly since age 3 were videotaped interacting with their own 3-year-old children to determine (a) whether childrearing and family climate experienced in 3 distinct developmental periods while growing up (i.e., early childhood, middle childhood, early adolescence) predicted parenting and (b) whether romantic relationship quality moderated the effect of childrearing history on observed parenting. Support for the first hypothesis emerged across all 3 developmental periods for mothers (only), with no evidence of moderating effects of romantic relationship quality for mothers or fathers. Results are discussed in terms of supportive versus harsh parenting, mother-father differences, and the characteristics of the sample.  相似文献   

The art of scholarly reviewing: Principles and practices     

Frank Bannister  Marijn Janssen 《Government Information Quarterly》2019,36(1):1-4

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Trust and transformational government: A proposed framework for research     

Frank Bannister  Regina Connolly 《Government Information Quarterly》2011,28(2):137-147

This paper examines the concepts of trust and transformational government, both of which have been the subject of increasing attention in recent times. It explores what trust and transformation mean, or could mean, for government, governance and public administration and whether transformational government is just a feel-good phrase or a genuinely new departure. As part of this, the question of what precisely is being, or could be, transformed is examined. The results of this examination suggest that the expectation that technology-enabled change has the ability to increase citizen trust, thereby transforming government may be too high, but that more research is needed. A framework for such research is proposed.  相似文献   

The effect of mindfulness on extinction and behavioral resurgence     

McHugh L  Procter J  Herzog M  Schock AK  Reed P 《Learning & behavior》2012,40(4):405-415

In the present experiments, we investigated the effects of mindfulness on behavioral extinction and resurgence. Participants received instrumental training; either they received FI training (Experiment 1), or they were trained to emit high rates and low rates of response via exposure to a multiple VR yoked-VI schedule prior to exposure to a multiple FI FI schedule in order to alter their rates of responding learned during Experiment 2. Participants were then exposed to either a focused- (mindfulness) or an unfocused-attention induction task. All participants were finally exposed to an extinction schedule in order to determine whether a mindfulness induction task presented immediately prior to extinction training affected extinction (Experiment 1) and behavioral resurgence (Experiment 2). During the extinction phase, the rates of responding were higher in the control group than in the mindfulness group, indicating that the mindfulness group was more sensitive to the contingencies and, thus, their prior performance extinguished more readily (Experiment 1). Moreover, rates of response in the extinction components less precisely reflected previous training in the mindfulness group, suggesting less resurgence of past behaviors after the mindfulness induction (Experiment 2).  相似文献   

Extinction of enhanced latent inhibition     

Phil Reed  Pany Petrochilos  Natasha Upal  Martin Baum 《Learning & behavior》1997,25(3):283-290

Hungry rats were used in a classical conditioning procedure in which visual stimuli were paired with food. Conditions in which nonreinforced exposure to a nontarget stimulus was followed by exposure to a simultaneous compound nontarget/target stimulus (a blocking procedure) resulted in enhanced latent inhibition to the target relative to exposure to the nontarget, followed by exposure to the target stimulus alone. A third phase of nonreinforced exposure training, in which the target was exposed alone following the compound, reduced levels of latent inhibition relative to results obtained with the blocking procedure. Experiments also suggested that this was not the result of restoration of associability by the omission of an expected presentation of the nontarget stimulus in the final preexposure phase. These results suggest that enhanced latent inhibition is due to summation of a direct-target-no-event association and a second-order association of these elements via target-nontarget and nontarget-no-event association. Exposure to the target after compound exposure extinguished the target-nontarget association and reduced the sources of no-event learning for the target.  相似文献   

The role of response-reinforcer correlation in signaled reinforcement effects     

Todd R. Schachtman  Phil Reed 《Learning & behavior》1990,18(1):51-58

In three experiments, we examined the effects of signaling reinforcement during operant responding in order to illuminate the factors underlying instrumental overshadowing and potentiation effects. Specifically, we examined whether signaling reinforcement produces an enhancement and attentuation of responding when the response-reinforcer correlation is weak and strong, respectively. In Experiment 1, rats responded on variable-ratio (VR) or variable-interval (VI) schedules that were equated for the number of responses emitted per reinforcer. A signal correlated with reinforcement enhanced response rates on the VR schedule, but attenuated response rates were produced by the signal on the VI schedule. In Experiment 2, two groups of rats responded on a VI schedule while the two other groups received a conjoint VI, negative fixed-ratio schedule in which the subjects lost the availability of reinforcements if they emitted high response rates. A reinforcement signal attenuated responding for the simple VI groups but not for the animals given the negative fixed-ratio component, although the signal improved response efficiency in both groups. In Experiment 3, a poor correlation between responding and reinforcement was produced by a VI schedule onto which the delivery of response-independent food was superimposed. A signal for reinforcement initially elevated responding on this schedule, relative to an unsignaled condition; however, this pattern was reversed with further training. In sum, the present experiments provide little support for the view that signaling reinforcement enhances responding when the response-reinforcer correlation is weak and attenuates responding when this correlation is strong.  相似文献   

Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning   总被引：1，自引：0，他引：1  

Phil Hodkinson  Gert Biesta  David James 《Vocations and Learning》2008,1(1):27-47

This paper identifies limitations within the current literature on understanding learning. Overcoming these limitations entails replacing dualist views of learning as either individual or social, by using a theory of learning cultures and a cultural theory of learning, which articulate with each other. To do this, we argue that it is possible and indeed necessary to combine major elements of participatory or situated views of learning with elements of Deweyan embodied construction. Bourdieu’s concepts of habitus and field are used to achieve this purpose, together with the use of ‘becoming’ as a metaphor to help understand learning more holistically. This theorizing has a predominantly heuristic purpose, and we argue that it enables researchers to better explain data. We also suggest that a cultural approach of the sort proposed here leads toward the asking of better questions about learning and its improvement and has high practical significance.

Phil HodkinsonEmail:

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On psycholinguistic classifications of the acquired dyslexias     

Freda Newcombe D. Phil.  John C. Marshall Ph.D. 《Annals of dyslexia》1981,31(1):29-46

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