Cyclic activity changes during extinction in rats: A potential model of depression     

Eric Klinger  Steven G. Barta  Ernest D. Kemble 《Learning & behavior》1974,2(4):313-316

Rats’ open-field activity immediately following extinction trials in a runway rose sharply from baseline, then dropped below baseline, and finally recovered. There was no discernible relationship between activity levels and runway performance during acquisition or extinction. The data confirm a theory that a sequence of invigoration, depression, and recovery of noninstrumental locomotor activity (an “incentive-disengagement cycle”) may regularly accompany incentive loss, including experimental extinction.  相似文献   

Ultrasound imaging in medical student education: Impact on learning anatomy and physical diagnosis          下载免费PDF全文

Sokpoleak So  Rita M. Patel  Steven L. Orebaugh 《Anatomical sciences education》2017,10(2):176-189

Ultrasound use has expanded dramatically among the medical specialties for diagnostic and interventional purposes, due to its affordability, portability, and practicality. This imaging modality, which permits real‐time visualization of anatomic structures and relationships in vivo, holds potential for pre‐clinical instruction of students in anatomy and physical diagnosis, as well as providing a bridge to the eventual use of bedside ultrasound by clinicians to assess patients and guide invasive procedures. In many studies, but not all, improved understanding of anatomy has been demonstrated, and in others, improved accuracy in selected aspects of physical diagnosis is evident. Most students have expressed a highly favorable impression of this technology for anatomy education when surveyed. Logistic issues or obstacles to the integration of ultrasound imaging into anatomy teaching appear to be readily overcome. The enthusiasm of students and anatomists for teaching with ultrasound has led to widespread implementation of ultrasound‐based teaching initiatives in medical schools the world over, including some with integration throughout the entire curriculum; a trend that likely will continue to grow. Anat Sci Educ 10: 176–189. © 2016 American Association of Anatomists.  相似文献   

The Implications of Cognitive Style for the Management of Student‐Supervisor Relationships     

Steven Armstrong  Christopher W. Allinson  John Hayes 《教育心理学》1997,17(1-2):209-217

Abstract There has been little research into thesis supervision despite numerous testimonies asserting its critical importance in higher education. From the studies which have been carried out, it is evident that there are two main issues contributing to student dissatisfaction and low completion rates. One is the feeling of isolation expressed by students. The second, and most widely reported, is the nature of the relationship between supervisor and student. This paper describes an innovative programme of supervision which helps resolve the first of these issues. It also reports a preliminary study into the allocation of students to supervisors on the basis of the cognitive styles of both parties. Although, at this stage, there is no clear‐cut evidence to demonstrate the benefits of a ‘matching’ approach, it is suggested that a focus on the interaction between student and supervisor, using qualitative methods, rather than on the individuals themselves, may prove fruitful.  相似文献   

The triarchic theory of intelligence and computer-based inquiry learning     

Bruce C. Howard  Steven McGee  Namsoo Shin  Regina Shia 《Educational technology research and development : ETR & D》2001,49(4):49-69

Sternberg's (1985) triarchic theory of human intelligence distinguished among three types of intellectual abilities: analytic, creative, and practical. Our study explored the relationships between student abilities and the cognitive and attitudinal outcomes that resulted from student immersion in a computer-based inquiry environment. In particular, we examined outcome variables related to content understanding, problem solving, and science-related attitudes. Results indicated that more practical abilities predicted greater content understanding and transfer of problem-solving skills. High analytic abilities were predictive of content understanding but not transfer of problem-solving skills. High creative abilities predicted problem solving, but were not predictive of performance on content understanding. In terms of science-related attitudes, students who were dominant in practical abilities had significantly more positive posttest attitudes than those dominant in analytic abilities. The results from this study were used to make recommendations regarding design principles used in the subsequent development of computer-based inquiry environments.  相似文献   

Oscillation and Complexity in Early Infant Behavior   总被引：1，自引：0，他引：1  

Steven S. Robertson 《Child development》1993,64(4):1022-1035

Cyclic fluctuation is a ubiquitous property of spontaneous motor activity in the human fetus and neonate. Oscillation occurs on the scale of minutes, and irregularity is one of its most characteristic properties. To determine whether cyclic motor activity (CM) persists beyound the neonatal period (1 month after birth), and beyound what has been called the period of the fetus ex utero (2–3 months after birth), 30 infants were studied at monthly intervals from 1 to 4 months after birth during active sleep and awake. Spectral analysis was used to quantify the rate, strength, and irregularity of CM. To examine the characteristic irregularity of awake CM more closely, a nonlinear forecasting technique, developed to study chaotic dynamics in other fields, was used to estimate the predictability of spontaneous movement in a state space reconstructed from the time series. The rate and irregularity of CM during active sleep and awake, and its strength during active sleep, did not change across the first 4 postnatal months. However, there was a pronounced drop in the strength of awake CM from 2 months onward, and a concurrent increase in the broad-band power of fluctuations faster than 2 cycles/min. The predictability of awake CM also dropped abruptly between 1 and 2 months, especially for prediction intervals less than 20 sec. The changes at 2 months reflect the introduction of a source of variation with a shorter time constant than fetal-neonatal CM, and which is specific to awake periods. The source of these effects may be moment-to-moment interactions between CM and attention.  相似文献   

Biotechnology at war     

Rose S 《New scientist (1971)》1987,113(1552):33-37

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Exploring Changes in Pre-service Elementary Teachers' Mathematical Beliefs   总被引：2，自引：0，他引：2  

Jennifer E. Szydlik  Stephen D. Szydlik  Steven R. Benson 《Journal of Mathematics Teacher Education》2003,6(3):253-279

Research literature (e.g., Thompson, 1992)suggests that teachers' beliefs about thenature of mathematics provide a strongindicator of their future teaching practices. Moreover, current reform efforts (e.g., NCTM,2000) ask teachers to lead mathematicalexplorations that allow their own students toconstruct mathematics. Understandingprospective teachers' mathematical beliefs andthe circumstances under which these beliefsmight be changed is therefore critical toteacher educators. In this paper we describethe culture of a mathematics content course forprospective elementary teachers that isdesigned to provide participants with authenticmathematical experiences and to fosterautonomous mathematical behaviors. Using bothsurvey and interview data, we exploredparticipants' beliefs about the nature ofmathematical behavior both at the commencementand at the completion of the course. We arguethat the participants' beliefs became moresupportive of autonomous behaviors during thecourse. We report that students attributedchanges in beliefs to specific classroom socialnorms and sociomathematical norms that includedfacets of work on ``big' problems withunderlying structures, a broadening in theacceptable methods of solving problems, a focuson explanation and argument, and theopportunity to generate mathematics as aclassroom community.  相似文献   

Developing phoneme awareness through alphabet books     

Bruce A. Murray  Steven A. Stahl  M. Gay Ivey 《Reading and writing》1996,8(4):307-322

Previous research suggests that children who are successful in phoneme awareness tasks also have high levels of alphabet knowledge. One connection between the two might be alphabet books. Such books typically include both letter-name information and phonological information about initial sounds (B is for bear). It may be that children who are read alphabet books, and thus understand how B is for bear, will learn both letter names and be able to isolate phonemes. To examine this, we gave three treatments to different groups of prekindergarteners. In the first group, the teacher read conventional alphabet books. In the second, the teacher read books chosen to contain the letter names only, without example words to demonstrate sound values. The third group, a control, read only storybooks. We found that all groups gained in print concept and letter knowledge over the course of the study. The conventional alphabet group made significantly greater gains in phoneme awareness than the group that read books about letters without example words, suggesting that conventional alphabet books may be one route to the development of phoneme awareness.  相似文献   

Self‐Concept and Learning: the revised inventory of learning processes     

Ronald R. Schmeck  Elke Geisler‐Brenstein  Steven P. Cercy 《教育心理学》1991,11(3-4):343-362

The Inventory of Learning Processes is a unique measure of learning style in that it was developed within the context of cognitive psychology, and derived from laboratory research concerned with information processing and memory. The present paper describes some of the early research examining the validity of the original Inventory of Learning Processes, and then presents a revised version of the inventory along with reliability and validity data. More than 15 years of research with the same assessment instrument have lead to the development of a model of student learning. The two major routes to academic achievement are reflective processing and agentic processing. Reflective processing is somewhat free‐associative and ultimately dialectical, deriving personal meaning by contrasting opposing perspectives on one's experience. Reflective processing includes deep and elaborative processing, and a determination to express one's self. The other approach to achievement, agentic processing, is highly directed, purposive and responsive to external contingencies. Agentic processing includes conventional serial processing and fact retention. Ultimately, the smooth flow of cognition (and thus integration and versatility with regard to functions) is limited by one's self‐concept. It appears that one's concept of self‐as‐student includes intrinsic motivation, self‐efficacy, a reluctance to blindly memorise the words of authority figures and self‐esteem. Difficulties on any of these dimensions tend to short‐circuit the total involvement of self and limit the extent to which cognitive activity can flow smoothly during academic studying.  相似文献   

Spelling improvement for college students who are dyslexic     

Barbara Priddy Guyer  Steven R. Banks  Kenneth E. Guyer 《Annals of dyslexia》1993,43(1):186-193

Academic problems of the dyslexic child often persist in adult life. Such problems as spelling can interfere with the performance of such adult learners in college. Federal legislation requires reasonable accommodation for these students. At some colleges, this consists of allowing use of tape recorders in lectures and sometimes allowing extra time on examinations. Remediation of reading, writing, and spelling among dyslexic college students is often not addressed. This study reports the use of a modified Orton-Gillingham approach in comparison with a nonphonetic approach and with a group receiving no remediation. The results indicate a significant increase in spelling performance for the group receiving the modified Orton-Gillingham remediation. This contrasts with no significant change in the group receiving nonphonetic remediation and in the control group (no remediation), and indicates that adulthood is not too late for appropriate intervention for the dyslexic student. Colleges offering such intervention and the students receiving it will benefit from improved performance.  相似文献