排序方式： 共有85条查询结果，搜索用时 765 毫秒
51.
Rick Richardson Tania Q. Duffield Glynis K. Bailey R. Frederick Westbrook 《Learning & behavior》1999,27(4):399-415
Rats were shocked in the black but not the white compartment of a shuttlebox and then exposed to the black compartment in the absence of the shock unconditioned stimulus (US) to extinguish fear responses (passive avoidance). In five experiments, rats were then shocked in a reinstatement context (distinctively different from the shuttlebox) to determine the conditions that reinstate extinguished fear responding to the black compartment. Rats shocked immediately upon exposure to the reinstatement chamber failed to show either reinstatement of avoidance of the black compartment or fear responses (freezing) when tested in the reinstatement chamber. In contrast, rats shocked 30 sec after exposure to the reinstatement chamber exhibited both reinstatement of avoidance of the black compartment and freezing responses in the reinstatement chamber (Experiment 1). Rats shocked after 30 sec of exposure to the reinstatement chamber but then exposed to that chamber in the absence of shock failed to exhibit reinstatement of the avoidance response and did not freeze when tested in the reinstatement chamber (Experiment 2). Rats exposed to a signaled shock in the reinstatement chamber and then exposed to that chamber in the absence of shock also failed to exhibit reinstatement of the avoidance response (Experiment 5). These rats showed fear responses to the signal but not to the reinstatement chamber. Finally, rats exposed for some time (20 min) to the reinstatement chamber before shock exhibited reinstatement of the avoidance response but failed to freeze when tested in the reinstatement chamber (Experiments 3 and 4). These results are discussed in terms of the contextual conditioning (Bouton, 1994) and the US representation (Rescorla, 1979) accounts of postextinction reinstatement. 相似文献
52.
Leslie J. Francis Mandy Robbins Christopher Alan Lewis L. Philip Barnes Tania ap Siôn 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):431-436
Background Northern Ireland is a province that remains deeply divided between Protestants and Catholics and maintains a segregated system of schools. Purpose The research builds on a series of studies conducted in the 1960s, 1970s and 1980s to monitor the attitude toward Christianity of males and females educated in Protestant and Catholic schools. Sample A sample of 2359 16- to 18-year-old pupils attending Catholic and Protestant schools in Northern Ireland. Design and methods A random sample of seven Protestant and nine Catholic schools invited all pupils attending their lower and upper sixth-form classes to participate in the survey and to complete the Francis scale of attitude toward Christianity. Results The data demonstrate that, while males attending Catholic schools maintained a more positive attitude towards Christianity than males attending Protestant schools, females attending Catholic schools reported a less positive attitude toward Christianity than females attending Protestant schools. These findings are compared with studies conducted during the 1970s and 1980s when both males and females attending Catholic schools recorded a more positive attitude toward Christianity than their peers attending Protestant schools. Conclusions Repeated cross-sectional studies of this nature help to profile the changing religious climate of Northern Ireland. 相似文献
53.
Rosemary Giuriato Goran Štrkalj Tania Prvan Anneliese Hulme Nalini Pather 《Anatomical sciences education》2022,15(4):663-670
Anatomy is a key knowledge area in chiropractic and is formally offered in the undergraduate component of chiropractic education. There is the potential for loss of anatomy knowledge before the opportunity to apply it in a clinical setting. This study aimed to determine whether chiropractic clinicians retain a level of anatomy knowledge comparable to that of chiropractic students and to compare chiropractors' self-rating of their anatomical knowledge against an objective knowledge assessment tool. A previously validated multiple-choice test was utilized to measure retention of limb musculoskeletal (MSK) knowledge in Australian chiropractors. One hundred and one registered chiropractors completed the questionnaire and responses were scored, analyzed, and compared to scores attained by undergraduate and postgraduate chiropractic students who had previously completed the same questionnaire. The results indicated that practitioners retained their anatomy knowledge, with a significantly higher total mean score than the undergraduate group [total mean score = 36.5% (±SD 13.6%); P < 0.01] but not significantly different to the postgraduate group [total mean score = 52.2% (±SD 14.1%); P = 0.74]. There was a weak positive correlation between chiropractors' self-rated knowledge and test performance scores indicating the effectiveness of this Australian chiropractic group in self-assessing their anatomy knowledge. This study found that Australian chiropractors' knowledge of MSK anatomy was retained during the transition from university to clinical practice and they accurately evaluated their own test performance. 相似文献
54.
Kloetzer Laure Clarke-Habibi Sara Mehmeti Teuta Zittoun Tania 《European Journal of Psychology of Education - EJPE》2022,37(2):459-488
Switzerland, like other countries in Europe, has long depended on migration and mobility for its economy. Facilitating the integration of migrant children in school, primarily through the acquisition of the local language, has therefore been a priority for policymakers. In recent years, mobility has been on the increase and mobility trajectories have become more diverse. A growing percentage of families arriving in the country have experienced repeated mobility and may not plan to settle in Switzerland for good. This paper examines institutional responses to the increasing number of mobile children in Swiss public schools, in particular, the manner in which such children are welcomed. It presents the main findings of an exploratory research project focused on children in repeated mobility, defined as having lived in multiple countries before their arrival in Switzerland, regardless of family background or legal status. Adopting a sociocultural psychological approach, the paper examines the macro-social level of cantonal educational policies regarding welcome processes, the meso-social level of local school policies, and the microsocial level of teachers’ practices and interactions in classrooms that welcome mobile children. Data include documentary analysis, interviews, and observations. Our analysis shows that a deficit view of mobile children and the preoccupation with language proficiency dominate policies and practices, resulting in the diversion of mobile children into special integration classes (so called “classes d’accueil” in the French speaking region, and “Integrationsklasse” in the Swiss German-speaking region). Mobility is conceptualized by Swiss policymakers, school directors, and teachers in terms of its challenges. In particular, school directors and teachers conceptualize mobility as increasing heterogeneity of the classroom. However, the situation varies greatly according to the personal orientations of school directors and teachers’ personal engagement. The paper emphasizes the ambiguous role of the integration classes: while they may impair the long-term chances of educational success by reducing academic expectations for non-native-speaking mobile children, they may also be used as “third spaces” which afford pedagogical freedom for dedicated teachers, potentially of benefit for children. The paper examines these propositions in the light of sociocultural educational literature and draws upon the case of welcoming mobile children to question a series of assumptions about the ultimate purposes of public schooling in Europe today.
相似文献55.
This paper discusses the concept of the network organisation in relation to the technologised university. Drawing upon the early findings of a study that examines the impact of information and communication technologies (ICTs) on both organisational and teaching and learning issues in five Australian universities, the authors discuss the way in which discourses of network technology have become articulated to a range of at times paradoxical agendas within higher education. The introduction of new technologies into organisations tends to be portrayed in either transformative or oppressive terms. The complexity of the university experience foregrounds the important role played by pre‐existing organisational practices and narratives in determining the uses and meanings of ICTs in the organisational setting. These observations place into question the notion that the network organisation is a single coherent entity driven by a particular technological logic. Instead, it suggests that network technologies are socially embedded and therefore highly variable in their expression. 相似文献
56.
Aaron T. Scanlan Neal Wen Tania Spiteri Zoran Milanović Daniele Conte Joshua H. Guy 《Journal of sports sciences》2018,36(22):2596-2602
Basketball tests assessing dribbling speed predicated on total performance times are influenced by sprinting speed. This study examines an approach termed Dribble Deficit to counter this limitation by examining the relationships between sprinting and dribbling speed during linear and change-of-direction (COD) tasks measured using total performance time and Dribble Deficit. Ten semi-professional basketball players completed linear sprints and COD sprints with and without dribbling. Dribble Deficit was calculated as the difference between the best time for each dribbling trial and corresponding non-dribbling trial for linear and COD sprints. Large to very large significant relationships (P < 0.05) were evident between linear sprint and dribble times (R = 0.64–0.77, R2 = 0.41–0.59), and between COD sprint and dribble times (R = 0.88, R2 = 0.77). Conversely, trivial-small relationships were evident between linear sprint time and linear Dribble Deficit (R = 0.01–0.15, R2 = 0.00–0.02). A non-significant, moderate, negative relationship was observed between COD sprint time and COD Dribble Deficit (R = ?0.45, R2 = 0.20). These findings indicate Dribble Deficit provides a more isolated measure of dribbling speed than tests using total performance times. Basketball practitioners may use Dribble Deficit to measure dribbling speed independent of sprint speed in test batteries. 相似文献
57.
58.
Tania Ferfolja 《Gender and education》2007,19(5):569-586
Discrimination often silences and marginalizes those who do not conform to the dominant gender and (hetero)sexual discourses that operate in broader society. This discussion addresses the ways that seventeen self‐identified lesbian teachers working in New South Wales (NSW) Australia negotiate their sexual subjectivities at work in order to pass or cover as heterosexual. Despite anti‐discrimination legislation aimed at protecting some basic rights of ‘homosexuals’ in NSW, many lesbian teachers still feel compelled to ‘manage’ their sexuality in the workplace. This paper examines how the discourses of privacy, heterosexuality and motherhood are strategically and at times powerfully used by these women in various contexts. Additionally, it explores the complex intersections of sexuality with age and space and their impact on passing. 相似文献
59.
60.
Michael Arthur-Kelly Genevieve Farrell Tania De Bortoli Gordon Lyons Frank Hinchey Fuk Chuen Ho 《International Journal of Disability, Development & Education》2017,64(2):131-149
High-quality early childhood education is a vital experience for young children with and without disabilities. Social and communication experiences in the context of play represent a core curriculum that sets a foundation for later learning and participation. Using a new self-report instrument, this article describes data collected in a large-scale professional learning project in NSW, Australia, that aimed to support early childhood teachers, paraprofessionals and other personnel who directly work with young children, including individuals who present or are at risk of challenging behaviours. Using a case application model of remote and direct coaching support and intervention centred on the input of expert practitioners, the reports of participants were collected before and after a series of three sequential workshops with embedded action research processes for participants. The program was designed to increase social and communicative exchanges and reduce the likelihood of challenging behaviours, by providing a systematic and practical framework for the introduction of functional behavioural assessment and positive support planning. Respondents indicated significant improvements in knowledge and skills after the program, along with decreased concerns in some areas. The paper concludes by discussing potential areas for an expanded research agenda into the professional learning needs of personnel in this field and more broadly within early childhood support systems and services. 相似文献