Good guys and bad guys     

Donald J. Cunningham 《Educational technology research and development : ETR & D》1986,34(1):3-7

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Book reviews     

Robert Heinich  John B. Nance  Desmond L. Cook  Donald P. Ely  Donald J. Cunningham  Charles M. Woodliff 《Educational technology research and development : ETR & D》1970,18(3):327-349

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Competition between ethanol-induced reward and aversion in place conditioning     

Cunningham CL  Smith R  McMullin C 《Learning & behavior》2003,31(3):273-280

Previous place conditioning studies in mice have shown that injection of ethanol immediately before a conditioned stimulus (CS+) produces conditioned preference, whereas injection of ethanol immediately after CS+ produces conditioned aversion. In the present experiments, we examined the learning that occurs when ethanol is injected in “ambiguous“ procedures that provide the opportunity for both types of conditioning. When ethanol was given midway through the CS (Experiments 1 and 2) or both before and after the CS (Experiment 3), the direction of place conditioning was the same as when mice were exposed only to whichever contingency occurred first (a primacy effect). That is, injection of ethanol in the middle of the CS conditioned aversion, whereas injection both before and after the CS conditioned preference. Because these results support the idea that ethanol elicits both aversive and rewarding effects, they are most consistent with conditioning theories that conceptualize unconditioned stimuli (USs) as events that can activate multiple representational components.  相似文献   

The Founding of ATTW and its Journal     

Donald H. Cunningham 《Technical Communication Quarterly》2004,13(1):121-130

Don Cunningham, the founding editor of The Technical Writing Teacher and a founding member of ATTW, recalls key moments in the history of ATTW and its journal, and the people who shaped the organization in its early years.  相似文献   

Beyond educational psychology: Steps toward an educational semiotic   总被引：2，自引：0，他引：2  

Donald J. Cunningham 《Educational Psychology Review》1992,4(2):165-194

In this paper, I argue that educational psychology is deeply embedded in an objectivist epistemology, the consequences of which seriously undermine our ability to inform educational practice. In the remainder of the paper, I provide an introduction to semiotics, the doctrine of signs, and offer four global concepts (the sign, semiosis, inference, and reflexivity) that I believe set semiotics apart from other, more or less related, approaches within psychology and educational psychology (e.g., constructivism). I conclude the paper by responding to some of the more frequently asked questions I have encountered in attempting to define an educational semiotic.  相似文献   

Credential disconnection: a Marxist analysis of college graduate underemployment     

Joseph Cunningham 《Critical Studies in Education》2016,57(2):224-237

Despite the world slowly recovering from the 2008 recession and reducing levels of unemployment, the problem of underemployment persists. Underemployment is a problematic work status determined by an array of factors, including hours worked, comparative wages, and various subjective elements. This particular employment condition is affecting a great number of college graduates, specifically in the realms of subjective underemployment where the skills and education obtained in one’s college experiences are not utilized in one’s occupation. In this way, college graduate underemployment (CGU) is the product of a dialectical interplay between higher education institutions and the world of work. A Marxist analysis is utilized here to parse out the nuances of this relation. Marx’s original examination of capitalism illustrates how the forces of capital manipulate labor power as a commodity. Capitalist manipulation, coupled with technological dynamism and automation, gradually appropriate skills from the worker into the larger apparatus of capital. Formerly limited to manufacturing, this formal subsumption has now moved to modes of labor that require a college education, forcing college graduates, across nearly all disciplines, to assume work discordant to their degree. Moreover, with new labor paradigms consisting of disempowered part-time work, CGU will continue to be an obstacle that graduates must navigate, beckoning more critical educational experiences.  相似文献   

Diversity in Broadcast Television: An Empirical Study of Local News     

Peter J. Alexander  Brendan M. Cunningham 《媒体管理杂志》2013,15(3-4):176-183

The relation between the structure of a market and the diversity of its product offering has been extensively explored by theorists. We develop 2 measures of diversity and explore the content of local news for 60 stations and 20 designated market areas (DMAs) in the United States. Using a relative station-level diversity metric, ordinary least squares (OLS) estimates imply that relative diversity of local news content decreases as market concentration increases. This result is not, however, robust to an instrumental variables specification. Using a total market diversity metric, the Herfindahl-Hirschman Index (Hirshman, 1964) is significant in OLS and robust to instrumental variable estimation. Because the total market diversity metric is arguably superior to the incremental metric as a measure of overall diversity, this result is useful-it suggests that the total diversity of local news content within a DMA is sensitive to the level of concentration.  相似文献   

The 2008 Presidential Campaign: Political Cynicism in the Age of Facebook,MySpace, and YouTube     

Gary Hanson  Audrey Wagstaff Cunningham  Rekha Sharma  J. D. Ponder 《Mass Communication and Society》2013,16(5):584-607

Considerable research over the years has been devoted to ascertaining the impact of media use on political cynicism. The impact of the Internet has been difficult to assess because it is not a single monolithic medium. For example, the 2008 presidential campaign was the first presidential campaign in which popular social networking sites such as Facebook, MySpace, and YouTube were widely available to voters. Therefore, the campaign offered the first opportunity to explore the influence of these social media on political cynicism. In this study, we examined whether the use of such social media influenced political cynicism. We also considered the influence of user background characteristics (e.g., self-efficacy, locus of control, political orientation, demographics, and influence of family and friends), motives for using social media for political information, and users’ elaboration on political content. Several individual differences were stronger predictors of political cynicism than was social media use. In fact, social networking use was a negative predictor of political cynicism. Results supported uses and gratifications’ notions that the influence of social media on political cynicism is more attributable to user background and media-use differences than to sheer use of these popular sites.  相似文献   

Exceptional Research or Why Harry Truman Sought a One-Handed Economist     

Benjamin Compaine  Brendan Cunningham 《Journal of Media Economics》2013,26(2):47-50

This article challenges the traditional illustration of the relations between circulation size and advertising rates used by educators. It does so by using a sample of newspapers and explores various regression trendlines and data display of the data obtained from the sample. I find that the relations are best explained by curvilinear rather than linear trendlines and suggest an improved illustration of the relations between advertising price and newspaper circulation.  相似文献   

Reading-Related Skills in Earlier- and Later-Schooled Children     

Anna J. Cunningham  Julia M. Carroll 《Scientific Studies of Reading》2013,17(3):244-266

We investigate the effects of age-related factors and formal instruction on the development of reading-related skills in children aged 4 and 7 years. Age effects were determined by comparing two groups of children at the onset of formal schooling; one aged 7 (later-schooled) and one aged 4 (earlier-schooled). Schooling effects were measured by comparing the later-schooled group with earlier-schooled age-matched controls. There were significant effects of age and schooling on phonological awareness and visual–verbal learning, and an effect of age, but not schooling, on vocabulary and short-term verbal memory. We conclude that age-related factors and reading instruction contribute to the development of phoneme awareness and that vocabulary and verbal memory improve with age.  相似文献