Classical conditioning of jaw movements in the pigeon: Acquisition and response topography     

Monika Remy  H. Philip Zeigler 《Learning & behavior》1993,21(2):131-137

Previous studies have shown (1) that the form of the pigeon’s conditioned keypecking response resembles that of its ingestive pecking response, (2) that both ingestive and conditioned pecking in the pigeon are compound responses, including both transport (neck-movement) and gape (jaw-movement) components, and (3) that during operant conditioning or autoshaping of pecking behavior, the gape component comes under the associative control of the CS. In the present study, the gape component was experimentally isolated and a classical conditioning paradigm (water US) was used to bring jaw movements under the control of a CS (light). The results indicate that the topography of the jaw-movement CR is very similar to, though more variable than, that of the UR. They are consistent with the hypothesis that reported similarities in the form of ingestive and conditioned pecking responses reflect, in part, classical conditioning of the gape component.  相似文献   

Homotolerance and heteronormativity in Norwegian classrooms   总被引：1，自引：0，他引：1  

Åse R⊘thing 《Gender and education》2008,20(3):253-266

This article is based on classroom observations and discusses sexual education that addresses homosexuality. Tolerance of queer lifestyles as well as support for judicial equality between heterosexual and homosexual couples is generally perceived as being high in the Norwegian political context. Norwegian sexual politics is, however, based on a binary understanding of sexuality, linked to stable and authentic sexual identities, and this perspective is highly influential in Norwegian education on sexuality. Homotolerance appears to be the most prominent ambition when teachers deal with homosexuality in their teaching. Informed by queer theory, I intend to investigate how teaching that sets out to create homotolerance reproduces heteronormativity. I will argue that even though education on homosexuality may create increased homotolerance, the very same education does also marginalise and stigmatise homosexuality as well as reproduce binary and heteronormative concepts of sexuality.  相似文献   

Hyperinsulinemia predisposes to NAFLD     

Sandhya Mishra  Dharamveer Yadav  Monika Gupta  Hemant Mishra  Praveen Sharma 《Indian journal of clinical biochemistry : IJCB》2008,23(2):130-135

Metabolic syndrome contributes to pathogenesis of Type-2 diabetes and CAD. Insulin Resistance is the key factor of metabolic syndrome implicated in development of Non Alcoholic Fatty Liver Disease (NAFLD). In present study we have investigated the prevalence of NAFLD in metabolic syndrome and contribution of metabolic risk factors in causation of NAFLD in non-diabetic North Indian male population. The study was conducted on 495 non-diabetic, nonalcoholic subjects (age 30–65 years). Metabolic Syndrome was assessed by using ATP III and ADA (2005) criteria. Anthropometric factors-Waist circumference and blood pressure were measured. Fasting serum samples were analyzed for Glucose, Triglycerides, Cholesterol and its fractions, Insulin, Alanine transaminase, Aspartate transaminase, Gamma glutamyl transferase and free fatty acids. Insulin resistance was estimated by Homeostasis Model and Insulin sensitivity by QUICKI Index. Liver ultrasonographic scanning was used for assessing fatty liver. The prevalence of metabolic syndrome and NAFLD was 24% and 14.8% respectively in non-alcoholic population and 27% of metabolic syndrome had NAFLD which was associated with hyperinsulinemia, insulin resistance, insulin insensitivity along with elevated levels of waist circumference, blood pressure, triglyceride, FFA and decreased HDL-Cholesterol. The prevalence of NAFLD increased with insulin resistance and clustering of metabolic risk factors.  相似文献   

Exploring the minority–majority gap in sport participation: different patterns for boys and girls?     

Åse Strandbu  Anders Bakken  Mira Aaboen Sletten 《Sport in Society》2019,22(4):606-624

Abstract

This paper examines the participation of minority and majority youth in organized sport based on the Young in Oslo 2015 survey (response rate: 72%, N = 9.774). Four possible explanations of the minority–majority gap are introduced: (i) culture, (ii) religion, (iii) discrimination/racism and (iv) class and socio-economic resources. Class and religion are further examined in the paper. Initially, among the boys, there are no differences between the minority and majority groups. When taking socio-economic resources into account, the minority boys have a slightly higher participation rate than the majority boys. Among the girls, the likelihood of participating in sport clubs is considerably lower for those with a minority background than for those with a majority background. The analyses show that socio-economic resources have an effect on both girls and boys and that religious denomination also explains, to some extent, the minority–majority gap that exists among girls.  相似文献   

Dimensions of test performance in English as a foreign language in different European settings: a two-level confirmatory factor analytical approach     

Gudrun Erickson  Lisbeth Åberg-Bengtsson  Jan-Eric Gustafsson 《Educational Research and Evaluation》2013,19(3):188-208

The present study explored data from a survey of students’ performance in English at the end of compulsory school in 6 European countries. The aim was to gain deeper knowledge of the internal structure of the test and to discuss similarities and differences between the different settings regarding patterns in language proficiency. The analyses, conducted by a factor analytic approach and 2-level structural equation modelling (SEM) techniques, indicated an overall English achievement factor at both student and school levels. Furthermore, an effect of format differences at the student level, constituted by a factor related to tasks demanding constructed response, was found. Three correlated modality factors related to listening, linguistic, and reading skills were identified but not further elaborated on as they improved the model only modestly. Considerable differences in between-school variation were found in the different settings. The results are discussed in relation to the instrument, student achievements, and the state of English in the participating countries.  相似文献   

Biological Pest Control of a Biscuit Beetle (Stegobium paniceum) Infestation in an Old Masters Paintings Storage Area     

Pascal Querner  Elke Oberthaler  Monika Strolz 《文物保护研究》2013,58(7):373-380

ABSTRACT

We report on biological control of an active infestation by biscuit beetles (Stegobium paniceum) of museum objects (Old Masters paintings) in the storage facilities of the Museum of Fine Arts in Vienna. Because chemical and non-chemical treatment methods would have been very problematic, the release of parasitic wasps (Lariophagus distinguendus) was discussed and accepted by the director of the collection. We released 3000 wasps every month from August 2013 until September 2014 in the two infested storage rooms and monitored the activity of biscuit beetles on sticky blunder traps and light traps, and also by visual inspection. In the insect monitoring of 2014 until 2018 no more biscuit beetles were found in the two storage depositories, showing that the treatment was 100% successful. To our knowledge, this is the first proof of a fully successful biological control of a museum pest using parasitoids only, and also of stored product/food pest, outside a laboratory experimental setup. This biological pest control method allowed avoiding negative side effects such as contamination from treatments with biocides, or costly logistics in case of chemical-free methods.  相似文献   

Discourse comprehension intervention for high‐functioning students with autism spectrum disorders: preliminary findings from a school‐based study     

Jakob Åsberg  Annika Dahlgren Sandberg 《Journal of Research in Special Educational Needs》2010,10(2):91-98

Many students with autism spectrum disorders (ASD) demonstrate comprehension difficulties. In the present study, 12 high‐functioning Swedish students with ASD (aged 10–15 years) took part in a naturalistic classroom‐based intervention to support comprehension of connected narrative discourse. An effective approach for supporting discourse comprehension in children with ASD was assumed to include: (i) providing teachers and students with a shared and explicit set of concepts for talking and thinking about the activity of comprehension, that (ii) can structure the child's discourse comprehension under scaffolding and modelling from the teacher. In the pre‐testing session, the students with ASD presented with poor discourse comprehension but receptive vocabulary and reading decoding skills close to normative performance. Post‐intervention test results, following 4 weeks of training, indicated specific and significant improvements in discourse comprehension. Support for the potential of this type of teaching was also obtained from teachers and students. The teachers reported that they would continue to use the same or similar comprehension instruction for 11 out of 12 students, and for multiple reasons, and students were also mostly positive to the training. Implications for practice and further research are discussed, as are limitations of the study.  相似文献   

Does Performance in Digital Reading Relate to Computer Game Playing? A Study of Factor Structure and Gender Patterns in 15-Year-Olds' Reading Literacy Performance     

Maria Rasmusson  Lisbeth Åberg-Bengtsson 《Scandinavian Journal of Educational Research》2013,57(6):691-709

Data from a Swedish PISA-sample were used (1) to identify a digital reading factor, (2) to investigate gender differences in this factor (if found), and (3) to explore how computer game playing might relate to digital reading performance and gender. The analyses were conducted with structural equation modeling techniques. In addition to an overall reading factor, the hypothesized digital reading factor was identified. When the overall reading performance was taken into account, a relative difference in favor of the boys for digital reading was indicated. This effect was mediated by a game-playing factor comprising the amount of time spent on playing computer games. Thus, the boys' better performance in digital reading was explained by the computer game-playing factor.  相似文献   

The Relationship between Intelligence,Approaches to Learning and Academic Achievement     

Åge Diseth 《Scandinavian Journal of Educational Research》2013,57(2):219-230

Three different tests of intelligence and the Approaches and Study Skills Inventory for Students were administered to 89 Norwegian undergraduate psychology students. The purpose was to investigate the relationship between intelligence, approaches to learning and academic achievement. Factor analysis supported a one-factor solution of the three intelligence tests as an expression of general intelligence. No relationship between general intelligence and approaches to learning was observed. The WAIS vocabulary test of intelligence and the surface approach to learning were negatively correlated. The WAIS vocabulary test of intelligence and the surface approach to learning predicted academic achievement. A curvilinear relationship between surface approach and academic achievement was observed. Multiple regression analysis showed interaction effects between deep-strategic and surface-strategic approaches to learning as predictors of academic achievement. The findings support the construct validity of approaches to learning due to its independence of intelligence.  相似文献   

Didactical Thinking and Research in Norway during the Four Last Decades     

Åsmund Lønning Strømnes  Harald Rørvik  Tor Vidar Eilertsen 《Scandinavian Journal of Educational Research》2013,57(3-4):237-258

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