Numerically restricted food intake in the rat in a free-feeding situation     

Hank Davis  Sheree Anne Bradford 《Learning & behavior》1991,19(3):215-222

Rats were trained to leave an array of food after they had consumed a fixed number (three, four, or five) of food items. This discrimination remained in effect despite a shift from 45-mg Noyes pellets to larger and irregularly sized sunflower seeds. The present demonstration replicates work first reported 50 years ago by Otto Koehler and his associates (e.g., Marold, 1939; see also Koehler, 1950), who used avian subjects, and, like those studies, it involved both positive and negative social reinforcement. The present procedure provided a rare instance in which numerical control was exerted over behavior that was primarily consummatory in nature. The results are viewed in terms of the wider literature of numerical competence in animals and are discussed in terms of a numerical process known asprotocounting (Davis & P’erusse, 1988b).  相似文献   

The neuropsychological basis of childhood psychopathology     

Andrew S. Davis 《Psychology in the schools》2006,43(4):503-512

A clear link exists between neurological dysfunction and psychopathology in children, as evidenced by research on the sequelae of developmental childhood brain impairment, the neuropsychological investigation of children with psychiatric disorders, and neuroimaging research. Understanding the neuropsychological basis of a disorder helps teachers, parents, and children better understand the etiology of the disorder and guide classroom interventions. Additionally, identifying morphological markers of childhood mental disorders may lead to earlier and more successful interventions. This article reviews the neuropsychological relationships between brain impairment and childhood mental disorders as well as investigates the biological basis for some common childhood disorders seen in the schools. Emphasis is placed upon the underlying neurological and neuropsychological deficits that constitute disorders, and implications for practitioners are discussed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 503–512, 2006.  相似文献   

A perinatal intervention program for urban american indians part 1: design, implementation, and outcomes     

Davis CL  Prater SL 《The Journal of perinatal education》2001,10(3):9-19

High infant mortality rates among American Indians are disproportionate to state statistics for other races and higher than the national average. These findings prompted a community health center in a large Midwestern city to create and provide an American Indian infant mortality reduction project in the early 1990s. Strategies for program implementation included networking with local organizations, communicating with reservation health clinics throughout the state, educating American Indian mothers and their community about factors contributing to American Indian infant mortality, and providing individual case management to American Indian women and infants. We offer this article for three reasons: This grant project was successful, disparity in rates of infant mortality among peoples of color continues, and a paucity of information exists about the health behaviors of American Indian women.  相似文献   

The University Presidency: Do Evaluations Make a Difference?     

William E. Davis  Douglas R. Davis 《Journal of Personnel Evaluation in Education》1999,13(2):119-140

High turnover and short tenures are the norm for state university presidents in the last part of the twentieth century. Depending on the type of institution, the average state university president stays in office about four years, some three years shorter than the national average of seven years for all higher education institutions. The article discusses this trend and relates length of tenure to the formal and informal evaluations of presidents. Beginning with a presentation of presidential tenure (time in office) data and a discussion of the benefits of longer terms, the article continues with a dialogue on the role of the president in state institutions of higher education. It is argued that the position of president necessitates constituent leadership with presidents often expected to please all constituencies. Included in this discussion are the nature, role, and effectiveness of evaluations of university presidents. The authors conclude that evaluations of presidents make little difference in decisions to retain or remove presidents. Even a good or great evaluation does not offset the impact of the unforseen event or changes in political leadership within a state or on a board. The authors agree that annual reviews or reports are valuable in improving a presidents performance and leadership. Evaluations make a difference when they are supervised by individuals with direct knowledge of the job, are fair in terms of expectations from often divergent constituent groups, and focus on maximizing the ability of the president to improve the institution.  相似文献   

Structuring Occasions     

Jo Towers  Brent Davis 《Educational Studies in Mathematics》2002,49(3):313-340

Within the mathematics education literature, the term constructivism has been subject to a diversity of interpretations, many of which are trivializations of original theoretical work. We suggest that trivialized versions of constructivism continue to be promulgated due, in large part,to misunderstandings of some of the vocabulary adopted by its advocates. This situation has been the source of considerable frustration in our ongoing efforts to communicate the insights and implications of radical and social constructivist theories to preservice and practicing teachers. We discuss some of the specifics of these frustrations along with strategies intended to flag and circumvent them in our work with teachers. The writing is structured around a set of recursively elaborated interpretations of a classroom episode. Developed around varied understandings of the terms structure and construct, these interpretations are intended to show how we have worked with teachers to foster a deep appreciation of how learning might be reframed as dependent on, rather than determined by, teaching.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

Editorial     

Eve Gregory  Charmian Kenner 《Literacy》2002,36(3):97-98

  相似文献   

Pathways to Undergraduate Research Experiences: a Multi-Institutional Study     

Duhita Mahatmya  Janet Morrison  Rebecca M. Jones  Pamela W. Garner  Shannon N. Davis  Jill Manske  Nancy Berner  Ann Johnson  Jayna Ditty 《Innovative Higher Education》2017,42(5-6):491-504

The positive impact of undergraduate research experiences on students’ post-secondary success is well-documented. However, these conclusions are drawn from undergraduate students who already participate; very little research has explored the pathways by which students enter these experiences. Using data from a multi-institutional survey, we examined students’ reasons for participating and differences across institutions and demographic groups. Overall, students cited social and experiential reasons as key motivators for participation and a perceived lack of research readiness as a key barrier. Differences were also found across academic year. Implications from this study address issues of access, preparation, and institutional policies around undergraduate research.  相似文献   

Developing undergraduate research skills in a faculty of education: motivation through collaboration     

Sue Waite  Bernie Davis 《高等教育研究与发展》2006,25(4):403-419

This paper explores motivational factors underpinning undergraduates’ learning of research skills through individual research projects with collaborative tutorials. Research has long pointed to group support, positive affect and scaffolding as important for motivating and facilitating learning. Furthermore, UK government priorities have placed an increasing emphasis on the need to develop the key skills of inquiry and working with others. However, this is set in a context of assessment and practice in higher education that encourages individualist and instrumental perspectives on gaining competencies and knowledge. Traditionally undergraduate research skills have been taught through lectures and small‐scale projects chosen by the students with individual tutorial support in a faculty of education. Here our action research introduced collaborative tutorials as another element of teaching. We examine the process of collaboration to explore factors that support motivation to learn through two principal theoretical frameworks.  相似文献   

Measuring Habituation in Infants: An Approach Using Regression Analysis   总被引：1，自引：0，他引：1  

Daniel H. Ashmead  DeFord L. Davis 《Child development》1996,67(6):2677-2690

The effectiveness of different habituation criteria was examined by means of computer simulations. A criterion based on fitting a second-order polynomial regression function to the looking time data was described. This criterion produced more accurate estimation of looking times as well as higher experimental power for detecting novelty effects, compared to the traditional windowed running average criterion or to a criterion based on linear regression. The polynomial regression approach probably has this advantage because it utilizes all of the available looking time data, rather than just the data in the current windowed average, and because it is sensitive to nonlinear trends in looking time. This new habituation criterion is easy to implement on a laboratory computer, and it should increase session lengths by no more than one trial or so, compared to windowed average criteria. With regard to test-retest reliability, all of the habituation criteria that were evaluated appear to have low reliability on average, with high sample-to-sample variability. These undesirable reliability characteristics are attributable to the high variability of infants' attentional behavior.  相似文献   

College Student Wellness: A Comparison Between Traditional‐ and Nontraditional‐Age Students     

David A. Hermon  Greta A. Davis 《Journal of College Counseling》2004,7(1):32-39

This study examined differences in wellness reported by traditional‐ and nontraditional‐age students as measured by the Wellness Evaluation of Lifestyle (J. E. Myers, T. J. Sweeney, & J. M. Witmer, 1998). Differences were found between the 2 age groups on 4 self‐regulation dimensions: realistic beliefs, sense of control, exercise, and self‐care. Implications for counseling practice and suggestions for future research are discussed.  相似文献