Flavor-evaluative conditioning is unaffected by contingency knowledge during training with color-flavor compounds     

Dickinson A  Brown KJ 《Learning & behavior》2007,35(1):36-42

In two experiments, participants inspected and drank a series of drinks, half of which contained sugar and half unpalatable Tween20 (tween). Each sugar and tween drink had a particular flavor and color. Following this training, the flavors of the sugar drinks were assigned higher hedonic evaluations than were those of the tween drinks, even though the participants did not reliably report which flavors had been present in the sugar and tween drinks during training. Moreover, the evaluative conditioning of the flavors was unaffected by whether or not the colors alone had been pretrained to predict the presence of sugar or tween in the drinks. In accord with Baeyens, Eelen, van den Bergh, and Crombez (1990), we conclude that flavor-evaluative conditioning is not mediated by contingency learning.  相似文献   

Relation between reading problems and internalizing behavior in school for preadolescent children from economically disadvantaged families     

Ackerman BP  Izard CE  Kobak R  Brown ED  Smith C 《Child development》2007,78(2):581-596

This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The person-centered results showed that children with reading problems in both grades had higher internalizing scores in 5th grade but not in 3rd grade than children with reading problems in 3rd grade or no problems. Child-reported negative emotion experiences varied similarly across grade. The results tie reading problems to emotional distress in school and support conclusions about the direction of effects and the internalization of academic difficulty for disadvantaged children.  相似文献   

CHE Principles: facilitating authentic and dialogical semi-structured interviews in educational research     

Alice Brown  Patrick A. Danaher 《International Journal of Research & Method in Education》2019,42(1):76-90

This paper examines the values of the CHE principles of Connectivity, Humanness and Empathy as a guiding framework for maximizing the ethical and methodological advantages of semi-structured interview research practices. The authors draw from two separate educational studies and apply the CHE principles to analyse and evaluate the effectiveness of decision-making in facilitating sustainable relationships with the participants in each study. Findings highlight that dialogical relations with participants were evident in both studies, and identify significant junctures where decision-making and actions influenced effective rapport-building and respectful and reciprocal relationships with participants in the research. The CHE principles emerge as providing a robust framework for educational researchers to employ when auditing their decision-making prior to and during their engagement in qualitative interviews.  相似文献   

Enhancement of Anatomical Education Using Augmented Reality: An Empirical Study of Body Painting     

Roghayeh Barmaki  Kevin Yu  Rebecca Pearlman  Richard Shingles  Felix Bork  Greg M. Osgood  Nassir Navab 《Anatomical sciences education》2019,12(6):599-609

Students in undergraduate premedical anatomy courses may experience suboptimal and superficial learning experiences due to large class sizes, passive lecture styles, and difficult-to-master concepts. This study introduces an innovative, hands-on activity for human musculoskeletal system education with the aim of improving students’ level of engagement and knowledge retention. In this study, a collaborative learning intervention using the REFLECT (augmented reality for learning clinical anatomy) system is presented. The system uses the augmented reality magic mirror paradigm to superimpose anatomical visualizations over the user’s body in a large display, creating the impression that she sees the relevant anatomic illustrations inside her own body. The efficacy of this proposed system was evaluated in a large-scale controlled study, using a team-based muscle painting activity among undergraduate premedical students (n = 288) at the Johns Hopkins University. The baseline knowledge and post-intervention knowledge of the students were measured before and after the painting activity according to their assigned groups in the study. The results from knowledge tests and additional collected data demonstrate that the proposed interactive system enhanced learning of the musculoskeletal system with improved knowledge retention (F_(10,133) = 3.14, P < 0.001), increased time on task (F_(1,275) = 5.70, P < 0.01), and a high level of engagement (F_(9,273) = 8.28, P < 0.0001). The proposed REFLECT system will be of benefit as a complementary anatomy learning tool for students.  相似文献   

Isn’t That Just Good Teaching? Disaggregate Instruction and the Language Identity Dilemma     

Bryan A. Brown 《Journal of Science Teacher Education》2011,22(8):679-704

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Doing God in education     

Alan Brown 《British Journal of Religious Education》2012,34(2):223-224

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Institutional Racism in the City College System in Chicago     

Paula E. Brown 《Equity & Excellence in Education》2013,46(1-4):116-119

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Persistence to Graduation among At‐Risk Criminal Justice and Criminology Students: Experiences in Intervening with a Sophomore Cohort∗     

Gregory B. Morrison  Michael P. Brown 《Journal of Criminal Justice Education》2013,24(2):358-376

A Seminar targeting academically at‐risk sophomores was developed and introduced in 2002 to address weak connectedness to the university and poor academic abilities. We measured changes in approaches taken to college studies by those at‐risk sophomores who enrolled in the course, as well as employed a longitudinal, quasi‐experimental design to track this experimental group (n = 29) and the remainder of the at‐risk cohort as a comparison group (n = 36). Our preliminary findings suggest that the Seminar has had a variety of positive outcomes, the most impressive impact being that the experimental group had dramatically better retention and graduation rates than the comparison group.  相似文献   

REFLECTIONS ON ISRAEL SCHEFFLER'S TEACHERS OF MY YOUTH: AN AMERICAN JEWISH EXPERIENCE     

Arthur Brown 《Religious education (Chicago, Ill.)》2013,108(3-4):471-476

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Contemporary Perspectives on Leadership: Focus and Meaning for Ambiguous Times, 1st Edition,James C. Sarros (Ed.), Tilde University Press,P.O. Box 72, Prahan,Victoria, 3181, Australia (2009), 277 pp., ISBN-13: 978-0-7346-1068-3     

Sue Brown 《Sport Management Review》2010,13(1):84-85

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