Sexual imprinting: The stability of mate preference in Japanese quail (Coturnix coturnix japonica)     

James E. Gallagher  Maureen Ash 《Learning & behavior》1978,6(3):363-365

This study investigated the persistence of a mate preference that resulted from early social experience.Coturnix males that achieved an imprinting criterion of selecting an imprint object (an albino conspecific hen) in 8 of 10 trials were then given one of three intervening treatments. Subjects were housed for 10 days with only normal hens or albino and normal hens, or they were isolated for the treatment period. A comparison of subsequent preference for the albino in a second series of 10 choice tests indicated that the strength of the imprinted bond is weakened with respect to the type of intervening experience. This outcome is discussed in terms of the persistence construct of the imprinting process.  相似文献   

Unintended Consequences: Understanding the Relationship Between Dual Enrollment Participation,College Undermatch,and Bachelor’s Degree Attainment     

Jagesic  Sanja  Ewing  Maureen  Wyatt  Jeffrey N.  Feng  Jing 《Research in higher education》2022,63(1):119-139

Research in Higher Education - Recent research suggests that dual enrollment programs are a useful recruiting tool for colleges and universities as many high school students remain at their dual...  相似文献   

DIVERSITY IN CHILDREN'S UNDERSTANDING OF DEATH     

Maureen A. Callanan 《Monographs of the Society for Research in Child Development》2014,79(1):142-150

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Progress and performance in National Literacy Strategy classrooms     

Ros Fisher  Maureen Lewis  Bernie Davis 《Journal of Research in Reading》2000,23(3):256-266

This paper presents evidence from an ESRC funded research study into the implementation of the Literacy Hour in small rural schools in England. It supports evidence from national UK data that progress in literacy was made during the first year in which the Literacy Hour was operative. However, evidence from this small‐scale study shows progress being different in each class. Evidence is also presented to show that reading scores provide only a partial picture and that progress in writing may be evident in different classes. It is argued that following the Literacy Hour is not enough but that how teachers teach and the tasks they set during this classroom time have implications for the kind of progress made.  相似文献   

The relationship between working memory and writing in younger and older adults     

Hoskyn  Maureen  Swanson  H. Lee 《Reading and writing》2003,16(8):759-784

This study investigated therelationship between working-memory (WM) spanand writing performance in three age groups(mean of ages of 15, 30, 77 years). Asexpected, older adults' performance wasinferior to younger adults on measures ofverbal and visual-spatial WM and structuralcomplexity in writing. More important, WM spanmoderated structural complexity in writingacross age and those effects remainedsignificant when short-term memory, readingcomprehension, word knowledge, spelling andhandwriting speed were partialed from theanalysis. Overall, the results support thenotion that age-related changes in textgeneration are moderated by limitations in ageneral WM system.  相似文献   

Towards a cross-cultural understanding of ageing and learning by senior adults in Hong Kong and Australia     

Maureen Tam 《International Journal of Lifelong Education》2017,36(5):565-577

Ageing and learning are value-laden concepts that are culturally relevant. Culture plays an important role in influencing what people think, resulting in different views and understandings by people from diverse cultural backgrounds. In the literature, there have been research and discussions relating culture with ageing and culture with learning to shed light on the value systems and predominant cultural values that have influenced the understanding of ageing and learning by people in different cultures. The aim of this paper is fourfold. First, it examines the concepts of ageing and learning and considers the role that culture plays in the understanding of these two constructs. Second, it draws on the predominant East–West cultural debate to shed light on the cultural values and views that have influenced the understanding and conceptualisation of ageing and learning. Third, limitations are identified for the East–West dichotomous view of ageing and learning using the Confucian perspective of learning to illustrate the inadequacies of the Eastern and Western ideas of learning, or lifelong learning, in particular. Finally, this paper draws on findings from a cross-cultural study to compare and contrast senior adults in Hong Kong and Australia, with regard to ageing and learning.  相似文献   

Drawing relationally for an ethnography of practice     

Maureen K. Michael 《Ethnography and Education》2020,15(3):270-285

ABSTRACT

Education ethnographies show that observing bodies, objects and settings can illuminate previously hidden learning practices but the relational characteristics of these practices presents methodological challenges for conventional qualitative analyses. Using an example from an ethnographic study of everyday learning, I show how methods from art (specifically researcher-created drawings) can address some of these challenges. I use the concept of ‘epistemic objects’ to theorise drawings as analysis, and to show that rather than being a process of deconstruction, this analysis is constantly bringing knowledge into being. With original interdisciplinary insights from art/social science, this article problematises art in sociomaterial research and offers direction for relational analyses.  相似文献   

Novel dissection of the central nervous system to bridge gross anatomy and neuroscience for an integrated medical curriculum          下载免费PDF全文

Rebecca J. Hlavac  Rachel Klaus  Kourtney Betts  Shilo M. Smith  Maureen E. Stabio 《Anatomical sciences education》2018,11(2):185-195

Medical schools in the United States continue to undergo curricular change, reorganization, and reformation as more schools transition to an integrated curriculum. Anatomy educators must find novel approaches to teach in a way that will bridge multiple disciplines. The cadaveric extraction of the central nervous system (CNS) provides an opportunity to bridge gross anatomy, neuroanatomy, and clinical neurology. In this dissection, the brain, brainstem, spinal cord, cauda equina, optic nerve/tract, and eyes are removed in one piece so that the entire CNS and its gateway to the periphery through the spinal roots can be appreciated. However, this dissection is rarely, if ever, performed likely due to time constraints, perceived difficulty, and lack of instructions. The goals of this project were (i) to provide a comprehensive, step‐by‐step guide for an en bloc CNS extraction and (ii) to determine effective strategies to implement this dissection/prosection within modern curricula. Optimal dissection methods were determined after comparison of various approaches/tools, which reduced dissection time from approximately 10 to 4 hours. The CNS prosections were piloted in small group sessions with two types of learners in two different settings: graduate students studied wet CNS prosections within the dissection laboratory and medical students used plastinated CNS prosections to review clinical neuroanatomy and solve lesion localization cases during their neurology clerkship. In both cases, the CNS was highly rated as a teaching tool and 98% recommended it for future students. Notably, 90% of medical students surveyed suggested that the CNS prosection be introduced prior to clinical rotations. Anat Sci Educ 11: 185–195. © 2017 American Association of Anatomists.  相似文献   

A preliminary description of nonschool-based friendship in young high-risk children     

Maureen C. Smith 《Child abuse & neglect》1995,19(12)

This study explored friendships in a sample of 51 high-risk preschool-aged children. Thirty-eight children were placed in foster care (25 placed with their siblings and 13 separated from their siblings). Thirteen children, receiving preventive services, were living at home with their biological parents and siblings. Chi-square, ANOVA, and paired t-tests were used to test for between-group and within-subject differences in the target children's friendships. The results demonstrated that the majority of the high-risk children had a “best friend.” However, the foster children all had friends who could be described as quasi-siblings. The results suggest that foster care placement and the presence of siblings may influence the nature of a child's interactions with nonrelated peers.  相似文献   

Children's Depictions of Different Views of the Human Figure     

Maureen V. Cox  Rachel Moore 《教育心理学》1994,14(4):427-436

Children's ability to modify their canonical representations of the human figure was assessed by presenting them with a model in three different orientations. The subjects were 4‐year‐old tadpole‐drawers and conventional‐drawers aged 4, 6 and 8 years. Although the 6‐and 8‐year‐olds were more able to adapt their drawings so as to depict the figure's different orientations, many of the younger children and even the tadpole‐drawers also attempted to modify their figures.  相似文献