Negative correlation between tone (S−) and water increases target biting during S− in rats     

Arthur Tomie  Regina Carelli  George C. Wagner 《Learning & behavior》1993,21(4):355-359

Eighteen Long-Evans rats were exposed to a MULT VT 30-sec EXT schedule of water presentations. The EXT schedule was signaled by a 2500-Hz, 70-dB tone. Mean number of bites of a plastic target during atone (S?) increased across sessions, whereas the mean number of target bites during the VT component signaled byno tone (S+) decreased across sessions. Changing the multiple schedule to MULT EXT EXT produced a decrease in target bites during the tone. Reinstating the original MULT VT 30-sec EXT schedule produced an increase in number of target bites during the tone (S?). Changing the multiple schedule to VT 30-sec VT 30-sec produced a decrease in target bites during the tone. The results indicate that target biting in rats increases in the presence of the exteroceptive tone (S?) of the MULT VT 30-sec EXT schedule, and that target biting during the tone varies directly with the negative correlation between tone and water presentations.  相似文献   

Managing Content in EBSCO Discovery Service: Action Guide for Surviving and Thriving     

Regina Koury  Charissa Brammer 《期刊图书馆员》2017,72(1-4):83-86

ABSTRACT

Since Idaho State University Libraries’ implementation and promotion of EBSCO Discovery Service (EDS) in 2014, its electronic resources team continues to troubleshoot seamless content discovery for library patrons. But nothing prepared us for the kind of content issues the Library would have to deal with on a day-to-day basis. This report discusses ways of managing content in EDS to improve discovery of resources, including linking issues to ClinicalKey records and dealing with “bound with” local catalog records. It also addresses obstacles and solutions, as well as the authors’ experience working with EBSCO Support.  相似文献   

High-School Students’ Epistemic Knowledge of Science and Its Relation to Learner Factors in Science Learning     

Fang-Ying Yang  Shiang-Yao Liu  Chung-Yuan Hsu  Guo-Li Chiou  Hsin-Kai Wu  Ying-Tien Wu  Sufen Chen  Jyh-Chong Liang  Meng-Jung Tsai  Silvia W.-Y. Lee  Min-Hsien Lee  Che-Li Lin  Regina Juchun Chu  Chin-Chung Tsai 《Research in Science Education》2018,48(2):325-344

The purpose of this study was to develop and validate an online contextualized test for assessing students’ understanding of epistemic knowledge of science. In addition, how students’ understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was also explored. The participants were 489 senior high school students (244 males and 245 females) from eight different schools in Taiwan. Based on the result of an extensive literature review, we first identified six factors of epistemic knowledge of science, such as status of scientific knowledge, the nature of scientific enterprise, measurement in science, and so on. An online test was then created for assessing students’ understanding of the epistemic knowledge of science. Also, a learner-factor survey was developed by adopting previous PISA survey items to measure the abovementioned learner factors. The results of this study show that; (1) by factor analysis, the six factors of epistemic knowledge of science could be grouped into two dimensions which reflect the nature of scientific knowledge and knowing in science, respectively; (2) there was a gender difference in the participants’ understanding of the epistemic knowledge of science; and (3) students’ interest in science learning and the time spent on science learning were positively correlated to their understanding of the epistemic knowledge of science.  相似文献   

Racist Harassment in the White Hinterlands: Minority ethnic children and parents' experiences of schooling in Northern Ireland     

Paul Connolly  Michaela Keenan 《British Journal of Sociology of Education》2002,23(3):341-355

The present article explores the nature and extent of racist harassment in predominantly white areas. It is based on a case study of Northern Ireland, and draws on data from in-depth interviews with a total of 32 children and 43 parents chosen from the four largest minority ethnic groups in the region: Chinese, Irish Travellers, South Asians and Black Africans. The article demonstrates that racist harassment is a significant problem in schools in Northern Ireland and highlights the varied forms that it can take, from overt acts of physical and verbal abuse to more covert and subtle forms of teasing and 'friendly' banter. It also highlights the central role that schools play within this. More specifically, some schools were found to respond appropriately and effectively to incidents of racist harassment among their pupils. Other schools, however, through inactivity and/or responding inappropriately, were found to not only indirectly reinforce the racist harassment that was taking place, but at times to directly contribute to it. The article concludes by stressing the relevance and importance of schools developing effective strategies for dealing with racist harassment in predominantly white areas.  相似文献   

Do No Harm—A Comparison of the Effects of On-Line vs. Traditional Delivery Media on a Science Course     

Schoenfeld-Tacher  Regina  McConnell  Sherry  Graham  Michele 《Journal of Science Education and Technology》2001,10(3):257-265

This paper presents the results of a study designed to examine the effects of distance delivery on student performance and classroom interactions in an upper level science (Histology) course. Outcomes were assessed by comparing performance on content pre- and posttests for students enrolled in on-campus and on-line sections of the same course. Interactions were classified according to initiator, topic, and Bloom's taxonomy level for content interactions. The resulting patterns were analyzed to compare behaviors in different settings. It was found that although the groups were indistinguishable in content knowledge at the outset of the study, by the end of the semester, students in the on-line group significantly out-performed their peers in the on-campus section. The on-line settings had a greater proportion of high-level interactions (according to Bloom's taxonomy) than the on-campus setting.  相似文献   

Book reviews     

Bacchus  M. Kazim  Eggleston  S. J.  Nestvogel  Renate  Sagarra  Eda  Oxenham  John  Rittich  Regina  Ross  Kenneth N.  Boesch  Ernst E.  Riedmiller  Sibylle  Zajda  Joseph  Hayhoe  Ruth  Nisbet  John  Patterson  Dawn Marie  Jarvis  P.  Bauer  Annemarie  Watts  A. G. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1984,30(2):209-232

International Review of Education -  相似文献   

Racism,Masculine Peer‐group Relations and the Schooling of African/ Caribbean Infant Boys     

Paul Connolly 《British Journal of Sociology of Education》1995,16(1):75-92

The past decade has witnessed the publication of a growing number of important ethnographic studies investigating the schooling experiences of Black students. Their focus has largely been upon student‐teacher relations during the students’ last few years of compulsory education. What they have highlighted is the complexity of racism and the varied nature of Black students’ experiences of schooling. By drawing upon data from a year‐long ethnographic study of an inner‐city, multi‐ethnic primary school, this paper aims to compliment these studies in two ways. Firstly the paper will broaden the focus to examine how student peer‐group relations play an integral role, within the context of student—teacher relations, in shaping many Black students’ schooling experiences. By focussing on African/ Caribbean infant boys, it will be shown how student—teacher relations on the one hand, and peer‐group relations on the other, form a continuous feed‐back loop; the products of each tending to exacerbate and inflate the other. Secondly, by concentrating on infant children, the paper will assess the extent to which these resultant social processes and practices are also evident for Black pupils at the beginning of their school careers—at the ages of five and six.  相似文献   

Some sociological ideas for conceptual change research     

Regina Smardon 《Cultural Studies of Science Education》2008,3(2):363-371

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A Review of “Dismantling Educational Inequality: A Cultural-Historical Approach to Closing the Achievement Gap”     

Regina Suriel 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):270-274

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Attentional Strategy Use by Experienced Distance Runners: Physiological and Psychological Effects     

Alan L. Smith  Diane L. Gill  Debra J. Crews  Regina Hopewell  Don W. Morgan 《Research quarterly for exercise and sport》2013,84(2):142-150

The purpose of this investigation was twofold: (a) to compare most and least economical runners on use of attentional strategies and (b) to determine whether the least economical runners within the subject sample could improve running economy (RE) with the use of an active associative (relaxation) attentional strategy. Subjects (N = 36) completed an initial assessment of attentional style and RE; then the 12 least economical runners ran in each of three laboratory sessions using control, passive associative, and active associative attentional strategies. Results showed that the most economical and least economical runners did not differ in associative style use. The most economical runners, however, reported less dissociation use and more use of relaxation than did the least economical runners. No significant physiological or psychological changes were associated with any of the three attentional strategy conditions. The findings are related to possible differences in how most and least economical runners use associative strategies.  相似文献