Conditioned inhibition in taste aversion learning: Testing methodology and empirical status     

Delamater  Andrew R.  Kruse  John M.  Marlin  Stuart  LoLordo  Vincent M. 《Learning & behavior》1986,14(1):6-14

Learning & Behavior - Several assays were used in assessing conditioned inhibition within a taste aversion procedure. Following Pavlovian conditioned inhibition training, in which one taste was...  相似文献   

Improving research on computers in science learning     

Joseph S. Kracjik  Patricia E. Simmons  Vincent N. Lunetta 《科学教学研究杂志》1986,23(5):465-470

Although research in Computer Assisted Instruction (CAI) currently lacks a well-developed literature and experimental foundation, the number of papers relating to CAI at the 1985 NARST convention at French Lick Springs increased substantially over those presented at the 1984 meeting. This commentary critiques some of those papers and suggests implications for the conduct of research on computers in science learning. The spirit of inquiry and the willingness to share ideas at the 1985 NARST meeting at French Lick Springs enhanced the quality of the meeting and made possible the gathering of papers and information that are the basis for this commentary. One team of authors (Choi & Gennaro, 1985) was so generous as to provide us with software they had developed for their study. The willingness to share was impressive and can facilitate research and development.  相似文献   

Written verb use and diversity in children with Developmental Language Disorder: stepping stones to academic writing     

Stuart  Nichola J.  Connelly  Vincent  Dockrell  Julie E. 《Reading and writing》2020,33(1):67-96

Reading and Writing - Verb use and the production of verb argument structure in the written texts of children in elementary school is a key stepping stone towards academic writing success that has...  相似文献   

The role of stress processing abilities in the development of bilingual reading     

Vincent Goetry  Lesly Wade‐Woolley  Rgine Kolinsky  Philippe Mousty 《Journal of Research in Reading》2006,29(3):349-362

French and Dutch differ regarding the manifestations and lexical functions of the stress pattern of words. The present study examined group differences in stress processing abilities between French‐native and Dutch‐native listeners, thus extending previous cross‐linguistic comparisons involving Spanish‐native and French‐native adults. The results show that Dutch‐native first‐graders significantly outperformed French monolinguals, and that French‐native listeners schooled in Dutch produced intermediary performances, suggesting that stress‐processing abilities are a learnable set of skills. The present study also examined the contribution of stress processing abilities to reading development in Dutch, a stress‐based language, compared to that in French, a syllable‐based language. Although the expected correlation between stress processing abilities and reading was not observed in the Dutch monolinguals, such correlation was observed in the French‐native bilinguals schooled in Dutch and not in the Dutch‐native bilinguals schooled in French. This suggests that stress processing abilities influence reading development in a second, stress‐based, language. Moreover, the monolinguals and bilinguals schooled in Dutch showed significant associations between lexical development and stress processing abilities. Ways in which prosody might be involved in lexical and reading development are explored and discussed.  相似文献   

A research strategy for the dynamic study of students' concepts and problem solving strategies using science software   总被引：1，自引：0，他引：1  

Joseph S. Krajcik  Patricia E. Simmons  Vincent N. Lunetta 《科学教学研究杂志》1988,25(2):147-155

Microcomputers and appropriate software have the potential to help students learn. They can also serve as appropriate media for investigating how students learn. In this article we describe a research strategy examining learning and behavior when students interacted with microcomputers and software. Results from two preliminary studies illustrate the strategy. A major feature of the strategy included recording students interacting with microcomputer software interfaced with a VCR. The VCR recorded the video output from a microcomputer and students' verbal commentary via microphone input. This technique allowed students' comments about their observations, perceptions, predictions, explanations, and decisions to be recorded simultaneously with their computer input and the display on the microcomputer monitor. The research strategy described can provide important information about cognitive and affective behaviors of students engaged in using instructional software. Research studies utilizing this strategy can enhance our understanding of how students develop and employ important concepts and scientific relationships, how students develop problem-solving skills and solve problems, and how they interact with instructional software. Results of such studies have important implications for teaching and for the design of instructional software.  相似文献   

A pilot study on quantification of training load: The use of HRV in training practice     

Damien Saboul  Pascal Balducci  Grégoire Millet  Vincent Pialoux  Christophe Hautier 《European Journal of Sport Science》2016,16(2):172-181

Recent laboratory studies have suggested that heart rate variability (HRV) may be an appropriate criterion for training load (TL) quantification. The aim of this study was to validate a novel HRV index that may be used to assess TL in field conditions. Eleven well-trained long-distance male runners performed four exercises of different duration and intensity. TL was evaluated using Foster and Banister methods. In addition, HRV measurements were performed 5 minutes before exercise and 5 and 30 minutes after exercise. We calculated HRV index (TL_HRV) based on the ratio between HRV decrease during exercise and HRV increase during recovery. HRV decrease during exercise was strongly correlated with exercise intensity (R = ?0.70; p < 0.01) but not with exercise duration or training volume. TL_HRV index was correlated with Foster (R = 0.61; p = 0.01) and Banister (R = 0.57; p = 0.01) methods. This study confirms that HRV changes during exercise and recovery phase are affected by both intensity and physiological impact of the exercise. Since the TL_HRV formula takes into account the disturbance and the return to homeostatic balance induced by exercise, this new method provides an objective and rational TL index. However, some simplification of the protocol measurement could be envisaged for field use.  相似文献   

Book reviews     

Gilbert De Landsheere  Irving G. Hendrick  Albert Pflüger  Pote Sapianchai  Gerald Fry  C. G. Odaet  Richard M. Wolf  Gerlind Schmidt  Reg James  Douglas Pidgeon  Charles R. Foster  Ervin Bán  Daniel M. Purdom  Vincent Rogers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(1):81-98

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Children writing: Multimodality and assessment in the writing classroom     

John Vincent 《Literacy》2006,40(1):51-57

Multimedia has had a widely recognised impact on society, but it is still under‐represented in the literacy pedagogies of many schools. This may relate to the way we view assessment for literacy, which is still almost wholly monomodal. Students assessed at a low level as producers of verbal text may respond positively when working multimodally, but the only assessment instruments we have do not reveal this. In a class of 26 ten‐year‐olds in Victoria, Australia, with rich access to computers, five children performed at a very low level when working with verbal expression only, but responded remarkably when invited to work multimodally. A programme of text production was monitored and the results analysed, progressing from handwritten monomodal work, through stages of multimodality to full multimodal expression. The results suggest strongly that some children need multimodal scaffolding in order to communicate complex ideas effectively. This, however, requires an acceptance of multimodal texts as part of the primary literacy curriculum. It is therefore suggested that assessment of multimodal composition, both narrative and other texts, should be developed to help teachers accept the value of introducing multimodal literacies into the classroom.  相似文献   

Alterations in bilateral force judgment following strenuous eccentric exercise     

Vincent HK  Carlson C  Hyatt JP  Yihua L  Vincent KR 《Research quarterly for exercise and sport》2000,71(4):340-348

This study investigated the effects of strenuous eccentric exercise on bilateral force-matching ability. After unilaterally performing 50 maximal eccentric elbow actions, participants were evaluated for bilateral force-matching ability. Participants were asked to match a reference force held by the control (CNT) arm with their exercised (EXD) arm. The experimental condition was then reversed. Constant error (bias) of the EXD arm was increased through 5 days postexercise, when it underestimated the CNT force in all trials. In contrast, an overestimation of the EXD force by the CNT arm resulted in an increased constant and variable error (variability around the bias) through 5 days postexercise, when the EXD arm served as the force reference. Strenuous eccentric exercise severely compromises bilateral force-matching ability, regardless of whether the EXD attempted to match the reference force or served as the force reference, indicating central or peripheral alterations to force judgment.  相似文献   

Religion in the primary school: ethos,diversity, citizenship     

Gerald Grace  Carol Vincent  Richard Race 《British Journal of Sociology of Education》2017,38(5):738-741

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