A new approach to an old problem     

Ted Blanding 《Communication quarterly》2013,61(1):16-18

Applying theories of cognition and affect that predict emotional responses to a stimulus on the basis of prior affect toward specific cues included in that stimulus, a study was conducted assessing individuals' fear and enjoyment reactions to horror films. Prior fear of specific cues included in each film was a significant predictor of overall fear reactions, after controlling for prior exposure to the film, fear of specific cues not included in the film, and manifest anxiety. Prior liking of specific cues included in each film did not emerge as a significant predictor of overall enjoyment. The contributions of gender and of level of forewarning about the film's content were also assessed.  相似文献   

Roger Brown and H. Carasso: Everything for sale? The marketisation of UK higher education     

Ted Tapper 《Higher Education》2013,66(5):641-643

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The hypothesis testing knowledge blend     

Ted?RandlesEmail author  Christopher D?Blades  Adam?Fadlalla 《知识管理研究与实践》2008,6(4):339-349

The creation of several forms of knowledge that would enable organizations to ask and say the right things during complex diagnoses is proposed. Based on the concept of knowledge combustion, the hypothesis testing knowledge blend (HTKB) is the cognitive equivalent of petrol for the combustion engine. The HTKB requires the creation of a knowledge hybrid that uses existing technologies to ask and say the right things. In addition to timing mechanisms and problem space maps, two forms of declarative knowledge (directions and explanations) are integrated to create the HTKB. These directions and explanations would be obtained directly from the video recordings of diagnosticians conducting teleconsultations. By providing these profound dialogues during the conduct of complex diagnoses, the HTKB should increase the knowledge capital of organizations. Formal analyses are beginning to validate the conceptual structure (blue print) presented in this paper, and the results will be provided in the future.  相似文献   

Reading disability in boys and girls: No evidence for a differential genetic etiology     

Wadsworth  Sally J.  Knopik  Valerie S.  DeFries  J.C. 《Reading and writing》2000,13(1-2):133-145

In order to test the hypothesis that genetic influences are moreimportant as a cause of reading disability in girls than in boys,composite reading performance data from identical and fraternal twinpairs were analyzed using both concordance and multiple regressionmethods. The sample included 206 identical (99 male, 107 female), 159same-sex fraternal (90 male, 69 female), and 117 opposite-sex fraternaltwin pairs, in which at least one member of each pair had readingdifficulties. Although the difference between the concordance rates forreading disabilities in female identical and same-sex fraternal twinpairs was somewhat greater (65% for identical twins vs.32% for fraternal twins) than the difference in concordance ratesfor boys (68% vs. 39%), loglinear analysis of thesecategorical data revealed that the interaction between sex, zygosity,and concordance was not significant (p > 0.70). Moreover,the heritability of reading disability(h ² _g) estimated from regression analysisof the reading performance data in males was nearly identical to that infemales (h ² _g = 0.58 and 0.59,respectively; p > 0.90). Thus, results of this studyprovide little or no evidence for the hypothesis of greater geneticinfluence on reading difficulties in girls than in boys.  相似文献   

The influence of activity-based elementary science programs on classroom practices: A quantitative synthesis     

Ted Bredderman 《科学教学研究杂志》1984,21(3):289-303

The results of 11 studies of classroom practices used with the activity-based elementary science programs, ESS, SCIS, and SAPA, were combined quantitatively. All studies included control groups and employed techniques for coding lesson events. A composite category system was developed for combining study results. It was found that teachers using activity-based programs spent about 10% more time on student activity and 10% less time on talk than teachers using traditional methods. More direction giving, more higher level questions, and less lecturing were also reported. Teachers trained in program use spent less time giving directions, more time on activities, and less time on talk than untrained teachers using the programs. On the average, researchers coded slightly less student talk and slightly less student-initiated talk in activity-based classrooms.  相似文献   

A new approach to assessing the technological complexity of different categories of R&D (with examples from Singapore)     

Alice H Amsden  F.Ted Tschang 《Research Policy》2003,32(4):553-572

This paper attempts to develop a set of generic questions the answers to which allow any given R&D activity to be correctly classified in one or another conventional R&D box—basic, applied, development, etc. Such systematic pigeon-holing allows latecomer countries to gauge the distance of their R&D activity from the world frontier, and how policies may be designed to overcome the hurdle that divides applied research and developmental research.  相似文献   

Toddlers’ Self-Recognition and Progression From Goal- to Emotion-Based Helping: A Longitudinal Study     

Jess Aitken  Ted Ruffman  Mele Taumoepeau 《Child development》2020,91(4):1219-1236

Research has typically used cross-sectional designs to draw conclusions on the development of helping. This study aimed to examine the development of instrumental and empathic helping behaviors as they emerge, and assess how self-recognition might moderate this progression. Seventy-two children (14- to 25-months at T1) were assessed over four monthly sessions. Participants’ individual response patterns showed instrumental helping to be a necessary precursor to empathic helping for 55.77%–67.92% of children who helped during the study. Self-recognition emerged before empathic but not instrumental helping, yet did not directly influence helping behavior.  相似文献   

A Study of Intact Classes     

Dr. Ted A. Baumgartner 《Research quarterly for exercise and sport》2013,84(3):632-634

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Stepping toward Physical Activity Requirements: Integrating Pedometers into Early Childhood Settings     

Leah E. Robinson  Danielle D. Wadsworth 《Early Childhood Education Journal》2010,38(2):95-102

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Literature and poetry     

Ted D. Ayres  George Perreault  Janet Wozenski 《Multicultural Perspectives》2013,15(4):34-38

On native ground: memoirs and impressions. Jim Barnes, Norman: University of Oklahoma Press, 1997, 279 pages, $27.95 (hardcover). ISBN 0–8061–2898–4.

Caucasia. Danzy Senna, New York: Putnam Publishing Group, 1998, 353 pages, $24.95 (hardcover). ISBN 1–5732–2091–4.

Boyhood, Growing Up Male: A Multicultural Anthology (2nd ed.). Franklin Abbott (Ed.), Madison: University of Wisconsin Press, 1998, 279 pages, $15.95 (softcover). ISBN 0–2991–5754–7.

Readings in African Popular Culture. Karin Barber (Ed.), Bloomington, IN: International African Institute in association with Indiana University Press, 1997, 192 pages plus index, $18.95 (soft‐cover), $45.00 (clothcover). ISBN 0–2532–1140–9 (softcover); 0–2533–3294‐X (clothcover). For orders, phone 1–800–842–6796.  相似文献