Species-specific defense reactions in escape-from-fear situations     

Mary Crawford  Fred Masterson  Diane Wilson 《Learning & behavior》1977,5(1):63-72

Five experiments are reported in which rats were given CS-shock pairings and then permitted, in the absence of shock, to perform a hurdle-jump response that led to CS offset. In Experiment 1–4, the animals failed to learn the required response. Although several procedural variations were employed, the experimental groups continued to perform no better than backward-conditioned controls. In Experiment 5, some animals were punished for remaining immobile during a single trial at the start of hurdle-jump training. These animals performed significantly better than nonpunished controls and better than any group in Experiments 1–4. The results support the idea that the major role of the CS in escape-from-fear situations is to activate an innate motivational system which chooses between the species-specific defense reactions of freezing and fleeing.  相似文献   

Immigrant Chinese Mothers’ Socialization of Achievement in Children: A Strategic Adaptation to the Host Society          下载免费PDF全文

Florrie Fei‐Yin Ng  Irene Nga‐Lam Sze  Catherine S. Tamis‐LeMonda  Diane N. Ruble 《Child development》2017,88(3):979-995

Academic socialization by low‐income immigrant mothers from Mainland China was investigated in two studies. Immigrant Chinese mothers of first graders (n = 52; M_age = 38.69) in the United States (Study 1) and kindergartners (n = 86; M_age = 36.81) in Hong Kong (Study 2) tell stories that emphasized achieving the best grade through effort more than did African American (n = 39; M_age = 31.44) and native Hong Kong (n = 76; M_age = 36.64) mothers, respectively. The emphasis on achievement was associated with mothers' heightened discussion on discrimination (Study 1) and beliefs that education promotes upward mobility (Study 2), as well as children's expectations that a story protagonist would receive maternal criticism for being nonpersistent in learning (Study 2).  相似文献   

The subversion of healthy development and play: Teachers' reactions to the Teenage Mutant Ninja Turtles     

Nancy Carlsson-Paige  Diane E. Levin 《Early Childhood Education Journal》1991,19(2):14-20

In the spring of 1990, theTeenage Mutant Ninja Turtles (TMNT) movie was released to the biggest grossing box office sales of a spring release movie in history. The movie followed on the heels of more than a year of the TMNT television cartoon and its accompanying line of toys. After the movie's release, interest in the Turtles was kept high by the daily dose of the TV cartoon, TMNT home videos, video games, and the presence of more than 1,000 toys and other products marketed with the TMNT logo. And then, a year after the first movie, on March 22, 1991, the sequel,TMNT II: The Secret of the Ooze, opened at cinemas around the country.Nancy Carlsson-Paige is Associate Professor of Education, Lesley College Graduate School, Cambridge, MA. Diane E. Levin is Associate Professor of Education, Wheelock College, Boston, MA.  相似文献   

Differentiation of the Curriculum for the Highly Able     

Diane Montgomery 《High Ability Studies》1996,7(1):25-37

It is possible to distinguish between structural and integral forms of curriculum provision for highly able students. Both these forms offer advantages and disadvantages, while there are also particular problems associated with enrichment. Three common forms of differentiation under the integral umbrella are by inputs, by outputs, or by developmental differentiation. Of these, developmental differentiation is the most appropriate. Its theoretical context can be matched to the needs which able students are reported to have. Translated into a practical methodology for use in schools and colleges, six types of cognitive process pedagogies which provide the appropriate curriculum enrichment can be identified: Games and simulation, cognitive study skills, real problem solving and investigative learning, collaborative learning, experiential learning and language experience methods. These facilitate the development of higher order cognitive and metacognitive skills and offer challenge in all content areas.  相似文献   

The Use of Single‐subject Research Methodology in Special Education     

Diane Berryman  Bryce Cooper 《教育心理学》1982,2(3-4):197-213

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The moderating influence of instructional intensity and word type on the acquisition of academic vocabulary in young English language learners     

Diane August  Lauren Artzi  Christopher Barr  David Francis 《Reading and writing》2018,31(4):965-989

This study used a within-subjects design to explore two instructional conditions for developing vocabulary in second-grade Spanish-speaking English learners (ELs)—extended instruction and embedded instruction implemented during shared interactive reading. Words assigned to the extended condition were directly taught using a multifaceted approach that included visuals, bilingual definitions, examples, spelling, and partner-talk about the words’ meaning. Words assigned to the embedded condition were taught solely through brief definitions to embedded text, writing activities, and songs. In the control condition students heard the target words read aloud during shared interactive reading but without definitions or direct instruction. The study also explored the interaction between instructional condition and word type. Four types of words—abstract cognates, abstract noncognates, concrete cognates, and concrete noncognates—were randomly assigned to each condition. Nine teachers in four schools and 187 second-grade ELs participated in this within-subjects intervention, which took place in transitional bilingual classrooms. Findings indicated that across all word types, both extended and embedded instruction were more effective than the control condition in helping ELs acquire vocabulary. Findings also indicated that extended instruction was more effective then embedded instruction for all word types except concrete cognates suggesting that these young Spanish-speaking ELs were advantaged by word knowledge in their home language. Finally, while embedded instruction was less effective than extended instruction, it was much more effective than a control condition. Embedded instruction takes significantly less preparation and instructional time than extended instruction, offering teachers a practical way to teach more vocabulary to ELs.  相似文献   

Adjustment to college and prediction of depression during post-secondary transition     

Diane Marcotte  Thierno M. O. Diallo  Marie-Laurence Paré 《European Journal of Psychology of Education - EJPE》2018,33(4):727-748

Many studies have reported an increase in mental health problems during post-secondary transition, often originating from high school years. The present study examined how depressive symptoms during the 2 years following the post-secondary transition could be predicted by, on the one hand, school performance, externalized and learning difficulties, and depressive symptoms before the post-secondary transition, and on the other hand, personal factors, family functioning, and adjustment to college after the transition. From a sample of 438 participants (M = 16.20, SD = 0.87) at time point 1, an integrated model was elaborated using structural equation modeling. The statistical analyses showed that the five constructs fit the data well. The path coefficients showed a negative relationship between externalized and learning problems as perceived by the teacher (ELPT) before the transition and academic performance (AP). Personal characteristics (PC) negatively predicted academic adjustment (AC) over time, whereas the path coefficients between the family factor (FF) and AC were not significant over time. ELPT and AP negatively predicted depression at time point 1. At time points 2 and 3, PC positively predicted depression, and depressive symptoms were positively related over time. The percentage of variance accounted for by the depressive symptoms increased over time.  相似文献   

The effects of an explicit problem-solving approach on mathematical chemistry achievement     

Diane M. Bunce  Henry Heikkinen 《科学教学研究杂志》1986,23(1):11-20

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From Network Learning to Classroom Teaching     

Ann Lieberman  Diane R. Wood 《Journal of Educational Change》2002,3(3-4):315-337

In this period of designing controls to producegreater teacher accountability, the NationalWriting Project (NWP) stands as an importantcontrast, teaching us what it means to developthe capacity of teachers. We undertook atwo-year study of the NWP by looking intenselyat two sites, an urban and a rural site. Wesought to understand and document what teacherslearned from their induction to the WritingProject, what they took back to their classroomand how they stayed involved in various localnetwork activities. By looking at the five weeksummer invitational seminar held on thecampuses of their respective sites, we foundcore activities as well as other ancillary onesthat helped teachers gain a set of principlesand ways of working that they took back totheir classrooms. We also found a welldeveloped set of activities run in networkfashion that gave teachers numerousopportunities to stay connected, to leadprofessional development in their localcontexts, to explore special interest groups,and to become members of a powerful learningcommunity. We highlight two of six teachersthat we studied who provide an example of hownetwork learning is linked to classroomteaching. The success of the NWP as aprofessional development network rooted inteachers' work with teachers teaching teachersas a core element, suggests that networks suchas these may be well suited to the rapid changein our society as well as to the growingcomplexity of teachers' work.  相似文献   

Seeking big ideas in algebra: the evolution of a task     

Eric Hsu  Judy Kysh  Katherine Ramage  Diane Resek 《Journal of Mathematics Teacher Education》2007,10(4-6):325-332

In this paper we describe a strand of activities for teachers of mathematics that we used with two cohorts of participants in a professional development program called Revitalizing Algebra (REAL). We first discuss our goals and describe the participants, and then we describe the construction and selection of the tasks followed by teacher responses. Finally, we reflect on different iterations of the tasks, their impact on the teachers’ thinking and practice, and the role of school and department culture in the process of change.  相似文献