能量平衡研究的10大问题     

Robin P. Shook  Gregory A. Han  Steven N. Blair 《北京体育大学学报》2015,38(7):50-58

摘要：肥胖是较长时间段内热量摄入和消耗失衡导致的结果。两者关系可以用能量平衡方程描述,能量储存的速率等于能量摄入减去消耗的速率。尽管这种基于简单数学运算的关系可能容易理解,但在现实中,各种已知和未知的系统影响能量平衡的各个组成部分（能量储存,能量摄入,能量消耗）。显然,如果对于能量平衡有完整的理解,有效的预防和治疗策略就不会让肥胖在世界范围内大规模流行。目的是针对能量平衡的组成部分进行简要的概述,确定10个关键主题以及悬而未决的问题,如果这些问题得以解决,可以推动整个研究领域。这些主题涉及多个方面,从一般（方法学问题）到特定领域。这个列表并不是详尽无遗,但却为能量平衡领域的科学家制定了研究议程,为公共卫生专家制定肥胖干预的措施提供了建议。  相似文献   

Early Parenting and the Development of Externalizing Behavior Problems: Longitudinal Mediation Through Children's Executive Function          下载免费PDF全文

Michael J. Sulik  Clancy Blair  Roger Mills‐Koonce  Daniel Berry  Mark Greenberg  The Family Life Project Investigators 《Child development》2015,86(5):1588-1603

Path analysis was used to investigate the longitudinal associations among parenting and children's executive function and externalizing behavior problems from 36 to 90 months of age in the Family Life Project (N = 1,115), a study of child development in the context of rural poverty. While controlling for stability in the constructs, semistructured observations of parenting prospectively predicted performance on a battery of executive function tasks and primary caregivers' reports of externalizing behavior. Furthermore, the association between early parenting and later externalizing behavior was longitudinally mediated by executive function, providing support for a process model in which sensitive parenting promotes children's self‐regulation, which in turn reduces children's externalizing behavior.  相似文献   

The role of comparison in perceptual learning: effects of concurrent exposure to similar stimuli on the perceptual effectiveness of their unique features     

Rodríguez G  Blair CA  Hall G 《Learning & behavior》2008,36(2):75-81

In three experiments, rats were given concurrent exposure to a compound flavor (AX) and to one of the elements of the compound (X). The perceptual effectiveness of A was then assessed by a test involving generalization of a conditioned aversion. Comparison was made with a preexposure procedure in which the compound and the common element were presented on separate trials, either in alternation or in separate blocks of trials. The effectiveness of the unique cue was less after blocked preexposure than after either of the other procedures; concurrent preexposure did not produce a greater effect than did alternating preexposure. These results challenge the suggestion that concurrent preexposure engages a special comparison process that will facilitate this form of perceptual learning.  相似文献   

International online collaboration as a boundary crossing activity for vocational educators     

Sarah Cornelius  Blair Stevenson 《Journal of Vocational Education & Training》2019,71(2):157-174

Vocational educators cross boundaries between practices in schools, colleges and workplaces, renegotiating their identities as professionals in a particular vocation and as educators. In order to support learners to enter the global workforce, they also require opportunities to cross boundaries through international practices. However, opportunities for international and intercultural learning are often limited, particularly for trainee vocational educators. This paper highlights an online collaborative process (COLIGE) designed to develop competencies for global education. The COLIGE process has been evaluated through the lens of boundary crossing. Participants were trainee vocational educators undergoing their professional teaching qualification in Scotland and Finland. Action research was undertaken during this three-year project to explore participants’ experiences and evaluate the learning mechanisms observed during the activities. Findings suggest activity though all four learning mechanisms (identification, coordination, reflection, transformation), although they were not universally experienced. Difficulties faced by learners are discussed and point to the potential for transformation of practice without sequential engagement with all learning mechanisms.  相似文献   

Interaction of learner characteristics with learning from three models of the periodic table     

Jeffrey R. Lehman  John J. Koran  Mary Lou Koran 《科学教学研究杂志》1984,21(9):885-893

This study was designed to explore the effects on learning of: (1) structural modifications to the periodic table, (2) the location of a periodic table within instructional materials, and (3) the presence of a two-page schema showing relationships between the topics explained in the written materials and the periodic table. One hundred and sixty high school students were randomly assigned to one of eight treatments. A 28-item posttest (KR –; 21 = 0.72), consisting of multiple choice and constructed answer items, was designed to measure subjects' ability to use their periodic tables to obtain factual information and to solve qualitative chemistry problems. Regression analyses using the multiple choice portion of the posttest as a dependent variable and table type as an independent variable revealed that for subjects with minimal experience with the periodic table, those who received the table with added visual data performed significantly better than subjects who received either of the other two tables (df 3,93; F = 2.72; p < 0.05). For subjects familiar with the periodic table, significant vocabulary X table (df 3,49; F = 3.22; p < 0.05) and vocabulary X location (df 1,49; F = 4.46; p < 0.05) interactions were detected. Subjects high in verbal comprehension tended to take advantage of the modified tables, while those low in verbal comprehension processed the traditional table with less information most effectively. These latter students also benefited more from having the periodic table alongside their written materials.  相似文献   

Situational Interest: A Review of the Literature and Directions for Future Research   总被引：10，自引：0，他引：10  

Gregory Schraw  Stephen Lehman 《Educational Psychology Review》2001,13(1):23-52

This paper reviews theoretical and empirical research on situational interest. A distinction is made between situational and personal interest. The former is spontaneous and context-specific, whereas the latter is enduring and context-general. We summarize historical perspectives and recent empirical findings on situational interest. Five emergent themes are identified that focus on relationships among situational interest, information processing, and affective engagement. We also discuss important topics for future research.  相似文献   

Determining the Intelligibility of Einsteinian Concepts with Middle School Students     

Kaur  Tejinder  Blair  David  Stannard  Warren  Treagust  David  Venville  Grady  Zadnik  Marjan  Mathews  Warwick  Perks  Dana 《Research in Science Education》2020,50(6):2505-2532

Research in Science Education - The modern Einsteinian conception of space, time, matter and radiation represents a radical paradigm shift compared with the traditional Newtonian physics that...  相似文献   

Presidential Spotlight: Reflection and Advocacy—Creating and Addressing Elements Central to Leadership and Higher Education     

Blair Thompson 《Communication Studies》2018,69(5):453-460

Drawing from my experiences as President of the Central States Communication Association, I examine how service allows for opportunities to create relationships, identity, and leadership in profound ways. I then consider how Communication scholars can unite to resolve ongoing economic issues that threaten both communication pedagogy and research. The academy as a whole faces serious economic challenges; this essay identifies some of these specific problems and potential action steps that academic associations can take in an advocacy role on this front. This is done in the hope that associations or even individuals begin (or continue) thinking about what they can do to help address the economic issues in higher education that so many face across the academy.  相似文献   

Family dynamics and child outcomes in early intervention: the role of developmental theory in the specification of effects     

Clancy Blair  Rachel Peters  Frank Lawrence 《Early childhood research quarterly》2003,18(4):446-467

Evaluations of early intervention for children facing biological and/or socioeconomic risk have tended to focus most directly on change in the child, treating family variables primarily as mediators of change. In contrast, the current study used developmental theory to articulate hypotheses that address one way in which a focus on the relationship between mother and child may be related to intervention efficacy. This study examined maternal control strategy and child compliance as a function of early intervention beginning at birth for low birth weight, preterm infants and their families and related these aspects of mother–child interaction to behavioral outcomes at age 3 (n=645). Overall, mothers receiving early intervention were no more likely to use a preferred control strategy, guidance orientation, in a structured compliance task than were mothers participating in a follow-up only condition. However, an association between early intervention and maternal guidance was observed among mothers of children who were consistently noncompliant during the task. As a result, maternal guidance as observed in the compliance interaction was associated with reduced externalizing and internalizing behavior at program end for children participating in the intervention but not the follow-up only condition. Findings highlight the value of focusing on the mother–child dyad and illustrate one way in which developmental theory can assist in the specification of treatment effects.  相似文献   

The Babylonian Talmud in Cognitive Perspective: Reflections on the Nature of the Bavli and its Pedagogical Implications     

Jeffrey S. Kress  Marjorie Lehman 《Journal of Jewish Education》2013,79(2):58-78

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