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Using data on the ‘career’ paths of one thousand ‘leading scientists’ from 1450 to 1900, what is conventionally called the
‘rise of modern science’ is mapped as a changing geography of scientific practice in urban networks. Four distinctive networks
of scientific practice are identified. A primate network centred on Padua and central and northern Italy in the sixteenth
century expands across the Alps to become a polycentric network in the seventeenth century, which in turn dissipates into
a weak polycentric network in the eighteenth century. The nineteenth century marks a huge change of scale as a primate network
centred on Berlin and dominated by German-speaking universities. These geographies are interpreted as core-producing processes
in Wallerstein’s modern world-system; the rise of modern scientific practice is central to the development of structures of
knowledge that relate to, but do not mirror, material changes in the system.
相似文献
| David M. EvansEmail: |
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George T. Taylor 《Learning & behavior》1974,2(2):115-118
It has recently been proposed (Fowler, 1967, 1971) that the incentive value of novelty can be defined in terms of stimulus change. An experiment is reported which examines the relationship between changes in complexity and the consequent exploratory behavior. Following extended exposure to a midcomplexity stimulus, rats were allowed to choose between a stimulus change and the now familiar midcomplexity stimulus. For some Ss the change was to a stimulus of higher complexity, and for others the change was to a lower complexity stimulus. The results suggest that physical stimulus changes to a stimulus of greater complexity is a more effective novel stimulus than physical stimulus changes to lesser complexity, although both changes may function as incentives. 相似文献
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Peter A. Cohen Barbara J. Ebeling James A. Kulik 《Educational technology research and development : ETR & D》1981,29(1):26-36
This article describes a statistical integration of findings from 74 studies of visualbased college teaching. In the typical
study, students learned slightly more from visual-based instruction than from conventional teaching. In the typical study,
visual-based instruction had no special effect on course completion, student attitudes, or the correlation between aptitude
and achievement. Students were equally likely to complete visual-based and conventional classes; their attitudes toward the
two kinds of classes were very similar; and aptitude played a strong role in determining student achievement in each kind
of class.
This study was supported by National Science Foundation Grant SED 77-18566. 相似文献
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