Defensive burying in rats and hamsters     

Karen V. Whillans  Sara J. Shettleworth 《Learning & behavior》1981,9(3):357-362

Hooded rats and golden hamsters were shocked by one of two prods in a chamber with a sawdust-covered floor. Rats buried the prod through which they had been shocked, but hamsters displayed no burying behavior. Hamsters may not have buried the prod because they could not perform the required motor pattern. However, hamsters can carry and pile food pellets. Therefore, in a second experiment, rats and hamsters were shocked in a chamber with wooden blocks on the floor. Rats piled blocks around the prod through which they had been shocked, but hamsters did not. The third experiment established that, like rats, hamsters can associate a prod with shock in one trial, since they showed differential avoidance of a prod through which they had been shocked. Since hamsters are nonsocial and rats are social, these results are consistent with suggestions that burying sources of aversive stimulation evolved as an altruistic behavior.  相似文献   

A comparison of personality attributes of science teachers and medical technologists     

M. U. Kazi  Martha K. Piper 《科学教学研究杂志》1983,20(6):529-536

Undergraduate students who major in science make diverse career choices. Two such career choices are medical technologists and science teachers. One possible reason for science majors selecting different career choices might be attributed to varied personality dimensions. The purpose of this study was to identify a set of personality attributes that distinguish practicing medical technologists from practicing science teachers. The subjects of this study consisted of 83 medical technologists and 57 science teachers. Eysenck Personality (EPI) was utilized to investigate the personality attributes of subjects in terms of Eysenck's personality variable of Extroversion-Introversion and Neuroticism-Stability. Vocational Preference Inventory was utilized to investigate the vocational personality profile of subjects in terms of Holland's classification of occupations and work environment. Data with EPI revealed that there was no significant difference between medical technologists and science teachers with respect to Eysenck's personality variable of extroversion. However, there was found a significant difference between the two groups with respect to Eysenck's personality variable of neuroticism. Data with VPI revealed that there was no significant difference between medical technologists and science teachers with respect to Eysenck's personality variable of extroversion. Both the groups were characterized by the personality profile of IAS (Intellectual-Artistic-Social). This profile was different from that required earlier in literature.  相似文献   

A study of graph comprehension difficulties     

Hugh M. Culbertson  Richard D. Powers 《Educational technology research and development : ETR & D》1959,7(3):97-110

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Dance in computer technology: A survey of applications and capabilities     

Judith A. Gray 《Interchange》1984,15(4):15-25

Conclusion Dance has made major incursions into the area of computer technology over the past 10 years. In this respect, it has more than rivalled the other arts and, in addition, has an even greater potential for reaching beyond current constraints and into the realm of vanishing horizons. Through computer and video technologies, dance has gained a potential and accelerated access to home audiences. Computer technology has also provided the art of dance with increased opportunities for creativity and experimentation, for literacy and for learning. In sum, and as a result, dance exemplifies the integration of artistic concerns and technological advances in today's world.  相似文献   

Family Instability and Young Children's School Adjustment: Callousness and Negative Internal Representations as Mediators          下载免费PDF全文

Jesse L. Coe  Patrick T. Davies  Melissa L. Sturge‐Apple 《Child development》2018,89(4):1193-1208

This study examined the mediating roles of children's callousness and negative internal representations of family relationships in associations between family instability and children's adjustment to school in early childhood. Participants in this multimethod (i.e., survey, observations), multiinformant (i.e., parent, teacher, observer), longitudinal study included 243 preschool children (M_age = 4.60 years) and their families. Findings from the lagged, autoregressive tests of the mediational paths indicated that both children's callousness and negative internal representations of family relationships mediated longitudinal associations between family instability and children's school adjustment problems over a 2‐year period (i.e., the transition from preschool to first grade). Findings are discussed in relation to the attenuation hypothesis (E. J. Susman, 2006) and emotional security theory (EST; P. T. Davies, M. A. Winter, & D. Cicchetti, 2006).  相似文献   

跨境教育及其质量保障的探究与实践     

王立生等 《学位与研究生教育》2016,(3):33-38

经济全球化推动了教育国际化,随着全球经济的迅速发展和区域一体化进程的加快,人才和学术流动进一步增多,跨境教育面临新的机遇和挑战。在分析国际跨境教育发展的新形势、中国高等教育的国际化进程、跨境教育及质量保障面临的挑战的基础上,就应对挑战的思路和取得的成效进行了总结,并为今后跨境教育的健康发展提出了建议。  相似文献   

‘Sexual violence is not good for our country's development’. Students’ interpretations of sexual violence in a secondary school in Addis Ababa,Ethiopia     

Marielle L. J. Le Mat 《Gender and education》2016,28(4):562-580

It has been increasingly recognised that sexual violence in schools is one of the major concerns with regard to promoting sexual and reproductive health and rights. This paper examines how boys and girls define, experience, and interpret sexual violence in a secondary school in Addis Ababa, Ethiopia, and considers from their perspectives, how sexual violence can be addressed effectively in formal educational settings. Fifteen in-depth interviews and two focus group discussions revealed how these views can be strikingly different for boys and girls: boys sharing a theoretical and instrumental view on sexual violence, as opposed to girls’ emotional views based on their experiences. This major difference in understanding complicates teaching about sexuality, and leaves room for sexual violence to remain tolerated in schools. Nevertheless, all students express the need to learn openly about sexuality, and particularly to reflect on the contradicting messages they receive from their environment.  相似文献   

On the politics of performance in South African education: Autonomy, accountability and assessment     

Jonathan D. Jansen 《Prospects》2001,31(4):553-564

The South African obsession with performance-based pedagogies, as I have shown, has negative implications for resolving equity problems in educational reforms; it threatens to negate a political debate about ‘goals’ in favour of a technician’s debate about ‘ends’; and it fragments knowledge into meaningless tasks that assign value to external behaviours rather than the multiplicity of ways in which learning and valuing can be experienced (if not always expressed). The real danger to building a strong democratic culture through education is that what should be vibrant debates about ‘what’s worth knowing’ could be effectively silenced in a performance assessment system that only values, through a complex assessment system, that which is worth doing. Such an understanding of education is, unfortunately, entrenched in a global network of economic and technological processes that make such pursuits appear both normal and inevitable.  相似文献   

Classroom Activities and Areas: Regularity of Use and Perceptions of Adaptability by General Early Educators     

Mark Wolery  Carol Schroeder  Catherine G. Martin  Martha L. Venn  Ariane Holcombe  Jeffri Brookfield  Kay Huffman  Lucy A. Fleming 《Early education and development》1994,5(3):181-194

This report describes a mail survey of general early educators from Head Start, public school pre-kindergarten, public school kindergarten, and community preschool/child care programs. The purposes were to secure information about the availability of classroom activities and areas, and to obtain the respondents' perceptions of the ease with which activities and areas could be adapted to accommodate children with disabilities. Of the 893 mailed questionnaires, 483 (54.1%) were returned and coded. The respondents reportedly used a wide range of classroom activities and areas, and they rated those activities and areas as moderately easy to adapt. Also, respondents from mainstreamed programs used slightly more activities and perceived the activities as easier to adapt than did respondents from non-mainstreamed programs. The findings appear to indicate that placement of children with disabilities in segregated programs cannot be justified on grounds that integration will restrict the range of activities available to typically developing children, or on the grounds that the adaptations are perceived by program staff as too difficult to be accomplished.  相似文献   

The graduate student experience and subscription to the norms of science     

Melissa S. Anderson  Karen Seashore Louis 《Research in higher education》1994,35(3):273-299

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