In a study of sustained attention (“vigilance”), pigeons performed a conditional discrimination in a 3-key operant chamber. Pecking a white center key initiated a 0.2- or 2.0-sec cue (a red or green disk). The side keys then displayed white disks, and a peck on the right or left key was reinforced depending on whether the preceding cue was red or green. Pecks on the white center key initiated the cue according to one of two schedules of cue production (FR 1 or VI 7.5 sec). Control of side key choices by 0.2-sec cues was disturbed by transition from FR 1 to VI 7.5, and recovered after the schedule of cue production changed from VI 7.5 back to FR 1. Control of choices by 2.0-sec cues was not affected by changing schedules of cue production. Rates of pecking the cue were higher than rates of cue-producing responses. 相似文献
A new set of standards to guide professional development in assessment among student affairs professionals and faculty members is poised to revolutionize how educators learn to conduct this essential work. 相似文献
Treatments that interfere with animals’ short-term retention (e.g., in delayed matching-to-sample) were studied using a spatial memory task. Rats performed in an eight-arm radial maze in which choosing each arm without repetition was the optimal behavior. Performances were interrupted between fourth and fifth choices for a delay of 15 sec to 2 min. A variety of events occurring during the delay interval did not disrupt memories for prior choices (as assessed by the accuracy of postdelay choices). The ineffective treatments included variations in visual and auditory environments, removal from the maze, food consumed during the delay, a distinctive odor added to the maze, or combinations of these manipulations. Additionally, performance on another spatial task (a four-arm maze) during the delay between Choices 4 and 5 did not interfere with performance in the eight-arm maze. These findings suggest that rats’ memories for spatial locations are immune to retroactive interference, at least within the range of conditions reported, and that the rat can successfully segregate memories for spatial locations established in different contexts. 相似文献
Universities in the United Kingdom have experienced a transformation in the context of the government’s initiatives to widen participation and rapid socio-economic changes locally and globally. With more diverse students entering higher education, universities need to consider how they can create an inclusive environment. Indeed, in order to stress their openness and (international) excellence, many universities proclaim their ‘commitment’ to diversity and difference. However, as Sara Ahmed suggests, institutional speech acts, such as a claim to promote equality and diversity, do not go beyond pluralist understandings of diversity and are non-performative. Through the examination of policies and practices concerning issues of equality and diversity in English universities, this article, firstly, considers whether universities are successful in promoting equality amongst different (ethnic) groups. Then, through a case study of a university, it examines how students become raced, classed, gendered, or nationed subjects, while they struggle to form their own agency. 相似文献
In this article, researchers explain how individuals' similarities in humor orientation influence dyadic cohesion and satisfaction. The researchers in this study investigated the impact of communication appropriateness as a mediating variable in relationships. Relational partners (n = 151 dyads) completed measures of both self and other regarding humor orientation, cohesion, and satisfaction. A couple's humor orientation was positively correlated with both dyadic satisfaction and cohesion. Communication appropriateness was a mediating factor in both the relationship between a couple's humor orientation and dyadic cohesion, and humor orientation and satisfaction. The overall dyadic humor orientation was more important than a couple's humor discrepancy, or either partner's scores. 相似文献
Prior research links social support with several positive health outcomes. However, less is known about the association between social support and Type 2 diabetes risk factors, such as glycemic control. This study uses a nationally representative sample from the National Longitudinal Study of Adolescent to Adult Health (Add Health) to examine the relationship between social support and glycated hemoglobin A1c (HbA1c) levels. The data were analyzed through hierarchical logistic regression. Results indicate an inverse relationship between elevated HbA1c levels and individuals’ satisfaction with their partners’ daily interactions. Implications include the possibility of reducing Type 2 diabetes risk through communication interventions highlighting the importance of maintaining positive daily interactions. 相似文献
This paper discusses some key issues for digital archives and metadata in a networked information environment to keep our community memory for the future. The paper is based primarily on the experiences and lessons learnt by the author from his research activities on metadata and digital archives. The author participated in a study group on digital archives hosted by the Ministry of Internal Affairs and Communications of the Japanese Government from February 2011 to March 2012. The group discussed the promotion of digital archives in Japan, particularly at memory institutions. The Great East Japan Earthquake of 11 March 2011 caused serious damage in the north-eastern part of Japan, especially the Pacific coastal regions. This disaster significantly affected the discussions of the group. The basic lesson that the author learned is that digital archives built on a robust information environment are essential for keeping our community memory safe for the future. Not only do the primary digital resources need to be properly maintained and preserved for the future but also secondary resources, metadata and meta-metadata. We need to use Linked Open Data technologies to enhance the usability of such digital resources in the archives.相似文献
In this paper, we network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying. We network these frameworks around the edges of the instructional triangle as a means to coordinate them to illustrate the observable relationships among teacher, students(s), and content. We illustrate the potential of integrating these frameworks via analysis of two lessons that, while sharing surface level similarities, are profoundly different when considering the complexities of a classroom focused on justifying. We found that this integrated comparison across all dimensions (rather than focusing on just one or two) was a useful way to compare lessons with respect to a classroom culture that is characterized by students engaging in justifying.