Acquisition and retention of conditioned aversions to context and taste in laboratory mice

We compared the rate of acquisition and strength of retention of conditioned context aversion (CCA) with conditioned taste aversion (CTA) using pigmented, genetically heterogeneous mice (derived from Large and Small strains). Extending previous findings, in Experiment 1, mice accustomed to drinking from large glass bottles in the colony room learned to avoid graduated tubes after a single conditioning trial when drinking from these novel tubes was paired with injections of LiCl. The results also showed that CCA could be developed even when there was a 30-minute delay between conditioned stimulus and unconditioned stimulus. Retention of the aversion lasted for 4 weeks in both Immediate and Delay groups. Studies of conditioned saccharin aversion were conducted in Experiment 2. CTA acquisition was very similar to that observed in CCA and duration of aversion retention was similar in the CCA and CTA Delay groups, although at least 2 weeks longer in the Immediate group. Thus, CCA acquisition and retention characteristics are closer to those seen for CTA than has previously been reported. In Experiment 3, we examined whether albino mice (which are known to have weaker visual abilities compared to pigmented mice) would develop CCA comparable to those of pigmented mice. The development of conditioned aversion and its duration of retention was similar in albinos and pigmented mice. Nonspecific aversion emerged as an important contributor to strength of aversion during retention trials in both CCA and CTA paradigms with pigmented (but not albino) mice and deserves additional scrutiny in this field of inquiry.     

Habituation to illness: Effects of prior experience with the US on the formation of learned taste aversions in rats

Experiment 1 investigated the effects of US habituation on the acquisition and extinction of learned taste aversions in rats. Subjects receiving five noncontingent LiCl intubations prior to conditioning failed to develop a conditioned taste aversion, while control subjects experiencing a single saccharin/LiCl pairing displayed a pronounced taste aversion which weakened during subsequent poisonings. Experiment 2 examined whether habituation, defined as a waning of responses to repeated presentation of an illness stimulus, was a possible mechanism for explaining the results of Experiment 1. Subjects showed a decrease in motor activity following an initial LiCl intubation, but less attenuation of activity with successive intubations.     

Determinants of ejaculatory failure in the copulatory behavior of cactus mice (Peromyscus eremicus)

Although cactus mice,Peromyscus eremicus, typically resume copulatory behavior soon after attaining their first ejaculation, they rarely attain additional ejaculations. Experiment I was designed to determine the relative contribution of the male and female to this phenomenon of “ejaculatory failure”—the failure to attain ejaculation despite initiation of a series. Each of 18 male and 18 female cactus mice was tested in three conditions: once with a mated male paired with an unmated female, once with an unmated male paired with a mated female, and once with the original pairing retained. Ejaculatory failure was found to be primarily attributable to changes in the male. In Experiment II, it was found that the inhibitory effects of the first series are largely, but not completely, dissipated after 24 h. The first ejaculatory series appears to produce an elevation of the male’s ejaculatory threshold.     

英语教学中的自主学习及其能力的培养

本文介绍了自主学习的定义,探讨了自主学习的优势以及培养学习者自主学习精神的必要性和方法,说明了教师和学生如何转换角色,发展自主学习,从而获得最佳学习效果。     

学生问学意识和能力培养

培养学生的“问学”意识和“问学”能力,是课堂教学改革中必须予以重视的一个问题。为此,需要把握价值,重视“问学”;创设情境,激发“想问”;转变观念,鼓励“敢问”;明确要求,促进“会问”。     

论钱穆与牟宗三对朱子中和学说的研究

钱穆与牟宗三的朱子学研究观点绝异。在朱子中和学说问题上，钱先生认为朱子从旧说到新说的转变是一个巨大的进步，牟先生则认为朱子中和旧说本来蕴含先秦及宋明儒正宗的纵贯系统义理，但由于朱子对“天命流行之体”及孟子所说的“本心”无真切契悟，又因其混本心或良心发见之发与喜怒哀乐已发之发为一，故终于自疑而放弃中和旧说。本文对钱、牟二先生的观点进行了比较和评论。     

PBL和非PBL毕业生的综合能力比较

有报道说低年资医生在综合能力上存在不足,本文比较了从PBL和非PBL学校毕业的学生关于综合能力的看法,结果表明PBL学校在多个能力上培训得更充分,但PBL和非PBL学校的毕业生在综合能力上都存在不足,在将来的大学医学教育中应加强这些能力的培训。     

Development and validation of the Place-Based Learning and Constructivist Environment Survey (PLACES)

Learning environment studies acknowledge that learning takes place within the social realm and that social conditions contribute to the quality of both learning and experience. This can be said to be especially true for environmental learning programs. To access information about students?? perceptions of their learning environment, a robust instrument for describing and measuring student perceptions of environmental education in place-based educational settings was developed and validated. Focus groups with environmental educators were formed to explore (from teachers?? perspective) the factors viewed as most important to environmental learning and as most likely to influence the unique type of learning environments fostered in place-based or community-based environmental education programs. Analysis of qualitative work resulted in the inclusion of eight scales developed/adapted from previous learning environment surveys for use in the new Place-Based Learning and Constructivist Environment Survey for use in secondary settings. In this article, validity and reliability data for this instrument are presented and the implications of these data for future research within environmental education, place-based education and teacher education programs are discussed.     

探究式学习与课堂讨论教学法——从《历史与社会课程标准》(实验稿)谈起

《历史与社会》作为一门进行公民教育的综合文科课程,在其课程标准(实验稿)中明确指出:鼓励探究式学习。探究式学习有助于学生获得知识、技能、情感和态度的发展,特别是探索精神和创新能力,反映了基础教育课程改革的方向要求。探究式学习过程在课堂活动形式上宜采用讨论教学法。课堂讨论教学法体现了教学中教师的主导作用和学生的主体地位,是实现探究学习的有效手段。     

非英语专业大学生英语考试成绩与学习策略相关性分析

以体育和美术专业91名新生为受试,通过问卷和访谈的方法,对其学习策略与考试成绩关系进行研究,结果表明,交际策略对高考英语成绩和期末英语考试成绩没有影响;认知、元认知和社会情感策略对高考英语成绩影响明显,对期末英语考试成绩影响不明显。要重视学习策略,特别是交际策略培训;做到学业测试和水平测试相结合。     

Student and Lecturer Responses to the Introduction of Computer Assisted Learning (CAL) in a University Business School

This paper comprehensively reviews the CAL literature before reporting on a study of student and lecturer take-up of the Learning Resource Web (LRW), within the Bristol Business School. The study was multimethod, incorporating a survey of student expectations (n=394) and qualitative interviews with teaching staff (n=12). The LRW initially supported teaching in the sciences. Its implementation in the Business School raised questions about the support it might offer for active and experiential pedagogies. Lecturers tended to use the LRW as an aid to course management, but also saw it as a catalyst for pedagogic change and, in particular, the development of independent learning skills amongst undergraduates. By contrast, students welcomed the system because it appeared to provide a learning safety-net. The study highlights tentative signs that, because of this, the introduction of the LRW may be promoting the instrumentality and dependence on exposition that lecturers often seek to counteract.     

Learning (not) to become a teacher: A qualitative analysis of the job entrance issue

Reporting on 12 case studies of student teachers, this paper examines how experiences during teacher education affect graduates’ decision on job entrance. Interpretative data-analysis reveals that powerful sources of the shift in motivation to enter teaching concern interactions in which the person of the teacher is at stake. These mainly involve student teachers’ need to develop a socially recognized sense of professional competence as well as their dealing with social and cultural working conditions in schools. These crucial determinants act as “double-edged swords”, being at the same time important sources for recognition as for self-doubts and loss of job motivation.     

Using multidimensional Rasch analysis to validate the Chinese version of the Motivated Strategies for Learning Questionnaire (MSLQ-CV)

This article used the multidimensional random coefficients multinomial logit model to examine the construct validity and detect the substantial differential item functioning (DIF) of the Chinese version of motivated strategies for learning questionnaire (MSLQ-CV). A total of 1,354 Hong Kong junior high school students were administered the MSLQ-CV. Partial credit model was suggested to have a better goodness of fit than that of the rating scale model. Five items with substantial gender or grade DIF were removed from the questionnaire, and the correlations between the subscales indicated that factors of cognitive strategy use and self-regulation had a very high correlation which resulted in a possible combination of the two factors. The test reliability analysis showed that the subscale of test anxiety had a lower reliability compared with the other factors. Finally, the item difficulty and step parameters for the modified 39-item questionnaire were displayed. The order of the step difficulty estimates for some items implied that some grouping of categories might be required in the case of overlapping. Based on these findings, the directions for future research were discussed.     

国家精品课程创新推广特性及策略研究——以“学习科学与技术”课程为例

作为世界开放教育资源运动的重要组成部分,中国国家精品课程建设项目在创新推广和共建共享的过程中遇到了一系列的困难和问题。本文以首届国家精品课程学习科学与技术近八年来在国内9个省、20所高校创新推广和共建共享的实践为案例,总结和反思了精品课程共建共享的经验与主要问题,并在对世界开放教育资源运动的经验和问题进行总结、比较的基础上,提出了六条建议。     

Open Disclosures: Learning,Creativity and the Passage of Mental (III) Health

This article describes an ongoing research project at the University of the Arts, London, which investigates the learning and creativity of a group of students with mental health difficulties. It discusses emerging findings on one theme, that of motivation. Employing a longitudinal biographic narrative methodology, this research, now entering its second year, has triggered questions regarding the resilience and fortitude of a group of practising, aspiring artists. This article sketches the theoretical background used to explore this resilience and motivation, and draws on the Kleinian concept of reparation as a way to understanding the narrativised yearning for learning and the urge to create.     

学术传教与以教引实--从中西天道观看晚明基督教入华

自然意义的天道是恒常而不可变更的,社会意义的天道则随着时代和社会的变化而变化,神性意义的天道则具有永恒性、主宰性。道德形上学意义的天道观虽有其变化的一面,但其核心始终是“仁义礼智,天道在人”的观念。从西方思想文化来看,与中国文化中的天道观相对应的是其神论。大体上说来,西方神论的历史演变是从古希腊的多元神论开始,经过理性思辨的上帝观的洗礼,并与希伯来惟信传统的上帝观相结合,终而形成了基督教的上帝观。中西天道观的相通之处使基督教得以在中国传播,并为部分晚明学人所接受,而二者之间的差异则决定了基督教东传的种种曲折与反复,决定了基督教传教士与晚明学人之间的差异。前者旨在“学术传教”,而后者则重在“以教引实”。