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991.
Adolescent adjustment measures may be related to each other and to the social environment in various ways. Are these relationships similar in genetic and environmental sources of covariation, or different? A multivariate behavior-genetic analysis was made of 6 adjustment and 3 treatment composites from the study Nonshared Environment in Adolescent Development, using 674 same-sex adolescent sibling pairs aged 9-11. Cholesky decompositions of the total covariance matrix yielded additive and nonadditive genetic, and shared and nonshared environmental matrices. Factor analyses led to 3 factors for all but shared environment. The first 2 factors resembled Neuroticism and Extraversion factors typically found for personality; the third factor, parental monitoring and control, appeared to have different associations in different matrices. 相似文献
992.
David F. Bjorklund Wolfgang Schneider Katherine Kipp Harnishfeger William S. Cassel Barbara R. Bjorklund Jean E. Bernholtz 《Contemporary educational psychology》1992,17(4)
High- and low-IQ children in the first, third, and fifth grades performed two free-recall tasks: a sort-recall task with sets of categorically related pictures, and a class-recall task, with children recalling the current members of their school class. All children were deemed to be experts concerning the composition of their school class, but, unlike experts in other domains, had no special motivation associated with their expertise. Recall and clustering on both tasks were high. The high-IQ children performed better than low-IQ children only on the sort-recall task. IQ was significantly correlated with measures of performance on the sort-recall task but not on the class-recall task. The results reflect the fact that the memory benefits associated with being an expert (here, elimination of IQ effects) are related to the greater knowledge the expert possesses and not to factors of motivation. 相似文献
993.
Robert D. Fitzgerald David L. Francisco James Metcalfe Maralee S. Lawson 《Learning & behavior》1984,12(2):217-222
Classical discrimination conditioning of heart rate (HR) and respiratory-motor (RM) activity was examined in 16 newborn (average age = 1 day) and 8 neonatal (average age = 2 weeks) pygmy goats over 4 days of conditioning involving an electric shock US and auditory CSs. On the 4th day, one-half of the animals in each group received a low to moderate dose of ethanol to test the resistance of the CRs to drug effects. Discriminated conditioning of RM activity but not HR occurred in the newborn group, indicating an absence of close coupling between skeletal-motor activity and HR at this early age. While the newborn group failed to show recognizable HR reactions to the CSs during the 4 days of testing, it did show a long-latency brady-cardia UR beginning at 2 days of age that may have been secondary to baroreceptor reflex actions. The neonatal group displayed conditioning of both HR and RM activity. The similar latencies of the two types of CRs during the CS suggested that they may have been related to each other. However, the fact that the RM CR developed a day before the HR CR, combined with the observation that ethanol modified the HR CR but not the RM CR, supports the view that there was considerable independence between the two types of CRs. 相似文献
994.
David F. Machell Ed.D. 《Innovative Higher Education》1991,16(2):173-185
This clinical treatise discusses this author's concept of “professorial melancholia,” a progressive emotional process characterized by the negating of a university professor's professional motivation, positive attitudinal focus, and adequate personal self-esteem. 相似文献
995.
996.
Robert H. Billigmeier David Forman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1975,21(2):217-230
Participant assessment is one of the processes which can be used to evaluate the success of educational exchange programs. This study was conducted in 1972 with University of California students who attended the University of Göttingen, Federal Republic of Germany, during the 1965–66 academic year. Participants were asked about their subsequent use of language, as well as their assessment of the academic, intellectual, personal, social and cultural dimensions of the program. This paper reports the results of the Göttingen questionnaire and, hopefully, contributes to a better understanding of the kinds of enduring student benefits that can result from an educational experience abroad. 相似文献
997.
Assessment of the effectiveness of the studio format in introductory undergraduate biology 下载免费PDF全文
Kansas State University converted its introductory biology course, previously taught as an audio-tutorial (A-T), to a studio format in 1997. We share with others information about the process involved and present assessment data for the studio format course that address 1) student exam performance in A-T and studio; 2) student course grades in A-T and studio; 3) student and instructor perceptions and attitudes for A-T and studio; 4) student performance in subsequent biology courses for A-T and studio; and 5) gains in student learning for the studio course and other traditional lecture/lab courses. Collectively, these measures demonstrate that the studio format is as effective as or more effective (for some measures) than the A-T approach and traditional approaches in providing an effective learning environment. We discuss the issues involved in comparing course formats. 相似文献
998.
The notion of academic disciplines being characterized as high- or low-paradigm technologies was developed by Lodahl and Gordon from Kuhn's concept of a paradigm. Using this concept, the voting pattern of high-paradigm faculty (chemistry, physics, mathematics, and engineering) was compared to low-paradigm faculty (sociology, political science, history, and education) concerning a controversial campus issue to liberalize curriculum choices for students. It was found that high-paradigm faculty were not willing to grant students more latitude to select courses for degree requirements, while low-paradigm faculty members were in favor of giving students more latitude to select academic courses for degree requirements. The unique aspect of this study is that faculty behavior, as described in an actual case study, corresponds to theoretical positions supported by questionnaire data. 相似文献
999.
The results from five experiments are considered in relation to two of Spence's (1937, 1938) proposals concerning discrimination learning. In Experiments 1 and 2, we investigated whether his ideas about the interaction between excitatory and inhibitory generalization gradients can be used to understand how animals solve a complex patterning discrimination. The results supported a development of his proposals as put forward by Pearce (1994), provided a modification was made to Pearce's rulefor determining the shape ofthe generalization gradient. In Experiments 3, 4, and 5, we examined whether animals would pay more attention to stimuli that are relevant, rather than irrelevant, to the solution of a discrimination. The results supported this proposal for stimuli comprising visual patterns, but not for those comprising plain colors. The results also indicated that change of attention was a consequence of preliminary receptor-exposure acts, as envisaged by Spence, and not of more central changes in attention. 相似文献
1000.
In Experiment 1, it was shown that generalization testing following successive discrimination training between two closely spaced wavelengths results in a sharp gradient with a peak of responding shifted from S+ so as to be further removed from S?. Testing after a 24-h delay resulted in a flatter gradient with greater peak (and area) shift. A 5-min pretest exposure to S+, reinforced or unreinforced, or to S? (unreinforced) reinstated immediate test performance; free reinforcement with no discriminative stimulus present had no such effect. Experiment 2 replicated the flattening of generalization gradients and enhanced peak shift in delayed testing. Free feeding in a pretest treatment with a distinctive food uniquely associated with the wavelength discrimination problem failed to reinstate immediate test performance. Experiment 3 tested the hypothesis that free feeding failed as a reactivation treatment because it did not engender keypecking. Subjects were trained to peck a vertical line stimulus before being given wavelength discrimination training. Again, the enhanced peak shift and greater flattening with delayed wavelength generalization testing was found. A pretest exposure to the vertical line stimulus elicited pecking but had no effect on subsequent wavelength generalization. Thus, only a reactivation treatment that included one of the discrimination training stimuli was effective in producing delayed test performance comparable to that obtained in an immediate test. 相似文献