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141.
Shapiro Robert Y.; Young John T.; Patterson Kelly D.; Blumenfeld Jill E.; Cifu Douglas A.; Offenhartz Sara M.; Tsekerides Ted E. 《Int. Journal of Public Opinion Research》1991,3(4):340-365
In this article the authors argue that studies of the influenceof the mass media on public support for presidential candidatesin primary elections should return to the social pyschologicalmodel of attitude change. This model should take into account,however, that in the real world, unlike laboratory settings,randomization and complete controls of variables are not possible,and rational and strategic choice considerations come into play,along with the cumulative effects of new information on aggregateopinion. The variables found to be relevant to attitude change,especially the characteristics of the communicator and the communication,have not been studied systematically in natural settings. Littleis known about how new information unrelated to electoral momentumaffects the public's evaluations and support for candidates.A fuller explanation is needed of what are complex media influenceson candidate support in primary electionsincluding especiallythose messages conveyed through the media which tend to be distinctiveand most accessible to memory: information about the viabiltiyof candidates; positive messages and images conveyed directlyfrom the candidates themselves and (to a lesser extent) fromother major party leaders who support or oppose them; and, ofspecial theoretical importance, the ostensibly credible newscommentary about the candidates. 相似文献
142.
Brett E. Polenchar Anthony G. Romano Joseph E. Steinmetz Michael M. Patterson 《Learning & behavior》1984,12(1):69-72
Unconditioned stimulus (US) intensity and duration were manipulated to determine their effects on cat hindlimb flexion conditioning. Seven consecutive days of acquisition training of a hindlimb flexor response to a tone conditioned stimulus (CS) were followed by 2 days of extinction. Eight animals in each of 12 groups received a 1-, 2-, 3-, or 4-mA, 60-Hz shock delivered to the right hindleg for 25, 50, or 100 msec as the US. Analysis of conditioned-response (CR) frequency indicated that conditioned responding was a positive function of both the intensity and duration of shock, although these variables did not interact with one another. CR latency and amplitude were decreased and increased, respectively, by increases in US intensity. The pattern of results reported here may support a contiguity notion of conditioning, and are discussed in the context of other conditioning preparations. 相似文献
143.
Since their inception, a dominant characteristic of higher education institutions has been their reliance on the advantages conferred by geographic and political boundaries. However, emerging technologies and growing consumer power are challenging the status quo. The application of Internet-based information and communication technologies in education—e-learning—is now making it possible for education to transcend space, time, and political boundaries. In e-learning, content and mode of delivery are increasingly defined by external groups: students as well as employers. The emergence of e-learning is weakening the dominance of traditional providers of higher and continuing education—nonprofit colleges and universities—and they are being challenged by a proliferation of alternative institutions and providers with the skills and attitudes required to succeed in the new educational marketplace. Partnerships will allow traditional suppliers and intermediaries to contribute from their respective comparative advantages. In a common emerging model, traditional universities provide the intellectual capital, content, and content support; evaluate student performance; and award appropriate degree credit or certification. Intermediaries contribute in such areas as hardware and software provision, instructional design for the Web, website and communication for maintenance, record keeping, teacher training, and technical support for courseware development and marketing. Although this trend is not yet well advanced in the Asia Pacific Region, there are already a few pioneers, and interest is strong and growing among the major stakeholder groups—traditional academic institutions, traditional students, emerging intermediaries, professionals with a need for continuing education, and private sector corporations with the need to provide educational opportunities for their workforce. The Asia Pacific Regional Technology Centre (APRTC) is an example of an emerging intermediary organization. Its primary focus is on providing continuing educational opportunities for agricultural professionals throughout the Asia Pacific. It relies almost exclusively on e-learning for educational delivery and carries out its work through multisectoral partnerships. Initial experience indicates that the approach works in the region and is cost effective and that all partners and the clients can and do benefit from the collaboration. 相似文献
144.
Mari A. Nislin Nina K. Sajaniemi Margaret Sims Eira Suhonen Enrique F. Maldonado Montero Ari Hirvonen 《欧洲特需教育杂志》2016,31(1):27-43
The aim of this study was to investigate the relationship between early childhood professionals’ (ECPs) stress regulation (using salivary cortisol and alpha-amylase [AA] measurements), work engagement and the quality of their pedagogical work in integrated special day-care groups. Participants were 89 ECPs from 21 integrated special day-care groups located in Helsinki, Finland. The special educational needs of children (who were between 3 and 6 years of age) in these groups varied from language disorders and self-regulation difficulties to severe disabilities. Data was collected by using work engagement surveys, salivary cortisol and AA measurements and observational assessments of pedagogical work. This study is novel, in that it combines approaches from different disciplines to investigate work-related well-being among ECPs. Our findings demonstrate the close relationship between ECPs’ stress regulation and the quality of pedagogical work in teams. Whilst ECPs’ high work engagement was associated with better-quality pedagogical work, we did not find any associations between different biomarkers and work engagement. Our study highlights the importance of teamwork, not only as fundamental to high-quality early childhood special education, but also in supporting the well-being of ECE professionals. The findings can be applied in future studies and can be used to inform intervention aiming to enhance working conditions in day-care centres. 相似文献
145.
The development of oral language in classrooms has been an incidental occurrence historically. The amount of oral language that children have is an indicator of their success or struggle in school. To meet the needs of these children, teachers can make oral language development a primary focus for instruction. This article examines ways that teachers can both implicitly and explicitly teach children about language and its functions in primary classrooms through the environment, connections to literature, developmentally appropriate oral language activities, and engaging curricula. 相似文献
146.
Alexis Patterson Diego Roman Michelle Friend Jonathan Osborne Brian Donovan 《International Journal of Science Education》2018,40(3):291-307
Reading is fundamental to science and not an adjunct to its practice. In other words, understanding the meaning of the various forms of written discourse employed in the creation, discussion, and communication of scientific knowledge is inherent to how science works. The language used in science, however, sets up a barrier, that in order to be overcome requires all students to have a clear understanding of the features of the multimodal informational texts employed in science and the strategies they can use to decode the scientific concepts communicated in informational texts. We argue that all teachers of science must develop a functional understanding of reading comprehension as part of their professional knowledge and skill. After describing our rationale for including knowledge about reading as a professional knowledge base every teacher of science should have, we outline the knowledge about language teachers must develop, the knowledge about the challenges that reading comprehension of science texts poses for students, and the knowledge about instructional strategies science teachers should know to support their students’ reading comprehension of science texts. Implications regarding the essential role that knowledge about reading should play in the preparation of science teachers are also discussed here. 相似文献
147.
Charlotte J. Patterson 《Child development》1992,63(5):1025-1042
This paper reviews research evidence regarding the personal and social development of children with gay and lesbian parents. Beginning with estimates of the numbers of such children, sociocultural, theoretical, and legal reasons for attention to their development are then outlined. In this context, research studies on sexual identity, personal development, and social relationships among these children are then reviewed. These studies include assessment of possible differences between children with gay or lesbian versus heterosexual parents as well as research on sources of diversity among children of gay and lesbian parents. Research on these topics is relatively new, and many important questions have yet to be addressed. To date, however, there is no evidence that the development of children with lesbian or gay parents is compromised in any significant respect relative to that among children of heterosexual parents in otherwise comparable circumstances. Having begun to respond to heterosexist and homophobic questions posed by psychological theory, judicial opinion, and popular prejudice, child development researchers are now in a position also to explore a broader range of issues raised by the emergence of different kinds of gay and lesbian families. 相似文献
148.
This study examined associations among family type (same-sex vs. opposite-sex parents); family and relationship variables; and the psychosocial adjustment, school outcomes, and romantic attractions and behaviors of adolescents. Participants included 44 12- to 18-year-old adolescents parented by same-sex couples and 44 same-aged adolescents parented by opposite-sex couples, matched on demographic characteristics and drawn from a national sample. Normative analyses indicated that, on measures of psychosocial adjustment and school outcomes, adolescents were functioning well, and their adjustment was not generally associated with family type. Assessments of romantic relationships and sexual behavior were not associated with family type. Regardless of family type, adolescents whose parents described closer relationships with them reported better school adjustment. 相似文献
149.
A transfer of control experiment measured the associative properties of contextual stimuli from three standard classical conditioning paradigms. After baseline training on a Sidman avoidance schedule, dogs received aversive conditioning using excitatory, inhibitory, or truly random conditioning procedures in the presence of a manipulable background stimulus. As predicted by current theory (Rescorla & Wagner, 1972; Wagner & Rescorla, 1972), the contextual stimulus was excitatory after serving as the background during conditioning of a CS? and was neutral when it had been part of the background for conditioning of a CS+. The background to the truly random procedure was also neutral. This last result contrasts with Rescorla and Wagner’s theory. 相似文献
150.