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En este trabajo se parte del supuesto de que el uso de recursos gráficos, además de ser positivo, está creciendo continuamente en la enseñanza. Con el fin de facilitar la utilización de recursos gráficos en la realización de transparencias, mapas mentales, mapas conceptuales, resúmenes, etc., se proponen unas reglas básicas que constituyen en sí mismas un lenguaje gráfico 相似文献
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Children in all cultures readily engage in artistic activities, yet the arts (dance, drama, drawing, and music) have traditionally been marginal topics in the discipline of developmental science. We argue that developmental psychologists cannot afford to ignore such naturalistic activities that involve so many basic phenomena—attention, engagement, motivation, emotion regulation, understanding of others, and so on. Despite historical issues with research methodologies and overdrawn conclusions, a current wave of methodologically rigorous studies shows the depth of arts learning, as well as how arts engagement can be harnessed for transfer to other skills. Here, we present 21 exemplary research case studies, covering an age range of 18 months to 17 years old and discuss how the arts are no more difficult to study than other real‐world developmental phenomena and deserve a thorough examination. 相似文献
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In a series of related experiments, we studied associative phenomena in snails (Helix aspersa), using the conditioning procedure of tentacle lowering. Experiments 1A and 1B demonstrated a basic conditioning effect in
which the pairing of an odor (apple) as the conditioned stimulus (CS) with the opportunity to feed on carrot as the unconditioned
stimulus (US) made snails exhibit increased levels of tentacle lowering in the presence of the CS. Experiments 2 and 3 showed
that the magnitude of the conditioning was reduced when snails were exposed to the CS prior to the conditioning trial (a latent
inhibition effect). Experiment 4 examined the effects produced by pairing a compound CS (apple—pear) with food presentations
and demonstrated the existence of an overshadowing effect between the two odors. Experiment 5 revealed that pairing one CS
with another previously conditioned stimulus increased tentacle lowering to the new CS (a second-order conditioning effect).
Finally, Experiment 6 showed that pairing two odors prior to conditioning of one of them promoted an increase in tentacle
lowering in response to the other (a sensory preconditioning effect). The results are discussed in terms of an associative
analysis of conditioning and its implications for the study of cognition in invertebrates. 相似文献
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