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Male Japanese quail learned to approach a light that predicted visual exposure to a female quail. In Experiment 1, duration of visual exposure to the female did not systematically affect the speed or strength of conditioning. Introduction of an omission contingency for approach to the light after acquisition did not suppress conditioned approach relative to the performance of yoked controls. In Experiment 2, males learned to approach a light that predicted visual exposure to a female despite an omission contingency for approach in effect during acquisition. Experimental males were not slower to acquire the approach response under an omission contingency than were yoked controls. The findings indicate strong Pavlovian control of sexual conditioned approach in Japanese quail. 相似文献
93.
Conclusion One of the most gratifying returns was a chance comment offered by a teacher as we walked across the lawn toward a local fast food restaurant. We were chatting about what he had experienced during the preceding two years. You know, he said, when we began this, I didn't see many hopeful signs, but I think that most of us (teachers) feel now that we work in the best high school in the city. The source may have been biased, and rigorous controls were obviously lacking, but that is the way one teacher perceived the changes. Many gained planning, leadership, problem solving, and other important behavioral and coping skills that contributed in interactively subtle, but nevertheless real ways.Can good things be made to happen in urban schools? The quantified data are equivocal, but we believe that the associations among interventions and perceived changes support cautious optimism. 相似文献
94.
Elspeth Crawford 《Interchange》2005,36(1-2):49-72
A central thesis of this paper is that the mind and its thought evolve out of the experience of the whole person in their unique surroundings. It attempts to articulate the meaning and value of Emotional Education, especially in its relation to thought processes. It shows the value of learning from the particular, and from awareness of feeling states. It shows how making emotional enquiry can change the nature of the thinking, reducing the need of the thinker, and involves experiencing while not-knowing as well as more usual rational approaches.Recent affirmations from neuroscience of the psychoanalytic picture of conscious awareness arising from unconscious emotional processes are noted. Systemic and emotional thought processes are described and illustrated.While the nature of unconscious choice is recognised as part of all thought process, the “use of self” is explored as a conscious means of influencing the nature of thinking, and the attributes of both person and context necessary to flourishing thought are contrasted with the human needs which produce mistaken thought. Some questions which have been asked by students in Emotional Education classes, about free will, abuse, and ethics are raised. I hope the gratitude to people who have shared their feelings in order to think and be thought about in “emotional thinking” is evident; it is very real to me. 相似文献
95.
Brenda M. Stoesz Shahin Shooshtari Janine Montgomery Toby Martin Dustin J. Heinrichs Joyce Douglas 《Journal of Research in Special Educational Needs》2016,16(3):199-214
Members of a knowledge translation and exchange (KTE) research team assessed the training needs of the teaching staff at a school for individuals with intellectual/developmental disabilities (IDD). In response to this need, KTE researchers retrieved peer‐reviewed articles for training staff working with individuals with IDD who exhibit challenging behaviours. These articles were categorised according to the following training content: (1) interventions designed to reduce the frequency of challenging behaviours; (2) appropriate ways to manage challenging behaviours in the moment to promote safety for all parties and/or to terminate the ongoing behaviour; and/or (3) procedures or perspectives relevant to coping with or ameliorating the negative impacts of challenging behaviours on staff. We then examined the training methods (teaching strategies, training duration) involved in teaching the content and assessed the effectiveness of these programmes. Overall, we found that effective training programmes consisted of workshops, practica and feedback on specific skill performance. Some forms of brief training were effective for increasing staffs' knowledge/skills and reducing the frequency of challenging behaviour. 相似文献
96.
Russ Crawford 《国际体育史杂志》2013,30(10):1499-1501
97.
The aim of this study was to identify those kinematic characteristics that are most closely related to an athlete's medical classification and measured distance of a put. Two S-VHS camcorders (60 fields per second) were used to record the performance of 17 males of different classes. Each participant performed six trials and the best trial for each was selected for analysis. Three-dimensional kinematics of the shot and upper body segments at the instant of release and during the forward thrust (delivery) were determined. The average speeds and angles of the shot at release for different classes (5.3-7.8 ms -1 and 21.2 to 34.4°, respectively) were smaller than those exhibited by elite male able-bodied throwers. The height of the shot at release, the angular speed of the upper arm at release, the range of motion of the shoulder girdle during the delivery, and the average angular speeds of the trunk, shoulder girdle and upper arm during the delivery, were all significantly correlated with both the classification and measured distance ( P ? 0.05). The results indicate the importance of achieving a high average angular speed for each upper body segment during the delivery. 相似文献
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他来自意大利一个石场,在罗马南边的某个地方。他何时、如何到美国的,我不得而知。但一天晚上,我看见他正站在我家车库后面的车道上,大约五英尺七英寸或者八英寸高,瘦瘦的。 相似文献
100.