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71.
Research on memory for time has been limited by the difficulty of disentangling several of the fundamentally different processes that contribute to a chronological sense of the past. This study used a developmental approach to isolate one of these processes, impressions of distances in the past. Large samples of children between 3 and 12 years were asked to judge which was longer ago, their birthday or Christmas (and, in one study, Halloween and Thanksgiving). Even children under 6 years of age were able to discriminate the recency of their birthday and Christmas with great accuracy when the events were widely separated and one was within the past several months. The ability to discriminate recency on these scales appears to be a basic property of human memory that changes little with development. Other information about the locations of the events and their relative times of occurrence could only be interpreted correctly by children older than 9 years. 相似文献
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Water-deprived rats were given a single exposure to saccharin and LiCl, either paired or unpaired. Half the subjects then received three saccharin-only exposures (extinction) in the training enclosure, followed by a single LiCl-only presentation (unconditioned stimulus reinstatement) 8 days after conditioning. The remaining subjects received six saccharin-only exposures, followed by LiCl reinstatement 13 days after conditioning. In both cases LiCl reinstatement occurred outside the training/test context. Appreciable recovery from extinction was observed after the partial loss of taste aversion obtained with three extinction sessions and the 8-day conditioning-reinstatement interval, but not after the asymptotic loss of taste aversion obtained with six extinction sessions and the 13-day conditioning-reinstatement interval. Conditioned taste aversions appear to be similar to more traditional associations with respect to both extinction and reinstatement-induced recovery from extinction. The results are discussed with reference to the event-memory, contextual-conditioning, and facilitated-retrieval hypotheses of postextinction reinstatement effects. 相似文献
77.
This exploratory article has a two‐fold aim. In the first place, it seeks to investigate changing patterns of teacher‐pupil relationships in the twentieth century through the lens of the professional lives and pedagogical practices of classroom teachers themselves. Such an investigation is engaged through the application of oral history methods. An unexpected result of a succession of oral history interviews has been the identification, by former teachers themselves, of wartime evacuation as a significant turning point in the development of teacher‐pupil relationships. The second aim of the article is to relate the findings of oral history interviews to those which emerge from documentary and secondary sources. In this way, the particular strengths of oral history methods for the investigation of past pedagogical practice are assessed. 相似文献
78.
Rebekah Inez Brau John W. Gardner G. Scott Webb Jason K. McDonald 《Decision Sciences Journal of Innovative Education》2019,17(1):6-32
We develop a single‐class period learning game for the Plan‐Do‐Study‐Act (PDSA) improvement cycle. The experiential activity walks teams through the PDSA problem‐solving process as they create paper American footballs and improve their performance using each step of the cycle. The game is one of the first to focus on PDSA. Key benefits include increased student attention, engagement, and learning. Empirical tests show that participant pre‐ and post‐test scores regarding their understanding of each phase of PDSA improved 21.2% after completing the game. Additionally, the treatment group performed 16.6% higher than the control group. In participant perception questions, 85% of participants felt the game was more effective than lecture or reading, 93% felt the game was fun, 95% felt the game improved their understanding of PDSA, and 98% felt the game was engaging. 相似文献
79.
Prior research has demonstrated renewal, which is the ability of contextual cues to modulate excitatory responding to a Pavlovian conditioned stimulus (CS). In the present research, conditioned lick suppression in rats was used to examine similar contextual modulation of Pavlovian conditioned inhibition. After Pavlovian conditioned inhibition training with a CS in one context, subjects were exposed to pairings of the CS with an unconditioned stimulus (US) either in the same or in a second context. Results indicated that, when the CS was paired with the US in the second context, the CS retained its inhibitory control over behavior, provided that testing occurred in the context used for inhibition training. However, when the CS-US pairings occurred in the inhibition training context, the CS subsequently proved to be excitatory regardless of where testing occurred. These observations indicate that conditioned inhibition is subject to renewal. 相似文献
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Gardner PS 《The Journal of perinatal education》2003,12(1):1-5
This paper addresses the meaningfulness of the childbearing experience and how a traumatic occurrence can affect women for years into the future. Every woman deserves to have a fulfilling childbearing experience, even if it may be different from the one she imagined. This paper examines the phenomenon of previous traumatic birth and its potential effects on choices during subsequent pregnancies. Discussion includes how childbirth educators can assist women in healing from past birth traumas and preventing them from recurring. 相似文献