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91.
In Experiment I, a repeated tests procedure was employed to assess hypothermia-induced amnesia of a footshock experience. Rats tested 4 h after training treatment showed no memory loss, but amnesia was present at 24 h. Although recovery of memory was obtained when the same animals were cooled 2 h prior to a 50-h test, repeated testing also tended to attenuate amnesia. In Experiment II, independent groups were tested at 6 or 50 h after training treatment. Again, memory of the footshock was present at the short, but not at the long, interval. Recooling shortly prior to the 50-h test eliminated amnesia. Experiment III indicated that the return of memory produced by recooling did not persist if testing was delayed. These findings suggested that hypothermia may function as an important contextual cue for memory retrieval. 相似文献
92.
93.
The purpose of this article is to present logistic discriminant function analysis as a means of differential item functioning (DIF) identification of items that are polytomously scored. The procedure is presented with examples of a DIF analysis using items from a 27-item mathematics test which includes six open-ended response items scored polytomously. The results show that the logistic discriminant function procedure is ideally suited for DIF identification on nondichotomously scored test items. It is simpler and more practical than polytomous extensions of the logistic regression DIF procedure and appears to fee more powerful than a generalized Mantel-Haenszelprocedure. 相似文献
94.
Developmental dyslexia is associated with functional abnormalities within reading areas of the brain. For some children diagnosed
with dyslexia, phonologically based remediation programs appear to rehabilitate brain function in key reading areas (Shaywitz
et al., Biological Psychiatry 55: 101–110, 2004; Simos et al., Neuroscience 58: 1203–1213, 2002). However, a non-trivial number of children diagnosed with dyslexia fail to respond to these interventions (Torgesen, Learning Disabilities Research & Practice 15: 55–64, 2000). A cross-sectional fMRI study investigating post-treatment effects was conducted in an effort to better understand differences
in brain function between treatment responders and non-responders. Educational testing and brain activation measured after
treatment suggested that the reading intervention used in the present study rehabilitated several basic level reading processes
in all participants diagnosed with dyslexia. However, activation in the left inferior parietal lobe differentiated treatment
responders and non-responders in comparison to non-impaired readers. Children with persistent deficits in single word decoding
(treatment non-responders) demonstrated significantly less activation in the left inferior parietal lobe when compared to
non-impaired readers. 相似文献
95.
Rodgers CS Lang AJ Laffaye C Satz LE Dresselhaus TR Stein MB 《Child abuse & neglect》2004,28(5):575-586
OBJECTIVE: This study examines the unique contribution of five types of maltreatment (sexual abuse, physical abuse, emotional abuse, physical neglect, emotional neglect) to adult health behaviors as well as the additive impact of exposure to different types of childhood maltreatment. METHOD: Two hundred and twenty-one women recruited from a VA primary care clinic completed questionnaires assessing exposure to childhood trauma and adult health behaviors. Regression models were used to test the relationship between childhood maltreatment and adult health behaviors. RESULTS: Sexual and physical abuse appear to predict a number of adverse outcomes; when other types of maltreatment are controlled, however, sexual abuse and physical abuse do not predict as many poor outcomes. In addition, sexual, physical, and emotional abuse and emotional neglect in childhood were all related to different adult health behaviors. The more types of childhood maltreatment participants were exposed to the more likely they were to have problems with substance use and risky sexual behaviors in adulthood. IMPLICATIONS: The results indicate that it is important to assess a broad maltreatment history rather than trying to relate specific types of abuse to particular adverse health behaviors or health outcomes. 相似文献
96.
Faculty orientations toward institutional goals: A broken front with implications for planned change
Edwin A. Rugg Timothy Lynn Warren Evelyn L. Carpenter 《Research in higher education》1981,15(2):161-173
The formulation of institutional goals in higher education often involves input from various campus constituencies including faculty. The faculty's viewpoint is typically treated as though it were a uniform perception. The research reported here tested the uniform nature of the faculty's goal orientations. Statistical comparisons were conducted on mean ratings of five discipline groups of 207 faculty from a major public university on the scales of the Institutional Goals Inventory. Although discipline groups shared common viewpoints on the importance of academic instruction, intellectual pursuits, and research, major differences among groups were found for goals involving university service, off-campus instruction, accountability, intercollegiate athletics, and humanistic values. Institutional planners desiring a change in one of these latter areas should expect different levels of faculty support and resistance from different discipline groups. 相似文献
97.
Brown MF Knight-Green MB Lorek EJ Packard C Shallcross WL Wifall T Price T Schumann E 《Learning & behavior》2008,36(4):327-340
In two experiments using a radial-arm maze, pairs of rats made choices among eight maze locations, each containing a large
quantity of one of two food types. The choices made by 1 rat affected the choices made by the other rat. Under most conditions,
visits by 1 rat increased the tendency of the other rat to subsequently choose that maze location. However, the effect depended
on the quality of the food available in a particular location. When it was possible for the rats to observe each other on
the maze arms and a rat had experienced that a location contained the less preferred food type, a previous visit to that location
by the foraging partner decreased the tendency to visit that location. These effects are attributed to working memory for
the spatial choices of another rat, and they indicate that memory produced by a rat’s own visit to a maze location is integrated
with memory for the behavior of another rat to determine spatial choice 相似文献
98.
Timothy B. Smith Li-Chen Chin Arpana G. Inman Jennifer Hudson Findling 《Journal of College Counseling》1999,2(2):188-190
International students often face challenges in adjusting to their new environment without the use of local supports such as counseling. This article suggests how universities can form an outreach support group that encourages the participation of international students by minimizing the stigma associated with using mental health services and by addressing relevant practical and emotional issues that international students face. 相似文献
99.
Timothy Prewitt 《Higher Education in Europe》1998,23(2):187-194
The history of distance learning, traditionally a peripheral university activity, is briefly traced. The advent, first of the British Open University with its renovated philosophy of distance learning, and then of the new information and communication technologies and their application to distance education, has led to a revalorization of open and distance education. These technologies are rapidly blurring the distinction between traditional higher education and distance learning. Various techniques of distance learning are described, particularly the electronic classroom and the electronic library. These techniques, based as they are on text transmission, stand to improve the reading comprehension and writing skills of students even as they make radical changes in the positions, relative to one another, of students and teachers. At the same time, the ease of electronic writing may lead to a decrease in required intellectual rigour, chat rooms producing chatter rather than serious ideas. Also, the economies of scale available via the information and communication technologies may lead to serious cut‐backs in traditional higher education provision. 相似文献
100.
Walter P. Vispoel Thomas R. Rocklin Tianyou Wang Timothy Bleiler 《Journal of Educational Measurement》1999,36(2):141-157
Part of the controversy about allowing examinees to review and change answers to previous items on computerized adaptive tests (CATs) centers on a strategy for obtaining positively biased ability estimates attributed to Wainer (1993) in which examinees intentionally answer items incorrectly before review and to the best of their abilities upon review. Our results, based on both simulated and live testing data, showed that there were instances in which the Wainer strategy yielded inflated ability estimates as well as instances in which it yielded deflated ability estimates. The success of the strategy in inflating ability estimates depended on the ability estimation method used (maximum likelihood versus Bayesian), the examinee's true ability level, the standard error of the ability estimate, the examinee's ability to implement the strategy, and the type of decision made from the ability estimate. We discuss approaches to dealing with the Wainer strategy in operational CAT settings. 相似文献