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81.
Three experiments were performed to study the immediate-shock freezing deficit, a deficit in freezing in rats that results when electric shock is delivered immediately upon exposure to a novel context. This deficit was accompanied by failures to detect evidence of passive avoidance (Experiment 1) or potentiation of the auditory startle response (Experiment 2). The deficit in freezing was attenuated by preexposure to the shocked context (Experiment 3). The results support the view that fear-related behaviors are activated by signals for shock rather than by shock itself. They also suggest that the immediate-shock freezing deficit is due to a failure to process the to-be-conditioned contextual cues (Fanselow, 1986a, 1990). 相似文献
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83.
In our ongoing qualitative classroom research, we adopt a sociocultural perspective to investigate discourse, and its role in how children and teachers make meaning of mathematics in a fifth grade inquiry classroom. Our theoretical perspective draws primarily on Vygotsky (1978, 1986) and Bakhtin (1981, 1986) each of whom examines how social forms of meaning influence individual cognition. The episode described in this paper examines the process whereby individual and group developmental trajectories are constructed, and allows us to explore the relationship between discourse and knowing. We combine a longitudinal design with a case study approach to focus on the collaborative mathematical problem solving. We use video capture to help us listen to children's discussions in classroom activities and small group interactions. Our analysis of the verbal data recorded on video identifies patterns of interaction, development and change in participants' use of mathematical language and concepts, and their evolving understanding, through discussion and argument, of an algebraic expression constructed by one of the children. The findings lead us to argue for i) a more generative view of the zone of proximal development as a site of learning and of identity formation, ii) an expanded view of the role of the teacher in inquiry classrooms, and iii) an appreciation for the valuable roles difference and resistance play in knowledge building. 相似文献