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101.
Engineering educators have long discussed the need to teach professional responsibility and the social context of engineering
without adding to overcrowded curricula. One difficulty we face is the lack of appropriate teaching materials that can fit
into existing courses. The PRiME (Professional Responsibility Modules for Engineering) Project (http://www.engr.utexas.edu/ethics/primeModules.cfm) described in this paper was initiated at the University
of Texas, Austin to provide web-based modules that could be integrated into any undergraduate engineering class. Using HPL
(How People Learn) theory, PRiME developed and piloted four modules during the academic year 2004–2005. This article introduces
the modules and the pilot, outlines the assessment process, analyzes the results, and describes how the modules are being
revised in light of the initial assessment. In its first year of development and testing, PRiME made significant progress
towards meeting its objectives. The PRiME Project can strengthen engineering education by providing faculty with an effective
system for engaging students in learning about professional responsibility.
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005. 相似文献
102.
103.
Perfetti CA Wlotko EW Hart LA 《Journal of experimental psychology. Learning, memory, and cognition》2005,31(6):1281-1292
Adults learned the meanings of rare words (e.g., gloaming) and then made meaning judgments on pairs of words. The 1st word was a trained rare word, an untrained rare word, or an untrained familiar word. Event-related potentials distinguished trained rare words from both untrained rare and familiar words, first at 140 ms and again at 400-600 ms after onset of the 1st word. These results may point to an episodic memory effect. The 2nd word produced an N400 that distinguished trained and familiar word pairs that were related in meaning from unrelated word pairs. Skilled comprehenders learned more words than less skilled comprehenders and showed a stronger episodic memory effect at 400-600 ms on the 1st word and a stronger N400 effect on the 2nd word. These results suggest that superior word learning among skilled comprehenders may arise from a stronger episodic trace that includes orthographic and meaning information and illustrate, how an episodic theory of word identification can explain reading skill. 相似文献
104.
A survey of clinical views suggests that the significance of antisocial and socially deviant behavior in the diagnosis of psychopathic personality disorder is unclear. To investigate this issue, we evaluated Psychopathy Checklist-Revised ratings (PCL-R; Hare, 1991) using structural equation modeling. One model, referred to as the measurement model, included PCL-R ratings related to antisocial behavior as primary symptoms of psychopathy; a second, referred to as the causal model, included the same PCL-R ratings as secondary symptoms or consequences. Compared to the measurement models, the causal model included more PCL-R items, was more parsimonious, and had equal or superior fit indices. These findings suggest that antisocial behavior is best viewed as a secondary symptom or consequence of psychopathy, In addition, the findings have important implications for future research and clinical-forensic practice, especially concerning the assessment of risk for criminality and violence. 相似文献
105.
Stewart Guthrie Felicity Brock Kelcourse Rabbi Zahara Davidowitz-Farkas Ann Belford Ulanov Vicky Genia Curtis W. Hart Rick Carter Daniel Liechty Robert W. Gunn Paul C. Cooper Claude Barbre Bruce G. Epperly Beverly Musgrave Jill Carlen Barbre Barry Ulanov 《Journal of religion and health》1999,38(1):73-96
106.
Temporal synchronization in neuronal assemblies has been linked to the functional roles of perceptual binding, sensory-motor integration, attention, and information coding. We report new evidence for a common underlying mechanism that uses specific temporal patterns of synchronized neuronal activity as a basis for conveying information. The temporal patterns of stimulus-related synchronized neuronal discharges are structured to closely resemble specific members of the Symlet wavelet packet family employed in a computational framework. Together, these results suggest that temporal patterns of synchronized activity may act as a parallel, distributed code for information through a mechanism computationally equivalent to wavelet packet analysis. 相似文献
107.
This article is a secondary data analysis of the University of Kansas Language Acquisition Project, which intensively studied, on a regular basis, parent and child language from age 6 months to 30 months. The association between residential density and parent-child speech was examined. Parents in crowded homes speak in less complex, sophisticated ways with their children compared with parents in uncrowded homes, and this association is mediated by parental responsiveness. Parents in more crowded homes are less verbally responsive to their children. This in turn accounts for their simpler, less sophisticated speech to their children. This mediational pathway is evident with statistical controls for socioeconomic status. This model may help explain prior findings showing a link between residential crowding and delayed cognitive development. 相似文献
108.
Valerie Klinge Phillip M. Rennick Kathleen Lennox Zwi Hart 《Journal of abnormal child psychology》1977,5(1):61-68
Children labeled as under achievers are compared to a matched group functioning normally within the classroom. Factor analyses of the data from several tests reveal that the normal children not only have achieved higher academic performance but also have better learning aptitude. The inference may be made that many underachievers actually have a low general aptitude when carefully measured.This study was supported from funds from the Holden Foundation at the Children's Hospital of Michigan. The authors extend their thanks to Mrs. Barrie Lowy, Mrs. Sheila Kempler, and Ms. Enid Braun. 相似文献
109.
110.
During childhood, the ability to limit problem behaviors (i.e., externalizing) and the capacity for cognitive regulation (i.e., executive function) are often understood to develop in tandem, and together constitute two major components of self-regulation research. The current study examines bi-directional relations between behavioral problems and executive function over the course of childhood and adolescence. Relying on a diverse sample of children growing up in low-income neighborhoods, we applied a random intercept cross-lagged panel model to longitudinally test associations between behavioral problems and executive function from age 4 through age 16. With this approach, which disaggregated between- and within-child variation, we did not observe significant cross-lagged paths, suggesting that within-child development in one domain did not strongly relate to development in the other. We also observed a moderate correlation between the stable between-child components of behavioral problems and executive function over time in our preferred model, suggesting that these two domains may be relatively distinct when modeled from early childhood through adolescence. 相似文献