Showing papers by "David W. Johnson published in 1980"
TL;DR: Data indicate that these ionophores block the movement of viral glycoproteins from the Golgi apparatus to the cell surface membrane where budding and release of these two viruses occur.
185 citations
TL;DR: The effects of interpersonal cooperation, competition, and individualistic efforts were compared on a categorization and retrieval, a spatial-reasoning, and a verbal problem-solving task as discussed by the authors.
Abstract: The effects of interpersonal cooperation, competition, and individualistic efforts were compared on a categorization and retrieval, a spatial-reasoning, and a verbal problem-solving task. Forty-five first-grade children were randomly assigned to conditions stratified on the basis of sex and ability, so that an approximately equal percentage of males and females and high, medium, and low ability children were included in each condition. The results indicate that on all three tasks students in the cooperative condition achieved higher than did those in the individualistic condition, and on two of the three tasks students in the cooperative condition achieved higher than did those in the competitive condition. There were no significant differences between the competitive and individualistic condition. Students in the cooperative condition used higher quality strategies on the three tasks than did those in the other two conditions, and they perceived higher levels of peer support and encouragement for learnin...
119 citations
TL;DR: The importance of constructive interaction between handicapped and nonhandicapped students as the primary objective of mainstreaming is established and a theoretical model and supporting validating evidence concerning how handicapped students may be successfully integrated into constructive peer relationships with non handicapped peers within the regular classroom are discussed.
Abstract: • The Education for All Handicapped Children Act, Public Law 94-142, may be the most important civil rights legislation in recent history. As schools comply with its provisions, regular classroom teachers are expected to integrate handicapped students into the mainstream of nonhandicapped peer friendship networks and classroom life. Placing handicapped students into the regular classroomis the beginning of an opportunity. But it carries the risk of making things worse as well as the possibility of making things better. If the desegregation goes badly, handicapped students will be more severely and directly stigmatized, stereotyped, and rejected. Even worse, they may be ignored or treated with the paternalistic care one reserves for pets. If the desegregation goes well, however, true friendships and constructive relationships may develop between nonhandicapped and handicapped children, adolescents. and young adults. The purposes of this article are to (a) establish the importance of constructive interaction between handicapped and nonhandicapped students as the primary objective of mainstreaming; (b) discuss a theoretical model and supporting validating evidence concerning how handicapped students may be successfully integrated into constructive peer relationships with nonhandicapped peers within the regular classroom; and (c) outline a set of practical strategies for teachers directly based on the theoretical model and supporting evidence.
106 citations
TL;DR: In this paper, the authors describe the teacher's role in using cooperative learning groups to teach junior high school introductory French classes and the results of an evaluation of how cooperative learning experiences affect the students' attitudes toward French, their relationships with peers and the teacher, and their perceived impact of the cooperative learning experience on their motivation to learn French, the personal benefits they received from the group experiences and their attitudes toward learning in groups.
Abstract: This article describes the teacher's role in using cooperative learning groups to teach junior high school introductory French classes. It also describes the results of an evaluation of how cooperative learning experiences affect (1) the students' attitudes toward French, (2) their relationships with peers and the teacher, and (3) the perceived impact of the cooperative learning experiences on their motivation to learn French, the personal benefits they received from the group experiences, and their attitudes toward learning in groups. Cooperative learning experiences promoted positive attitudes among students toward all of these aspects of learning French.
63 citations
Journal Article•
TL;DR: Results indicated that significantly more positive interactions and evidence of greater interpersonal attraction took place between the nonhandicapped students and the Down syndrome students in the cooperative condition than in the competitive and individualistic conditions.
Abstract: Effects of cooperative, competitive, and individualistic goal structures compared on the dimensions of interpersonal interaction and attraction. Subjects were nonhandicapped and Down syndrome junior high school students who participated in eight weekly sessions of recreational bowling. Results indicated that significantly more positive interactions and evidence of greater interpersonal attraction took place between the nonhandicapped students and the Down syndrome students in the cooperative condition than in the competitive and individualistic conditions. .
52 citations
TL;DR: For instance, this paper found that subjects in the condition of confirm controversy indicated more uncertainty and were more accurate in cognitive perspective-taking than were subjects in a condition of no controversy.
Abstract: 45 undergraduates discussed a moral issue with a confederate who had the same opinion (no controversy) or opposite opinion (controversy). Subjects in the conditions with controversy were induced to have a high level of defensiveness by a disconfirmation of personal competence or a low level of defensiveness by a confirmation. Subjects in no controversy experienced confirmation. Subjects in the condition of confirm controversy indicated mote conceptual conflict (uncertainty) and were more accurate in taking the cognitive perspective of the confederate than were subjects in the condition of confirm no controversy. These results support Piaget's and Kohlberg's views of the role of controversy in perspective-taking and cognitive development and Berlyne's theory of conceptual conflict and epistemic curiosity. Subjects in the condition of disconfirm controversy experienced more uncertainty and were more accurate in cognitive perspective-taking than were subjects in the condition of confirm controversy. Subjects...
45 citations
TL;DR: One approach to the prevention of drug abuse is to provide socializing experiences aimed at helping children and adolescents acquire the basic social competencies needed to cope with life situation, as mentioned in this paper.
Abstract: One approach to the prevention of drug abuse is to provide socializing experiences aimed at helping children and adolescents acquire the basic social competencies needed to cope with life situation...
33 citations
TL;DR: Ambulance paramedics over a 14-year term appeared to lose hearing acuity at a rate faster than "normal" peers, and implications from this study for hearing conservation are explored.
23 citations
TL;DR: PDX was brought into operation in January 1980 as a diverted tokamak with typical parameters of B T = 15-20 kG, a = 38 cm, R 0 = 123-159 cm, I P = 180-300 kA, q ~ 3.7, n e = 1-3.8 × 10 13 cm −3, Z = 1.1-3, t es ~ 25 ms, and pulse lengths up to 0.7s as discussed by the authors.
20 citations
13 citations
01 Feb 1980
TL;DR: Cooperative learning experiences promote more positive attitudes to4ard the knowledge and skills being learned than do competitive and individualistic learning experiences, and results in more positive peer relationships.
Abstract: MF01/PC01 Plus Postage. Attitude nange: Group Dynamics: *Helping Relationship: *Inservice Teacher Education; Interaction: Interpersonal Competence: *Peer Pelationship: Postsecondary Education; Program Development: *Small. Group Instruction: Teacher Attitudes: Teacher Behavior: *Teacher Motivation: Teaching Methods To be successful, inservice programs need to utilize cooperative learning activitier and create collaborative support groups to assist implementation efforts after the inservice program has ended. Placina teachers in small, cooperative groups tc discuss the material being presented in the inservice program provide the structure and mechanisms for them tc give each other support and assistance while the material is tried out and integrated into their instructional activities. Cooperative learning experiences promote more positive attitudes to4ard the knowledge and skills being learned than do competitive and individualistic learning experiences. There is evidence that cooperative learning Promotes higher-levels of motivation and personal efficacy, and results in more positive peer relationships. The implications of using cooperative learning activities aces beyond the successful implementation of a new set cf teaching strategies. As teachers and administrators beCome more skillful in interacting with each other in collaborative activities, their interactions with students and parents will become more constructive and effective. (3D) eT ***********************w****t****************************************** f. Peproductions supplied by EDPS are the best that can be made from the original docnment. ***********************************************************************
TL;DR: In this article, the potential haptens for individual quantification of the Z and E isomers of clomiphene, 2-[4-(2-chloro-1,2-diphenylvinyl)phenoxy]-N,N- diethylethanamine (2) and (1), by radioimmunoassay, are described.
Abstract: Syntheses of (Z)- and (E)-3-[4-(2-chloro-1,2- diphenylvinyl)phenoxy]propanoic acids (12) and (11),potential haptens for the individual quantitation of the Z and of the E isomers of clomiphene,2-[4-(2-chloro-1,2-diphenylvinyl)phenoxy]-N,N- diethylethanamine (2) and (1), by radioimmunoassay, are described.
01 Jan 1980
TL;DR: Burada bir ogretmen dorduncu sinifta, ogrenme gruplari denemesi yapmaktadir as mentioned in this paper, ogrenciler kimin yazim isini yapacagi konusunda anlasmazlik icindeyken diger bir grupta da bir cocuk katilmada cekingenlik gosterip sessizce oturmakTadir.
Abstract: Burada bir ogretmen dorduncu sinifta, ogrenme gruplari denemesi yapmaktadir. O “bunun bir duzensizlik” oldugunu dusunur. Bir grupta, ogrenciler kimin yazim isini yapacagi konusunda anlasmazlik icindeyken diger bir grupta da bir cocuk katilmada cekingenlik gosterip sessizce oturmaktadir. Ucuncu bir grubun iki uyesi futbol hakkinda konusurken ucuncu uyesi ise odev yapabilmektedir. O zaman ogretmen, “benim ogrencilerim isbirligi icinde nasil calisacaklarini bilmiyorlar” diye ic cekebilir.
TL;DR: In this paper, the potential haptens for individual quantification of the Z and E isomers of clomiphene, 2-[4-(2-chloro-1,2-diphenylvinyl)phenoxy]-N,N- diethylethanamine (2) and (1), by radioimmunoassay, are described.
Abstract: Syntheses of (Z)- and (E)-3-[4-(2-chloro-1,2- diphenylvinyl)phenoxy]propanoic acids (12) and (11),potential haptens for the individual quantitation of the Z and of the E isomers of clomiphene,2-[4-(2-chloro-1,2-diphenylvinyl)phenoxy]-N,N- diethylethanamine (2) and (1), by radioimmunoassay, are described.