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Institution

Hollins University

EducationRoanoke, Virginia, United States
About: Hollins University is a education organization based out in Roanoke, Virginia, United States. It is known for research contribution in the topics: Higher education & Racism. The organization has 291 authors who have published 409 publications receiving 6668 citations. The organization is also known as: Hollins College.


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551 citations

Journal ArticleDOI
TL;DR: The fact that the diurnal Ss showed both increased running and increased bar pressing in the hours just before feeding indicates that when such an anticipation occurs, it is governed by a 24-hr, biological clock rather than being based upon deprivation produced stimuli.
Abstract: Rats, confined either to Skinner boxes or to activity wheels, were fed at regularly scheduled feeding times which were either diurnal, i.e., every 24 hr., or a-diurnal, i.e., every 19 or 29 hr. Even though the a-diurnal Ss had been born, reared, and tested under 19or 29-hr, schedules to provide further support for the anticipation of feeding, they failed to show such an effect. The fact that the diurnal Ss showed both increased running and increased bar pressing in the hours just before feeding indicates that when such an anticipation occurs, it is governed by a 24-hr, biological clock rather than being based upon deprivation produced stimuli.

146 citations

Journal ArticleDOI
TL;DR: The youngest children learned from contingent video in the absence of reciprocal interactions with a live social partner, but only when contingent video required specific responses that emphasized important information on the screen.
Abstract: Researchers examined whether contingent experience using a touch screen increased toddlers' ability to learn a word from video. One hundred and sixteen children (24-36 months) watched an on-screen actress label an object: (a) without interacting, (b) with instructions to touch anywhere on the screen, or (c) with instructions to touch a specific spot (location of labeled object). The youngest children learned from contingent video in the absence of reciprocal interactions with a live social partner, but only when contingent video required specific responses that emphasized important information on the screen. Conversely, this condition appeared to disrupt learning by slightly older children who were otherwise able to learn words by passively viewing noninteractive video. Results are interpreted with respect to selective attention and encoding.

144 citations


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Performance
Metrics
No. of papers from the Institution in previous years
YearPapers
20231
202215
202112
20209
20197
201812