Showing papers on "Surprise published in 1992"

Head Start: The Inside Story Of America's Most Successful Educational Experiment

Abstract: * High Hopes * Miracle Workers * On the Defensive * My First Crisis * Maximum Feasible Parent Participation * Head Start Meets Child Care * Keeping the Experiment Alive * The Carter Surprise * Surviving the Reagan Years * Head Start: The Next Generation

Young children's (Homo sapiens) understanding of knowledge formation in themselves and others.

Abstract: Three- and 4-year-old children (Homo sapiens) were tested for comprehension of knowledge formation. In Experiment 1, 34 subjects watched as a surprise was hidden under 1 of 4 obscured cups. The experimenter then pointed to the cup. All children searched under the correct cup, but no 3-year-olds (in contrast to most 4-year-olds) could explain how they knew where to look. Subjects then discriminated between simultaneous pointing by 2 adults, one who had hidden a surprise and one who had left the room before the surprise was hidden. Most 4-year-olds (but no 3-year-olds) showed clear discrimination between the adults. In Experiment 2, 16 subjects were tested with procedures designed to make the source of their own knowledge more obvious, but this had no effect on performance. We conclude that studies using very similar procedures with chimpanzees and rhesus macaques were measuring an ability (or inability) to understand how knowledge states form.

Visual discrimination and recognition of facial expressions of anger, fear, and surprise in 4- to 6-month-old infants.

Abstract: On the assumption that the ability to discriminate facial expressions has adaptive value to infants during early social exchanges, ethologically based theorists have argued that this ability is innate. Guided by this perspective, we investigated the ability of infants, 4-6 months old to recognize and discriminate facial expressions of anger, fear, and surprise. Results obtained with an infant-controlled habituation-recovery procedure showed that infants both discriminated and recognized these expressions when portrayed by several adult female models. In addition, infants spent more time looking at expressions of anger and surprise than at fear expressions. These results suggest that infants can abstract configurations of features that give affective meaning to facial expressions. It is suggested that the differences in habituation to each expression might be the result of their distinct functional signification for the infant.

Humankind and the Environment: An Anatomy of Surprise and Ignorance

Abstract: This paper addresses the problem of 'ignorance' in philosophy and science, particularly with respect to the conceptualization, study and solution of environmental problems. We begin by distinguishing between 'risk', 'uncertainty' and 'ignorance'. We then offer a categorization of ignorance, and use these categories to assess the role of science as a means of reducing ignorance. We note that to proceed with science, several 'acts of faith' are necessary. We conclude with a discussion of the importance of an attitude of openness in science and philosophy, especially regarding environmental problems. Throughout, we illustrate our discussion of ignorance, and the problems involved in its reduction, by reference to environmental issues.

The Phenomenology of Intimacy

Abstract: Intimacy is a topic of importance with respect to many aspects of relationship theory and a variety of academic disciplines. A consideration of the literature reveals much research but little consensus on even such basic issues as a definition of intimacy. Given that, a phenomenological study was done to determine what ordinary people meant by, and experienced as, intimacy. Results of that study revealed seven major components to intimate experiences. These included: non-verbal communication, presence, time, boundary, body, destiny/surprise and transformation. The relationship between these results and previous research is discussed.

Creative Drama in the Classroom.

Abstract: The use of creative drama in the classroom is a student-focused process where experiential learning can be fostered and developed within any given curriculum. It can help students to develop divergent thinking skills, inventive creativity, and cognitive thinking skills, and it can stimulate the development of oral and written communication skills. Used in a social context, creative drama can show the student the way to be empathetic to the needs of others and consequently the student will be better able to form a value judgment. Fostering intuition, creative drama helps the student to relegate inner strengths of "knowing" into concrete action. Creative drama is a holistic approach to academic learning. Non-threatening classroom exercises can provide a genuine feeling of surprise and fun in the classroom and help students to become aware of the utilization of their imagination. In one exercise, students read parts of Emerson's essay "Fate"; they dressed in black and, turning off all the lights, read the essay aloud with flashlights. Afterwards, students talked about how fate influences lives. It is imporiant, if such activities are to be successful, that the instructor instill students with a sense of trust. Students must not be forced to participate--they should be asked. In an exercise promoting trust, a student is blindfolded and another student leads him around the room while a poem or passage of prose is read. (Contains 14 references.) (TB) Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** 1

A Theoretical Approach to Curricula

Abstract: This paper was first presented at the International Seminar on Comparative Studies of Mathematical Curricula in Different Countries, held in Frascati (Italy) in may 1987. Though it centers on some definite questions — essentially, “What is a curriculum?”, and “How does a curriculum come into existence ?” — it is intended as an introduction to the theory of the didactic transposition of knowledge, in whose setting it tries to make sense of the aforementioned, central problems of didactic theory. Due to lack of space, the chief theoretical notions on which it hinges — notably those of demands (as opposed to needs), of conditions and constraints, etc. — will not be formally introduced to the reader. Much to the contrary, it has been the author’s intent to make their proper meaning grow out of their straightforward use throughout the text. The argument expounded often wanders from admitted truth and the general style of analysis is bound to come as a surprise to the casual reader, a fact for which the author can, unfortunately, offer no apologies, but which he would rather see as an indication that something is indeed being communicated.

Surmounting fluctuating barriers

Abstract: The idea that particles can surmount the walls of potential wells to escape from them is so familiar that the complexity of attempts to broaden the problem is a surprise.

A Theoretical Basis for Evaluating Wildlife-Related Education Programs

Abstract: OVERALL, animals rank high in the favorite interests of children (Badaracco 1973, Bart 1972, Collins 1976, Finley 1921). Therefore, it is no surprise that lessons on animals easily capture the imagination of young students, particularly when live specimens are used (Gantert 1966, Schultz 1967, Swingler 1965). Because these programs involve multi-sensory stimuli, they usually elicit varied responses from students, many of which are positive. As a result, classroom teachers are led to believe that these exposures are worthwhile and, therefore, "feel" education is taking place. Hendee (1972) has labeled this intuitive process as "folklore" and warned against using it to validate the success of environmental education programs. Instead, he and Yager (1978) advocated the use of research to determine if affective and cognitive goals have been met. Adams and Thomas (1986, p. 480) defined wildlife education as, "Those teaching and learning processes that introduce information about specific wildlife resources, habitats, ecological relationships, conservation, and management strategies into public school and community educational programs." To be worthwhile, this process should result in positive changes in knowledge, attitudes, awareness and actions toward wildlife. However, based on reported research in the environmental literature, it is uncertain which methods can best accomplish the previously stated goals (Knapp 1972). Recent attempts by researchers to explain the educational effectiveness of programs using animals have met with differing results (Adams, Newgard & Thomas 1986; Kress 1975; LaHart 1981; Moore 1983; Morgan & Gramann 1989). Of particular interest to this study is the development of human orientations toward wildlife. Two typologies have recently emerged in the literature that focus on young people's attitudes toward animals (Kellert 1985; Adams et al. 1986). Kellert (1985) stratified Connecticut children according to nine different wildlife orientations: naturalistic, ecologistic, humanistic, moralistic, scientistic, aesthetic, utilitarian, dominionistic and negativistic. Adams et al. (1986) developed a model based on the Triandis (1971) theory that incorporates feelings, beliefs and actions. Respondents were divided to approximate Adair's (LaHart & Tillis 1974) four dimensions of social behavior: action, satisfaction, frustration and apathy. These typologies are useful; however, they have some limitations that include:

The standard world of 2005: a surprise free scenario.

Abstract: A standard world scenario is one which is surprise free in the sense of offering neither revolutionary breakthrough nor catastrophe, but a continuation of presently foreseeable trends. The present work explores the meaning for the hospitality industry of one such scenario. Economic series such as gross national product and disposable personal income are projected on the basis of work force changes as well as on productivity and investment. A more diverse and, on average, older work force is foreseen. The impact of work force trends on hospitality's customer base are then interpreted. Next, the outlook for employment in hospitality is estimated by sector and position level. Finally, alternative optimistic and pessimistic scenarios are analyzed.

Increasing the reliability, validity, and relevance of psychological expert evidence: An introduction to the special issue on expert evidence.

Abstract: The structure of our jurisprudence, both civil and criminal, is based, in part, upon a variety of theories and expectations of human behavior, perception, intentionality, and judgment. As a consequence, social scientists, in general, and psychologists, in particular, are called upon, with increasing frequency, to offer expert evidence at various stages of adjudicatory and legislative processes. Expert witnesses differ in many respects from other witnesses, the most important difference being that they are permitted or even encouraged to offer opinions and inferences, often on the basis of evidence that is not otherwise admissible. It should therefore come as no surprise, within the adversarial context of our judicial system, that the powerful advantages and disadvantages of admitting such testimony have been the subject of centuries of strident controversy and debate. The controversies have centered on a variety of topics, the most common being (a) the lack of scientifically acceptable theories and methods; (b) the question of whether such witnesses are impartial experts as opposed to advocates, "oath helpers," or "secret moral agents"; (c) the inadequacy of judicial procedures for selecting and qualifying experts; (d) the prejudicial impact of expert testimony and the degree to which such testimony may abridge fundamental rights; (e) the distortion of scientific expertise in an adversarial system; and finally, (f) the extent to which expertise is "for hire" (Faust & Ziskin, 1988; Golding, 1990; Resnick, 1986). In response to such critiques, the American Psychology-Law Society (Division 41 of the American Psychological Association) and the American Academy of Forensic Psychology have adopted the Specialty Guidelinesfor Forensic Psychol-

Quality of life and the death of "Baby M": a report from Australia.

Abstract: ... While it is no secret that Victorian doctors, like their American counterparts, are frequently making decisions that result in a severely disabled infant's death, they are making these decisions without public guidance, against the backdrop of laws and traditional ethical precepts which uphold in spirit (although, as we shall see, not always in practice) the traditional "sanctity of life" view. It will come as no surprise, therefore, that doctors and parents will occasionally find themselves in a situation where zealous defenders of an infant's "right to life" will turn to the law in an attempt to prevent what they see as immoral and unlawful decisions. This was the case recently in Melbourne, where a severely disabled infant was born on July 14, 1989 and died twelve days later, on July 26.

A Dynamic View of Emotion with an Application to the Classification of Emotional Disorders

Abstract: The study of emotion has been plagued by a multitude of different types of theories and approaches. Except on a few fundamental facts, there is virtually no agreement. This also explains why progress in the field over the last years has been slow. So it comes as no surprise that clinical psychology has not extensively studied emotion theories emanating from academic psychology. We propose that by taking a dynamic perspective on emotions, as psychoanalysis proposes it, we can arrive at a systematic way of exploiting knowledge about emotions to achieve a better understanding of the complex and rapid changes of emotions in therapeutic processes. In this way a dogmatic position can be avoided and a more fruitful approach to clinical practice may ensue. We also show that by taking the analyst into account while modeling a patient’s behavior, we are capable of coping with some of the antirationalist criticism which might be directed at our modeling. We first propose a dynamic model of emotions which enables analysts and patients to gain insights into their own emotion-related behaviors. We then propose a model for classifying emotional disorders which is based on the assumption that emotions are intrinsically dynamic. This classification scheme implies that we will have to make our assumptions about “normality” explicit, an issue which we think is unavoidable whenever talking about pathology, but which is frequently repressed.

The Humanities without Humanism

Abstract: The metaphor of 'crisis' - with its medical origins and its political aspirations - is too portentous to describe the state of the humanities in the wake of the restructuring of higher education. It comes as no surprise that recent policy changes have presented humanist intellectuals with another occasion to decipher the movements of deeper and more momentous forces - the splitting of instrumental and normative reason, bureaucracy and culture, even the state and civil society. Transforming political realities into occasions for moral critique is, after all, one of the things that such intellectuals do for a living. The risk attached to this undertaking is that it can become too profound for the reality that it purports to address. This seems to be the case with the humanist critique of the governmental reform of higher education.

Avoiding Surprise: The Role of Intelligence Collection and Analysis at the Operational Level of War

Abstract: : This monograph discusses whether U. S. Army operational commanders are still susceptible to surprise. The principle of surprise remains an important consideration for campaign planners. Operations Just Cause and Desert Storm relied heavily on surprise to establish the conditions for success. Yet, recent advances in intelligence technologies may have rendered surprise obsolete. Many believe that 'perfect intelligence.' seemingly assured by sophisticated surveillance and reconnaissance systems, makes surprise unlikely during modern warfare. The large scale of modern operations and 'near-real-time' information processing also makes surprise questionable. In short, advanced intelligence and command and control capabilities, combined with Army doctrinal emphasis on predictive intelligence, could lead campaign planners to disregard enemy efforts to achieve operational surprise. The monograph first explains the theoretical causes of surprise. Based on these considerations, a paradigm is provided to examine the causes of operational surprise. Surprise, Yom Kippur War, Battle of the bulge, EACIC, Operational level surprise, Intelligence anlaysis.

The Operational Use of Intelligence: What to Avoid

Abstract: : Military experience throughout history has had numerous examples of effective deception and surprise Results of the surprise usually means destruction of military forces caught unaware The reasons for the unawareness lies in a failure to heed intelligence information or incomplete analysis in the intelligence process This paper looks at four areas of the intelligence process from an operator's perspective Acquisition, Analysis, Dissemination, and Acceptance of Intelligence is examined while linking these areas to historical accounts from World War II and post World War II events/battles These comparisons shed some light on areas where the intelligence process goes wrong The goal of the paper is to examine the limitations of intelligence and make both operators and intelligence personnel wary of the problem areas The intent is to make operators as well as intelligence personnel aware of areas that lead to traps and how either asking for, or providing the correct information will help military operations It is not only important to understand what intelligence can do, but what it cannot do as well

Artificial emotion model for human-machine communication by using harmony theory

Abstract: This paper deals with an artificial emotion model for 'Active Human Interface' that generates emotions and facial expressions from desire state by neural network application. The harmony theory, a type of Boltzmann machine, is employed in this paper, and for this network system, the authors show a method of learning six basic emotions (joy, anger, sadness, fear, disgust and surprise). They also formulate schemata connecting a desire state and facial expression consisting of three facial components (eye, eyebrow and mouth). Some simulation results show the successful emotion generation, demonstrating the effectiveness of the learning. >

Mr Scott's case: a view of London medicine in 1825

Abstract: In early modern centuries disease was rampant, and it was no surprise that popularized medical writings appeared, aiming to explain how ordinary people could ...

The Influence of State Agencies on Curriculum.

Abstract: Curriculum is what happens in classrooms and schools, not state capitals.Thus, it comes as no surprise thatstate-mandated models for improvement have not worked..

Whole Language Approach: Is It Really Better?.

Abstract: Dissatisfied with traditional approaches to beginning reading practices dominated by phonics, basal reading series, and workbooks, and more importantly, influenced by research and knowledge about how children learn to read, teachers/educators launched a grass-roots whole language movement in the early 1980s. However, the term "whole language" has become broadly defined and loosely used in the professional literature. Because of such diversity in definition and because of inconsistencies within educational literature relating to the concept of whole language, it is no surprise that the relative effectiveness of whole language is very inconclusive and often controversial. A review of the research on the effects of whole language on beginning reading achievement indicates that no consistent conclusion can be drawn regarding its effectiveness. Jeanne Chall proposed that an understanding of how reading develops should help teachers/educators understand the highly controversial issues of what to teach, when, and by what methods. Chall's stage model of reading development may contribute to a better understanding of how reading is acquired and how the total environment, as well as the school environment, may be optimized for pupils at the different stages. (Thirty-six references are attached.) (RS) *********************************************************************** ..epluttucLIons suppiieo Dy t0A6 are tne pest that can be made ri from the original document. ,7--> ********************************************************************* Whole Language Approach: Is It Really Better?

Everything you always wanted to ask a lawyer about ethics committees.

Abstract: It should come as no surprise that we will get three different answers to the same question since we have three lawyers on the panel. The law is a matter of policy , and there is usually no single “right” answer to these questions. Each lawyer will come to a question from a very different perspective and bring a different approach to the answer.

The disenchantment of professionals in a new, implemented model of primary health care in Spain: A structural equations model

Abstract: A new model of primary health care has been progressively implemented in Spain. Previous research (Peiro and Gonzalez-Roma 1991) suggested that the implementation of this new model has produced a kind of disenchantment—that is, an experience of negative surprise—among health care professionals involved. In the present paper, a structural equations model about the antecedents and consequences of the experience of surprise is tested in a sample of 432 health care professionals working in 44 Primary Health Care Teams (PHCT). The results obtained showed that the number of uncovered functions in the PHCTs, the discrepancy between actual and desired time allocation, and the assessment of changes produced by PHCTs are relevant antecedents of the experience of surprise, while job satisfaction and propensity to leave the PHCT appear as relevant consequences.