1,721,405 research outputs found
Glycine receptor regulation of neurokinin receptor function, in rat dorsal horn neurones
No full textACTIVATION of spinal neurokinin (NK1) receptors leads to increases in the extracellular concentration of glycine in the dorsal horn. We have investigated the role of the inhibitory glycine receptor as a regulator of NK1 receptor-mediated effects on dorsal horn neurones. Ionophoretic application of GR82334, a selective NK1 antagonist, did not alter dorsal horn neuronal activity evoked by cutaneous applications of mustard oil. However, in the presence of the glycine antagonists, strychnine or phenylbenzene-ω-phosphono-α-amino acid (PMBA), GR82334 displayed inhibitory properties. Therefore inhibitory glycine receptors may mask the contribution made by NK1 receptors to nociceptive processing. This is discussed with reference to the role of NK1 receptors during brief and long duration nociceptive transmission
Peer acceptance in early childhood : sex and social status differences in social information processing, temperament and social behaviour
No full textThe effect of perceived social status on preschool children's evaluations of behaviour
No full textOne of the major tasks of the early childhood years is to learn positive and socially acceptable ways of interacting with others and much of this learning occurs within the context of the peer group. Positive peer interactions thus\ud
make a substantial contribution to children's social and emotional development and rejection from the peer group in childhood has been linked to a variety of negative outcomes including early school withdrawal, delinquency and mental\ud
health problems (Asher, Oden & Gottman, 1977; Kupersmidt, Coie & Dodge, 1990; Parker & Asher, 1987). \ud
\ud
The perceived power of peer rejection as a predictor variable for future maladjustment has led to increasing concern by researchers to identify the factors involved in the establishment and maintenance of negative peer status.\ud
In addition to such potential determinants as physical attributes, social cognition and communication patterns (Black & Hazen, 1990; Kurdek & Krile, 1982; Shaffer, 1988) behavioural characteristics appear to be strongly related to the development of peer social status. However, although initial behaviours serve to rapidly establish children's status within groups of previously unacquainted peers (Dodge, 1983), there is increasing evidence which suggests that, once status is established, behaviour change in itself may not be sufficient to improve social status (Mize & Ladd, 1990).\ud
\ud
The present study arises from the premise that children's reputation may have an influence on the ways in which their peers both perceive and respond to their behaviour. In other words, a prior reputation may serve to maintain a\ud
negative peer status even when behaviour is improved. The present study was therefore designed to examine the extent to which a preschool child's social status or reputation, once established, affects peer perception of his or her\ud
subsequent behaviour. Of additional interest were possible sex and status differences in social information-processing.\ud
Subjects were 62 children (35 boys and 27 girls) from three local Community Preschools. The children ranged in age from 4 years, 7 months to 6 years, 1 month of age. Prior to commencement of the main study socio-metric interviews were conducted consisting of a combination of limited choice\ud
positive nomination and a three point rating scale. \ud
\ud
Children were then assigned to one of five status groups: rejected, neglected, average, popular or controversial. Children unable to be classified were designated "other". In\ud
conjunction with socio-metric testing, teachers were asked to complete a twelve item Teacher Assessment of Social Behaviour Questionnaire (Cassidy & Asher, 1992).\ud
After completion of sociometric testing children took part in individual interviews in which they were presented with information regarding the liked or disliked status of a hypothetical same sex peer and reputational information in\ud
the form of social information pictures depicting the target child engaged in social interactions. From this information children made inferences about the hypothetical peer's general disposition by rating the likelihood that he or she would behave in either pro-social or antisocial ways. Children were then presented with two types of hypothetical situations, other involved and self\ud
involved. \ud
\ud
The other involved hypothetical event consisted of presentation of a picture showing the same sex target peer and another same sex child involved in a conflict situation. The self involved event consisted of a hypothetical situation involving the subject and the target child in which the intentions of the target peer were ambiguous but a negative outcome for the subject resulted. Children were asked their perceptions of the target peer's involvement in the hypothetical events along the dimensions of locus of control, intent and stability for the\ud
other involved event, and locus of control and intent for the self involved event. Presentation order of popular versus unpopular target peer and self involved versus other involved hypothetical events was counterbalanced across subjects. The results clearly demonstrated that preschool children's evaluations of the target peers varied as a function of the target child's reputation and the subject's\ud
gender. Overall, children made significant distinctions between popular and unpopular peers both when making dispositional evaluations of the target peer and situational attributions about the target child's involvement in the hypothetical events. In contrast to expectations, no status differences in social\ud
information-processing were found.\ud
\ud
Sex differences in the use of reputational information were evident both for dispositional inferences and situational attributions. Specifically, girls made greater distinctions between popular and unpopular peers than boys both when\ud
making inferences about the target child's disposition, and when making attributions of intent. Relative to boys, girls rated the popular peer as more friendly, more helpful and more liked and the unpopular peer as more likely to get angry, fight and hurt others. Girls also rated the unpopular peer as acting intentionally more often than boys and were less likely to ascribe intent to the popular peer.\ud
Sex differences were also observed for teacher ratings of aggression, disruption and sociability. Teachers rated boys more highly on the dimensions of aggression and disruption while girls were rated high on sociability. These dimensions were also significantly correlated with children's evaluations of the target peer. Specifically, boys rated as highly aggressive or disruptive were likely to make more negative evaluations of a popular peer on pro-social items whereas sociable children of both sexes made more positive evaluations of an unpopular peer's involvement in a self involved negative event. Overall, these results replicate previous research (Cirino & Beck, 1990; Dodge, 1980; Hymel, 1986; Waas & Honer, 1990), indicating that children vary their perceptions of and explanations for behaviour as a function of the liked or\ud
disliked status of the target peer. \ud
\ud
Additionally however, the present study extends previous research efforts by demonstrating that reputational bias interpretations of behaviour is present in a much younger age group than that previously studied. Results are discussed in terms of the implications for intervention programs and research into children's peer relations
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
- …
