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Biomedical subjects

N Worrall

Publications and source records attributed to N Worrall.

11 recordsLinked to original sources
PubMed1992

Children's self-allocation and use of classroom curricular time.

A class of 9-10 year-olds (N = 12) in a British primary school were observed as it moved over a one-year period through three types of classroom environment, traditional directive, transitional negotiative and established negotiative. Each environment offered the children a differing relationship with curricular time, its control and allocation, moving from teacher-allocated time to child allocation. Pupil self-report and classroom observation indicated differences in the balance of curricular spread and allocated time on curricular subject in relation to the type of classroom organisation and who controlled classroom time. These differences were at both class and individual child level. The established negotiative environment recorded the most equitable curricular balance, traditional directive the least. While individual children responded differently within and across the three classroom environments, the established negotiative where time was under child control recorded preference for longer activity periods compared to where the teacher controlled time allocations.

Achievement↗
PubMed1990

Varieties of curricular experience: backmarkers and frontrunners in the primary classroom.

In the first study a class of 10-year-olds was observed for the first and last five weeks of the autumn term. On both a class and individual child basis there was considerable difference between teacher-believed and child-actual timetables, and this increased over the term. In the second study, 53 children were classified into "frontrunners" or "backmarkers", depending on success in pacing the taught curriculum. For backmarkers, strategies for maintaining contact were mainly child-determined, though for frontrunners mainly teacher-determined. Although the teachers, who proved to be traditionally directive, believed their paper timetable closely represented children's true classroom experience, a picture emerged of most children correctly perceiving themselves as backmarkers, and as having responsibility for instigating their own, largely passive, coping strategies with subsequent negative feelings about themselves and their situation.

Achievement↗
PubMed1986

Rearrangement of genes located on homologous chromosomal segments in mouse and man: the location of genes for alpha- and beta-interferon, alpha-1 acid glycoprotein-1 and -2, and aminolevulinate dehydratase on mouse chromosome 4.

Gene mapping studies to determine the order of alpha- and beta-interferon (Ifa, Ifb), aminolevulinate dehydratase (Lv), and alpha-1 acid glycoprotein-1 and -2 (Orm-1, Orm-2) relative to each other and to the reference genes brown (b), B-cell maturation factor responsiveness (Bmfr-1), and major urinary protein-1 (Mup-1) are reported. The most likely order was Mup-1--Lv--b--Orm-1, Orm-2--Ifa, Ifb--Bmfr-1. This order suggested that two chromosomal segments located on chromosome 4 in the mouse and chromosome 9 in man have been conserved since divergence of lineages leading to man and mouse; these segments are marked by soluble aconitase-1 (Aco-1) and galactose-1 phosphate uridyl transferase (Galt) and by Lv and Orm-1. This order also demonstrated that, although genes located on opposite arms of chromosome 9 in man remain syntenic in the mouse, gene order has not been conserved; Ifa and Ifb are not located in their expected locations near Aco-1 and Galt. The position of Ifa and Ifb between Orm-1 and Bmfr-1 could not be determined with certainty because of apparent heterogeneity in recombination frequencies between crosses involving conventional laboratory strains of mice and crosses involving interspecific matings between laboratory mice and Mus spretus. This result suggests that caution must be exercised when using M. spretus in linkage crosses.

Animals↗
PubMed1983

Teaching TMR children to read using integrated picture cueing.

A rebus program was compared with a new picture-cue method for teaching TMR children to read. Two groups of 20 TMR children each participated in a 26-week course during which recognition and transfer to standard orthography were measured. The cued-word group was significantly superior in reading words in standard orthography both during training (75 percent compared with 25 percent transfer) as well as at the end of training (96 vs. 50 percent transfer). The results justify further exploration of the picture-cueing method both for retarded and for beginning readers in general.

Adolescent↗
PubMed1975

Electrodermal response to sexual materials.

Four groups of college students selected on the basis of high or low Eysenck Personality Inventory scores were asked to talk or simply think about a series of slides differing in overt sexual content. Data showed that for both conditions those high on Neuroticism (n = 8) showed more electrodermal activity than did those scoring low (n = 8), and over all subjects there was a significant correlation between Neuroticism scores and the physiological measure. High and low scorers on Extraversion scale (ns = 10) showed no analogous differences in electrodermal activity.

Erotica↗