Shuttlebox avoidance to intense white noise: Acquisition and the Kamin effect in rats

Experiment I demonstrated shuttlebox avoidance conditioning using intense white noise as a UCS. Ten rats were given 25 trials a day for 6 days. Escape latencies declined and avoidance responses increased over trial blocks. Experiment II provided support for a functional similarity between shock as a UCS and intense noise as a UCS by demonstrating the Kamin effect following incomplete shuttlebox training to noise. Separate groups of rats were given 25 trials followed by an additional 25 trials either 0, 1, 4, or 24 h later. The U-shaped Kamin effect was evident in the avoidance measure. A similar but inverted U-shaped function was obtained for the escape latency measure. Escape latencies were longer on retraining than on original training at 1 h but not at 0, 4, or 24 h after original training.     

Criteria for the Evaluation of High-School English Composition

Abstract

Normals, Institutionalized retardates, and non-Institutionallzed retardates, matched on the basis of MA, were tested on a simple performance task under social and tangible reinforcement conditions. Differences in performance under the two reinforcement conditions were belle red to reflect differences In the motivational systems of the groups. The performances of the normals and institutionalized retardates were very similar, as these two groups did not perform significantly longer or faster than each other on the task. The non-institutionalized retardates performed significantly longer than either of the other two groups, and significantly faster than the Institutionalized retardate group. This result was explained In terms of the greater frustration and failure which these Ss may experience In their daily lives.     

Choice responding following multiple schedule training

Pigeons’ choice responding on 10-sec interpolated probes was studied after baseline training on multiple variable-interval variable-interval schedules of food reinforcement. Unreinforced choice following training with three different relative reinforcement rates (Experiment 1), with a 3-ply multiple schedule (Experiment 2), and with three different relative reinforcement durations (Experiment 3) was examined. Least squares lines were fit to choice relative response rate and schedule relative response rate as functions of training relative reinforcement rate; choice slope was significantly greater than schedule slope in all three experiments. This result is counter to the prediction of Herrnstein’s (1970) theory that these slopes should not differ. Luce’s (1959) theory also failed to account for the data. It was concluded that choice responding was controlled by both approach to the stimulus associated with the smaller mean interreinforcer interval or the longer duration, and avoidance of the other stimulus.     

The effects of training on the development of the ability to control variables

Based on a criterion test 27 fifth and sixth grade students were selected who could not control variables. Three groups were formed. The control group received no training; a second group received training relying upon external reinforcement, and the third group, training designed to induce internal cognitive conflict. The groups receiving training did only slightly better than the control group on the posttest. On the retention test one month later, all three groups had almost identical scores. The mean combined retention test score was found to be significantly greater than the pretest score. The improvement of the control and conflict groups supports Smedslund's⁸ finding that external reinforcement may not always be necessary for behavioral changes to occur. A further analysis of test scores led to the classification of students according to Piaget's developmental stages. During the course of the study a significant number of students improved in their stage placement. Based on retention test performance nearly half of the students having a mean age 11.8 years could be classed in late formal operations with regard to their ability to control variables. Inhelder and Piaget¹² reported that this level was not normally reached until 14 or 15 years of age. In conclusion, the results support the possibility that while development of the ability to control variables can be accelerated by training at the fifth and sixth grade level some children are surprisingly unaffected regardless of whether the training is based on external reinforcement or cognitive conflict procedures.     

Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level

Due to new standards in fostering life-long learning at school, research has increasingly dealt with the promotion of self-regulated learning, resulting in a large number of intervention studies conducted at primary and secondary school. The current study aimed at investigating the impact of various training characteristics on the training outcomes, regarding academic performance, strategy use and motivation of students. Two meta-analyses were conducted separately, one for primary and one for secondary school level to allow for comparisons between both school levels. The meta-analyses included 49 studies conducted with primary school students and 35 studies conducted with secondary school students; analyzing 357 effect sizes altogether. The potential effects of training characteristics were investigated by means of meta-analytic multiple regression analyses. The average effect size was 0.69. For both school levels, effect sizes were higher when the training was conducted by researchers instead of regular teachers. Moreover, interventions attained higher effects when conducted in the scope of mathematics than in reading/writing or other subjects. Self-regulated learning can be fostered effectively at both primary and secondary school level. However, the theoretical background on which the training programme is based, as well as the type of instructed strategy led to differential effects at both school levels.

中小学校长管理能力培训策略研究

加强中小学校长管理能力的培训,对于促进校长专业成长有着重要的意义。制约校长管理能力培训的因素主要有脱产培训的时间保证、专业性培训的质量要求等。探索中小学校长管理能力培训的有效策略是通过管理实践案例提升校长们解决问题的能力,通过方法的掌握提高管理工具的使用能力,通过学校发展规划的训练提高他们的战略思考能力。在校长培训中,以管理能力为中心的培训将是今后培训发展的基本方向。     

Discrimination training in infant,preweanling, and weanling rats: Effects of prior learning experiences with the discriminanda

Rats were given continuous reinforcement (CRF), partial reinforcement (PRF), or successive discrimination (D) training in an alley from 11–14 (Age 1) or 15–18 (Age 2) days of age. Reinforcement was the opportunity to suckle the dry nipples of an anesthetized dam. Following a 10-day interval, all animals were given 4 successive days of discrimination training with food pellets as reinforcement. Control groups were given only the second phase of training. In the first phase, D subjects of both ages responded appropriately to the discriminative stimuli, and the PRF subjects of both ages ran significantly slower than CRF subjects. In the second phase, only the CRF subjects of Age 1 showed behavioral discrimination. All three Age 2 groups discriminated, but the discrimination developed earliest after Phase I CRF and latest after Phase I PRF. Both Age 1 control groups showed a late-developing discrimination, but neither Age 2 control group discriminated. The results suggest that infant and preweanling rats can learn both positive and negative expectancies of appetitive events, respond appropriately, and retain and transfer these expectancies to new learning. The reinforcement value of dry suckling and the effects of stimulus preexposure in infant rats are also discussed.     

区域联动中小学班主任培训体系构建的实践探索——以宁波市为例

宁波市师训中心从基础教育发展的实际出发,构建区域联动中小学班主任培训体系。班主任培训体系由校本培训、骨干培训和"专家型"培训构成。它既有利于促进班主任自主发展,又有利于引领骨干班主任的辐射作用。构建该培训体系,应采取政策先导、典型示范、抓住重点、研训一体、强化管理、倾斜农村等相应策略。     

Rate of reinforcement and session duration as determinants of within-session patterns of responding

Rats pressed levers for Noyes pellets or keys for sweetened condensed milk reinforcers delivered by multiple schedules. Session length and baseline rates of reinforcement were varied in two experiments. Rates of responding increased during the early part of the session and then decreased for both responses and reinforcers, as well as for all subjects and values of the independent variables. Changes in response rates across the session sometimes exceeded 500%. Respoiise rates peaked approximately 20 min after the beginning of the session, regardless of session duration, when subjects responded on a multiple variable interval 1-min variable interval 1-min schedule. The function was flatter for longer sessions than it was for shorter sessions. The function was flatter, more symmetrical, and peaked later for lower rates of reinforcement than for higher rates of reinforcement. The function appeared early in training, and further experience moved and reduced its peak. Variables related to reinforcement exerted more control over some aspects of this function than did variables related to responding. These within-session patterns of responding may have fundamental implications for experimental design and theorizing.     

自我效能感对学习策略的影响及教学建议

在分析自我效能感的主体作用机制及功能的基础上,强调了自我效能感对学生学习策略的运用、学习策略的选择及运用学习策略的动机等方面的影响.针对学习策略的教学,提出了为学生在学习策略的学习和使用中创造首次成功的体验、外部强化、积极的自我强化、归因训练等培养自我效能感的教学建议.     

Partial reinforcement in autoshaping with pigeons

The acquisition, maintenance, and extinction of autoshaped responding in pigeons were studied under partial and continuous reinforcement. Five values of probability of reinforcement, ranging from .1 to 1.0, were combined factorially with five values of intertrial interval ranging from 15 to 250 sec for different groups. The number of trials required before autoshaped responding emerged varied inversely with the duration of the intertriai interval and probability of reinforcment, but partial reinforcement did not increase the number of reinforcers before acquisition. During maintained training, partial reinforcement increased the overall rate of responding. A temporal gradient of accelerated responding over the trial duration emerged during maintenance training for partial reinforcement groups, and was evident for all groups in extinction. Partial reinforcement groups responded more than continuous reinforcement groups over an equivalent number of trials in extinction. However, this partial-reinforcment extinction effect disappeared when examined in terms of the omission of “expected” reinforcers.     

Learning Strategies Training

A learning strategies program emphasizing primary (text-oriented), and support (affective) strategies was evaluated. Participants were given training in one of two sequences: primary-support or support-primary. A no-treatment group served as a control. In general, the results revealed that strategy training significantly improved performance on both text-processing and self-report measures. The primary-support group typically scored higher than the support-primary group on the text-processing measures. Conversely, the support-primary group reported more positive responses on the self-report measures. Long-term follow-up results are also presented.     

The overshadowing of instrumental conditioning by a stimulus that predicts reinforcement better than the response

In an experiment designed to demonstrate the overshadowing of appetitive instrumental conditioning, three groups of rats were given 10 sessions of RI (random interval) training in which reinforcement was delivered 450 msec following the response. The correlated group experienced a stimulus during the response-reinforcer delay interval, while an uncorrelated control group experienced a similar brief stimulus occasionally following responses, but these were not responses that typically produced reinforcement. A no-stimulus control group did not experience the brief response-produced stimulus. The experiment was run in two replications. The first employed a light as the critical stimulus, the second a tone. Over the 10 RI sessions, subjects in the two control conditions increased their rate of responding significantly faster than subjects in the correlated condition in both replications. This finding was interpreted as an instance of the overshadowing of the acquisition of signal value by a response because of the presence of the stimulus, which, in the correlated condition, was a more reliable predictor of reinforcement than the response. A subsequent conditioned reinforcement test confirmed that, in the correlated condition, the stimulus had, indeed, become a signal for reinforcement as a function of RI training.     

中小学校长培训研究范式的现状与思考

中小学校长培训研究范式是支撑培训研究发展的．所有研究者共同遵循的研究规则及其在研究中的运作模式。当前校长培训研究范式意识淡薄,研究长于经验描述,思辨色彩浓厚,缺乏实证研究且研究成果移植和引介的居多。推进培训理论创新,转换研究范式就要确立主客观统一,理论与实践紧密结合的研究价值取向;完善知识体系结构,实现系统、统一的理论建构;尊重差异,实现研究方法的多维融合。     

谈“参与式”培训在校长培训中的应用

中小学校长培训的作用至关重要 ,由于培训对象具有不同于正规学校教育中的学生的特点 ,因此 ,中小学校长培训中培训者作用的运作形式必须发生转换。培训者从传统教学中的以“教”为主转移到以“教”和组织实施培训对象相互交流 ,互动为主的引导和服务     

学校领导干部心理健康现状调查及对策研究

本文采用SCL-90为研究工具,研究表明中小学领导干部心理健康水平与其他职业人群差异不显著。但组内差异明显,其中,许多中层和副校级领导干部的心理健康水平低于正校级领导干部甚至普通老师。建议提升中小学教师和领导干部的社会地位,关注重点人群,建立和健全中小学领导干部的心理健康教育机构,广泛开展中小学领导干部的心理健康教育活动、个别咨询和辅导。     

Operant response topographies of rats receiving food or water reinforcers on FR or FI reinforcement schedules

Separate groups of food- and water-deprived rats pressed a lever for food or water, respectively, on continuous reinforcement and various fixed-ratio and fixed-interval reinforcement schedules. Food-reinforced rats on continuous, FR 2-, or FI 10-sec schedules showed consistently longer mean lever contact durations per leverpress than did water-reinforced rats on the same schedules. Mean lever-contact-duration differences between food- and water-reinforced rats were greatly attenuated or disappeared under FR 4-, FR 8-, FI 20-sec, and FI 30-sec schedules of reinforcement. These results are interpreted as supporting earlier hypotheses that there are respondent components of operantly conditioned and autoshaped leverpresses, but that these respondent components weaken with partial reinforcement and the leverpress topography comes under the control of operant contingencies.     

Stimulus selection in discriminative taste-aversion learning in the rat

In three experiments, rats were presented compound solutions consisting of a common element, saccharin, mixed with one of two different flavor elements, cinnamon and wintergreen. Rats in the experimental groups consistently received a toxicosis-inducing injection following one compound solution but not following the other compound solution. Rats in the control groups received toxicosis-inducing injections half the time following each of the compound solutions. After training in each experiment, there were tests for conditioning to the saccharin alone. The experimental groups drank significantly more than the control groups, indicating that the aversion to the partially reinforced saccharin in isolation was less when the different flavor cues were more highly correlated with reinforcement. In Experiment III, there was also a test for conditioning to the cinnamon or wintergreen flavor alone. The experimental group drank significantly less of the continuously reinforced flavor than the control group did of the partially reinforced flavor. These results are similar to those reported within more traditional conditioning paradigms.     

分层实施 骨干引领——农村中小学教师素质提升的实践探索

因地制宜地推行"分层实施,骨干引领"的培训策略是提升农村中小学教师素质的有效途径。"分层实施"是指人员分层、目标分层和过程与方法分层,旨在提高培训的实效性;"骨干引领"是指通过优化培训内容和更新培训方法对农村中小学骨干教师进行培养,以骨干教师的辐射作用带动整体教师素质的提升。     

Partial reinforcement effects on learning and extinction of place preferences in the water maze

In two experiments, two groups of rats were trained in a navigation task according to either a continuous or a partial schedule of reinforcement. In Experiment 1, animals that were given continuous reinforcement extinguished the spatial response of approaching the goal location more readily than animals given partial reinforcement—a partial reinforcement extinction effect. In Experiment 2, after partially or continuously reinforced training, animals were trained in a new task that made use of the same reinforcer according to a continuous reinforcement schedule. Animals initially given partial reinforcement performed better in the novel task than did rats initially given continuous reinforcement. These results replicate, in the spatial domain, well-known partial reinforcement phenomena typically observed in the context of Pavlovian and instrumental conditioning, suggesting that similar principles govern spatial and associative learning. The results reported support the notion that salience modulation processes play a key role in determining partial reinforcement effects.