Posttrial effects of presenting vs. omitting expected shock USs in the conditioned suppression procedure: Concurrent measurement of barpress suppression and freezing

Barpress suppression in a 1-min interval following CS trials was investigated using 16 rats in a conditioned suppression procedure with a two-stage design. For one group, each CS co-terminated with a brief shock US in Stage 1; then, in Stage 2, only half the CSs ended with a shock, which in turn was followed 1 min later by a second shock. For a second group, the two stages were reversed. When CSs were followed by single shocks in Stage 1, posttrial suppression weakened across trials; but when, in Stage 2, double shocks followed half the CSs, posttrial suppression grew stronger. When half the trials were followed by double shocks in Stage 1, posttrial suppression was maintained at initial levels but weakened in Stage 2 when single shocks followed each trial. In both stages, posttrial suppression was stronger on nonreinforced than on reinforced trials. Two factors were hypothesized to control posttrial suppression. First, posttrial suppression weakens with training under the single-shock procedure because post-shock temporal stimuli come to inhibit fear unless themselves paired with shock. Second, posttrial suppression is stronger on nonreinforced trials than on reinforced trials because freezing behaviors initiated during the CS are not disrupted by a US and so persist into the posttrial interval.     

Effects of an aversive CS+ and CS− under deprivation upon successive classical appetitive and aversive conditioning

Rabbits under high or moderate water deprivation received in Stage 1 either paired (CS+), unpaired (CS?), or no-tone/shock presentations, with the pairings being appropriate for nictitating membrane conditioning. In Stage 2, all groups were given paired tone and water deliveries for jaw-movement conditioning, while, in Stage 3, all group received the tone and shock paired together for membrane conditioning. In Stage 2, the previously established aversive CS+ suppressed jaw-movement conditioning under high deprivation, and membrane CR decrements were directly related to deprivation. Also in Stage 2, the aversive CS? raised jaw-movement conditioning under moderate deprivation. In Stage 3, membrane CR performance immediately returned in the aversive CS+ group. For the other groups, conditioning was faster under high, relative to moderate, deprivation; however, the initial membrane CR occurrence required more trials if unpaired presentations were used in Stage 1. These results suggest that CSs can acquire both opponent-process and associative effects expressed according to the prevailing training conditions.     

The effects of signal intensity upon conditioned suppression: Effects upon responding during signals and intersignal intervals

Two rat experiments were run to study the effects of a wide range of signal (CS) intensities on the suppression of licking. In Experiment 1, a light CS was varied over five levels, including zero intensity. Conditioned suppression was found to vary directly with CS intensity, but basal lick rates were not different among groups. In Experiment 2, an attempt was made to disturb the basal rate of licking, while a tone CS was varied over four levels, including zero intensity. Here the suppression of the CS rates was found to be directly related and basal rates inversely related to CS intensity. The results as a whole were consistent with the Perkins-Logan hypothesis regarding the effects of CS intensity upon conditioning, but not with the Rescorla-Wagner model of classical conditioning.     

On the generality of conditioned bradycardia in rabbits: Assessment of CS and US modality

To determine whether the magnitude of heart rate (HR) slowing induced by classical conditioning contingencies is comparable under a broad range of stimulus conditions, experiments were conducted in which rabbits were exposed to tones, increases in illumination, or vibratory stimuli as conditioned stimuli (CSs) and in which paraorbital electric shocks, corneal airpuffs, or intraoral pulses of water served as unconditioned stimuli (USs). The results indicated that conditioned bradycardia was elicited by all three CSs. Moreover, when a corneal airpuff served as the US, small but reliable CS-evoked HR decelerations also occurred. Finally, CS-evoked HR slowing also occurred in response to a tone CS employed in an appetitive task, in which water was the US. These findings suggest that HR slowing is a general phenomenon that occurs when rabbits are exposed to signals that systematically predict aversive or appetitive consequences according to a Pavlovian conditioning paradigm.     

Signal-directed behavior in the rat: Interactions between the nature of the CS and the nature of the UCS

Two experiments are described, which involved the investigation of interactions between the nature of the conditioned stimulus (CS) and the nature of the unconditioned stimulus (UCS) in producing signal-centered behavior. In Experiment 1, rats received response-independent heat reinforcement in a cold environment. For some groups, this heat UCS was signaled by presentations of a standard aluminum retractable lever; for other groups, it was signaled by a retractable lever covered in acrylic fur (furry lever CS). Only the subjects that received the furry lever CS paired with heat exhibited differential CS-contact behavior, when compared with unpaired, aluminum lever, and warm control subjects. In Experiment 2, hungry rats received pairings of either an aluminum or a furry lever with food (UCS). When compared with unpaired controls, only the subjects that received the aluminum lever paired with food showed differential signal-directed behavior; the subjects receiving the furry lever CS did not show differential contact with the CS, but instead exhibited differential food tray entry behavior during CS presentation. In the two studies, the signal-directed behavior exhibited by subjects resembled either thermoregulatory or feeding behaviors characteristic of rats. The results suggest that signal-directed behavior is determined by a complex interaction between the ecological relevance of the CS and the nature of the UCS—an interaction that can best be described in terms of a behavior systems model of conditioned responding.     

Effects of instructions for on-task behavior and academic behavior: Two case studies

The effects of daily teacher instructions to “work hard” for the on-task behavior of two special education students during a math period were examined in a multiple-baseline design. The results indicated that teacher instructions could increase such behavior. Generalization to work output (the rate of correct math problems) was observed. Follow-up data revealed that the effects of the instructional procedure were of lasting duration. It was suggested that instructions could be an effective, inexpensive, easy to implement, and socially acceptable classroom intervention procedure.     

Mini-Society vs. Token Economy: An Experimental Comparison of the Effects on Learning and Autonomy of Socially Emergent and Imposed Behavior Modification

Abstract

The present study compares the effects of two teacher-training programs designed to emphasize one of two forms of behavior modification in teaching economics to 4th, 5th, and 6th grade pupils. Of 20 teachers trained in Mini-Society techniques (Socially Emergent Behavior Modification-SEBM), half were instructed to convert their classes into Token Economies (Imposed Behavior Modification-IBM), while half were trained to prevent such conversion. Instruments were employed to test effects of the different techniques upon improvements in economic understanding and upon autonomy. While both techniques of instruction yielded significant improvements in economic understanding, the SEBM (pure Mini-Society) results were significantly superior to those achieved by IBM (Mini-Society converted to Token Economy). In addition, only SEBM technique yielded increased scores for autonomy.     

The prevalence and seriousness of incestuous abuse: Stepfathers vs. biological fathers

Analysis of interviews obtained from a random sample of 930 adult women in San Francisco revealed that 17% or one out of approximately every six women who had a stepfather as a principal figure in her childhood years, was sexually abused by him. The comparable figures for biological fathers were 2% or one out of approximately 40 women. In addition, when a distinction was made between Very Serious Sexual Abuse (including experiences ranging from forced penile-vaginal penetration to non-forceful attempted fellatio, cunnilingus, and anal intercourse) and other less serious forms, 47% of the cases of sexual abuse by stepfathers were at the Very Serious level of violation compared with 26% by biological fathers. Possible explanations for these startling discrepancies are discussed, and some of the implications for remarriage are considered.     

Educators vs. entrepreneurs: traits and bias in the teaching of SWOT

A study of the marks allocated by 10 tutors to 263 students’ SWOT (Strengths, Weaknesses, Opportunities, Threats) analyses on a range of business education courses reveals a largely hidden assumption regarding the balance of the four factors. To investigate the significance of this in light of the suggestion in the trait literature that entrepreneurs are born optimists and therefore are likely to emphasise S and O, above W and T, a detailed study of 10 entrepreneurs’ approaches to SWOT was undertaken. This confirmed that, as expected, entrepreneurs’ views do not gravitate towards balance in the same way that those of tutors do. However, subsequent quantitative and qualitative evaluations reveal that this is not solely indicative of a bias towards optimism by these entrepreneurs, since in more than half the cases considered it was the traits of tutors towards balance and inclusivity that seem to be misplaced. This conclusion leads the author to suggest that tutors abandon this assumption and accept that the degree of balance will vary.     

The Effects of Retention Tests upon Human Learning and Memory: an historical review and an experimental analysis

Abstract Whether and how the administration of one retention test affects performance in a subsequent test on the same material is a question of practical and theoretical interest to educationalists and psychologists. Previous research suggests a number of conclusions which generalise across both materials and procedures. A systematic investigation is described concerning the recognition and free recall of long lists of unrelated words. Finally, a model of recognition and recall is presented which claims that both tasks employ knowledge about the occurrence of individual items in the acquisition list and knowledge about the organisational structure of that list. It is argued that the administration of a recall test affects only the first kind of information, whereas the administration of a recognition test affects only the second kind of information.     

Effects of training and assessment in vocational education and training (VET): Reflections on the methodology of assessing the development of traits of self-regulation

This article focuses on the development of traits of self-regulation within vocational education and training (VET). This perspective is in accordance with the general objective of VET within the German speaking countries and is addressed in the objective “education and training for the ability of self-directed planning, regulation and evaluation of vocational performance”. In order to foster these and other relevant abilities, specific vocational training programs were developed and implemented in a training center in Switzerland. One such program was evaluated in a longitudinal study. From 1999 to 2003, a cohort of more than 100 aprentices was monitored with respect to the development of vocational skills and traits. One of the instruments used was a German-language version of the Trait Self-Regulation- Questionnaire (TSRQ) by O'Neil and Herl (1988). Participants filled out the questionnaire 5 times in the course of their 4-year apprenticeship. In this article, a first focus of the data analysis is on the development of the traits of self-regulation over time, looking especially at self-efficacy according to Bandura (1997). Results indicate differential effects for subgroups among the trainees. In a second focus, the analysis reflects on the effects of using a self-evaluation instrument within the longitudinal study. In this respect, the issue of validity of measurement is under consideration.     

Introduction and training of students to use separate answer sheets: Effects on standardized test scores

Previous research has found conflicting evidence regarding how early children can effectively use separate answer sheets with achievement tests. This study looked at the effects of separate answer sheets on the California Achievement Test (CAT) scores of third, fourth, and fifth graders. The Mathematics Computation and the Reading Comprehension subtests of the CAT were used. Seventy-one classrooms were randomly assigned to have students record their answers on either: (a) their test booklets, (b) separate answer sheets, or (c) separate answer sheets after being given training in the use of separate answer sheets. The results were consistent across both subtests and grades; no response mode treatment effect was found. Further, no evidence of a treatment by ability interaction was found, which was contrary to previously reported research. The results of this study suggest that students can, as early as grade three, effectively use separate answer sheets without prior training.     

Science vs. Sports: Motivation and Self-concepts of Participants in Different School Competitions

Competitions are discussed as a measure to foster students’ interest, especially for highly gifted and talented students. In the current study, participants of a cognitive school competition in science were compared to non-participants of the same age group (14–15) who either did not participate in any competition or who participated in a non-cognitive sports competition. The study focused on goal orientations and competence beliefs and analyzed outcomes as a foundation for further improvements of enrichment measures and competitions with regard to fostering students’ interest especially in science. The results showed considerable differences (and some unexpected similarities) between groups: Science competition participants were more learning goal oriented, had less performance avoidance goals, and showed less work avoidance than non-participants. Social self-concept was higher but was moderated by GPA. Considerable gender differences were found as well. These findings are discussed with regard to further research and possibilities for improvement of science competitions.     

Inter-parent agreement on four preschool behavior rating scales: Effects of parent and child gender

This study investigated inter-parent agreement on four preschool behavior rating scales. Sixty-four cohabiting biological parents rated their four and five year-old children's positive and negative behaviors. Results indicated low to moderate inter-parent correlations across all four preschool behavior rating scales for the total sample. Although mean score differences were not significantly different by parent or child gender, absolute differences between pairs of mothers' and fathers' ratings were large and consistent across instruments, as well as by gender of child and gender of parent. © 1996 John Wiley & Sons, Inc.     

Experiment in Cluster Registration of College Freshmen: Effects upon Achievement,Anxiety and Perception of the College Environment

Abstract

The effects of cluster registration upon various aspects of student experience at the University of Utah were studied. From among first quarter freshmen, undecided as to academic major, seven groups of students were identified who had registered for the same general education courses and who could be kept together for the duration of the quarter in their respective groups (clusters) by assigning them to appropriate course sections. A control group was used. Findings led to the conclusion that cluster registration (used in this investigation) did not improve the quality of the university experience of these entering college freshmen.     

Effects of discrimination training on stimulus generalization in pigeons: Role of resistance to extinction and response-produced stimuli

In Experiment 1, two groups (n = 10) of pigeons received 17 sessions of TD (true discrimination) or ND (nondifferential) training with line angles. Seventeen sessions of SS (single stimulus) training with a wavelength preceded this training and two followed it. Subsequent wavelength generalization testing in extinction revealed a sharper TD than ND gradient. This slope difference was evident from the very first test stimulus presentation and remained stable throughout testing. As a consequence of substantial overtraining, there was no reduction of response strength and no sharpening of generalization during testing for either group. In Experiment 2, two groups (n = 16) of pigeons received 10 sessions of TD or PD (pseudodiscrimination) training with line angles, followed by four sessions of SS training with a single wavelength. During this training and in subsequent wavelength generalization testing in extinction, brief blackouts separated stimulus presentations. Again, the TD group yielded the sharper gradient. Although responding weakened and the gradients sharpened during the test, these effects were comparable in the two groups. Furthermore, gradients based on the percentage of trials with at least one response showed the same TD-PD slope difference. This finding indicates that differential control over responding by response-produced feedback is inadequate to account for the TD-PD difference in generalization slope. Both experiments indicate that a purported difference in resistance to extinction is also an inadequate explanation.     

Neonatal nutritive sucking: effects of taste stimulation upon sucking rhythm and heart rate.

The sucking behavior and heart rate of 22 full-term newborns were recorded. Half of the infants sucked for 9 minutes in 3 blocks of 3 minutes, first receiving a 0.02-ml drop of 5% sucrose for each criterion suck, then no fluid contingent upon such sucks, and finally a 0.02-ml drop of 15% sucrose for each suck. The other half received these conditions in reverse order. Regardless of the order in which the 2 nutrient conditions were administered, intersuck intervals were longer under the sweeter condition, but heart rate was also higher. Possible interpretations include a hedonic explanation suggesting that sucking rate is modulated to facilitate savoring of the sweeter fluid.     

Improvement of enamel bond strengths for conventional and resin-modified glass ionomers: acid-etching vs. conditioning

Objective:This study deals with the effect of phosphoric acid etching and conditioning on enamel micro-tensile bond strengths(μTBSs)of conventional and resin-modified glass ionomer cements(GICs/RMGICs).Methods:Forty-eight bovine incisors were prepared into rectangular blocks.Highly-polished labial enamel surfaces were either acid-etched,conditioned with liquids of cements,or not further treated(control).Subsequently,two matching pre-treated enamel surfaces were cemented together with one of four cements[two GICs:Fuji I(GC),Ketac Cem Easymix(3M ESPE);two RMGICs:Fuji Plus(GC),RelyX Luting(3M ESPE)]in preparation forμTBS tests.Pre-treated enamel surfaces and cement-enamel interfaces were analyzed by scanning electron microscopy(SEM).Results:Phosphoric acid etching significantly increased the enamelμTBS of GICs/RMGICs.Conditioning with the liquids of the cements produced significantly weaker or equivalent enamelμTBS compared to the control.Regardless of etching,RMGICs yielded stronger enamelμTBS than GICs.A visible hybrid layer was found at certain enamelcement interfaces of the etched enamels.Conclusions:Phosphoric acid etching significantly increased the enamelμTBSs of GICs/RMGICs.Phosphoric acid etching should be recommended to etch the enamel margins before the cementation of the prostheses such as inlays and onlays,using GICs/RMGICs to improve the bond strengths.RMGICs provided stronger enamel bond strength than GICs and conditioning did not increase enamel bond strength.     

Effects of early and later family violence on children's behavior problems and depression: a longitudinal, multi-informant perspective

OBJECTIVES: To examine the effects of different forms of family violence at two developmental stages by assessing a sample of 110 Israeli children, drawn from the case files of Israeli family service agencies, studied longitudinally in both middle childhood and adolescence. METHODS: Information about the children's adjustment was obtained from parents, teachers, and the children themselves when the children averaged 10.6 and 15.9 years of age using the Child Behavior Checklist (CBCL), Teacher Report Form (TRF), Youth Self-Report (YSR), and Children's Depression Inventory (CDI). Information about the history of family violence was obtained from the mothers, fathers, children, and social workers. RESULTS: The results paint a mixed picture of the effects of family violence on children and adolescents. The relationship between concurrent behavior problems and abuse group varied by informant and study phase, although they were strongest when children were the informants. Predictions regarding the relationship between early abuse and later adjustment were only partially confirmed. Different informants did not agree about which groups of children were most adversely affected, there was little stability over time in the pattern of reported effects, and children were more likely than other informants to report levels of maladjustment that varied depending on recent or concurrent exposure to family violence. Many families changed their abuse status over time, and children who were new victims at follow-up had the most internalizing problems. Girls were found to be at more risk for internalizing and externalizing behavior problems than boys. CONCLUSIONS: Multiple informants are necessary to evaluate and assess the effects of family violence on children's behavior. Younger children may be more susceptible to the effects of family violence than older children, but problems manifest by some children may not carry over to adolescence. Changes in family and parenting practices, as well as in children's capacity to appraise and cope with family violence may help mitigate the adverse effects of family violence.