Effects of group rearing on the control exerted by an imprinting stimulus

Prior research suggests that group rearing may attenuate a young bird’s tendency to approach and follow an imprinting stimulus. The present work examined the effect of group rearing on a different measure of attachment, suppression by the imprinting stimulus of distress calling induced by abrupt reductions in group size. In Experiment 1, ducklings were reared in groups of 12 or 3 over Days 1–6 posthatch, and each group received a total of 3.5 h of exposure to an imprinting stimulus. Subsequent tests revealed that, when the groups of ducklings were separated into smaller subgroups: (1) the fewer the ducklings in a subgroup, the more distress calls emitted; (2) a given number of birds separated from a larger group emitted more distress calls than an equal number from a smaller group; and (3) regardless of the subgroup size, fewer distress calls occurred when the imprinting stimulus was present than when it was absent. A second experiment revealed that when a group of 12 birds was first confronted with an imprinting stimulus on Day 6 posthatch, they reacted with an increase in distress calling and corner huddling (an aversive reaction). After several hours of exposure to the stimulus, however, its presence exerted a powerful suppressive effect on distress calling. It is concluded that the social bonds between the members of a brood do not preclude the formation of a social attachment to an imprinting stimulus subsequently encountered.     

The effects of early rearing conditions upon responses to mirror-image stimulation in domestic chicks and turkeys

Two experiments were performed in which either White Plymouth Rock chicks or domestic turkeys were reared under three maintenance conditions (with a mirror, with a conspecific, or in visual isolation) from Day 1 posthatch until Day 7. On Day 7, the Ss were given a preference test to determine whether they spent more time before a mirror or with another bird. Ss reared with a mirror spent approximately two-thirds of their time in the vicinity of the mirror, whereas socially reared Ss spent approximately two-thirds of their time with an agemate. The social isolates, on the other hand, failed to show a preference for either mirror image of conspecific stimulation. A third experiment evaluated the choice behavior of turkeys socially reared in the presence of a mirror, and revealed that, like the social isolates, these Ss also failed to exhibit a reliable preference. The results are interpreted in terms of the effects of early rearing conditions upon social stimulus preferences.     

Distress calling induced by reductions in group size in ducklings reared with conspecifics or imprinting stimuli

Peking ducklings were reared for 1–2 weeks with either 9 or 12 companions, which were either conspecifics or imprinting stimuli (blocks of foam rubber). They were then tested for their tendency to distress call as the number of companions was reduced systematically. Consistent with prior research, ducklings reared with conspecifics modulated their distress calling as a function of both the number of companions with which they were reared and the number of companions with which they were tested. In contrast, ducklings reared with moving imprinting stimuli gave few if any distress calls, regardless of the number of stimuli with which they were reared or tested, as long as at least one imprinting stimulus was present. The difference in responding did not reflect just a lack of attachment to the imprinting stimuli, since when all stimuli were removed these ducklings gave as many distress calls as the ducklings that had all their conspecifics removed. Finally, ducklings reared with stationary imprinting stimuli displayed an erratic pattern of distress calling when the number of test stimuli was manipulated. These latter ducklings appeared to be less strongly imprinted than the ducklings reared with either conspecifics or moving imprinting stimuli. Implications for understanding duckling perception of brood size and thenature of sibling vs. filial imprinting are examined.     

Imprinting of ducklings to a second stimulus when a previously imprinted stimulus is occasionally presented

Newly hatched ducklings were imprinted to one stimulus and then given prolonged visual exposure to a second discriminable stimulus. Filial behavior toward the second stimulus developed more slowly when the original imprinting stimulus was occasionally presented during exposure to the second stimulus than when the original stimulus was withheld during such exposure. Results were interpreted in terms of a possible motivational aftereffect following presentations of the original imprinting stimulus.     

Effect of response-contingent vs. noncontingent shock on ducklings’ preference for novel imprinting stimuli

Individual ducklings received electrical shock in the presence of an imprinting stimulus whenever they pecked at food. Other ducklings received an identical series of shocks in the presence of an imprinting stimulus, but for them shock delivery was independent of their pecking behavior. In a subsequent session, the use of shock was discontinued and all birds were afforded the opportunity to approach either the imprinting stimulus (i.e., the stimulus previously present during shock) or a novel imprinting stimulus that was simultaneously presented. Ducklings that were shocked when they pecked at food either exhibited no preference or they preferred the original imprinting stimulus. In contrast, birds for whom shock was independent of their feeding behavior preferred the novel stimulus. These findings imply that the delivery of shock in the presence of an imprinting stimulus can endow the stimulus with conditioned aversive properties. They also imply that the stimulus will acquire little or no aversiveness if shock delivery is contingent upon a specific response such as pecking.     

Taxisin Aplysia dactylomela (Rang, 1828) to water-borne stimuli from conspecifics

Sixteen reproductively matureAplysia dactylomela were observed in a unidirectional stream under each of four conditions: sea water only, one sea hare, six sea hares, and a copulating sea hare pair. Streams containing conspecific stimulation were significantly more effective in eliciting a positive taxis towards the stimulus source. A copulating pair was not different from one or six animals in producing the approach. The sea hares showed a distinct final head orientation to six sea hares when compared with sea water only; final orientation did not differ in any other comparison.     

Imprinting in older ducklings: Some tests of a reinforcement model

Ducklings (Anas Platyrhynchos domesticus) older than the so-called critical period (Days 1 and 2 posthatch) were exposed to an imprinting stimulus after various experimental histories. The first study found that in previously isolated 10-day-old subjects the stimulus exhibited the same capacity to reinforce an operant response and to generate a burst-like pattern of responding as in ducklings imprinted to it on Day 1. In Experiment 2, an imprinting stimulas exhibited reinforcing capacities in 5 to 10-day-old ducklings that had previously been imprinted to a different stimulus. Most of these ducklings came to prefer the second imprinting stimulus over the first. Experiment 3 revealed that in 5-day-old ducklings with a prior history of imprinting to a different stimulus, the otherwise neutral features of a new imprinting stimulus acquired the same kind of persistent control over distress vocalization that they acquire in younger, naive subjects. In all these studies, the only difference between imprinting in older vs. younger subjects was that in older subjects a novel imprinting stimulus initially evoked fear reactions rather than filial behavior. These findings contradict the traditional view of imprinting as an irreversible process that occurs only during a brief critical period, but are entirely consistent with a reinforcement model of imprinting.     

Changes in the Social Skills and Behavior Problems of Homeless and Housed Children During the Preschool Year

This study examined the social competence and mental health of homeless and permanently housed preschool children enrolled in the Head Start program. Mothers and Head Start teachers rated the social skills and behavior problems of 38 homeless and 46 housed preschoolers twice during the school year. The researchers compared the behavior of the homeless and housed preschoolers soon after they entered Head Start, as well as changes in children's behavior six months after their initial assessment. Both parents and teachers reported that homeless children exhibited more behavioral problems than housed children at the beginning of the study, but perceived no significant differences in the two groups' social skills. Mothers reported significant declines in homeless children's compliance relative to their housed peers at the conclusion of the study, while teachers noted significant declines in homeless children's compliance and expressive skills. Both mothers and teachers reported that homeless children exhibited significantly greater increases in behavior problems than their housed peers over the study period. Findings indicate the need for Head Start and other early childhood programs to develop interventions designed to moderate the negative effect of homelessness on young children's social-emotional development.     

Sexual imprinting: The stability of mate preference in Japanese quail (Coturnix coturnix japonica)

This study investigated the persistence of a mate preference that resulted from early social experience.Coturnix males that achieved an imprinting criterion of selecting an imprint object (an albino conspecific hen) in 8 of 10 trials were then given one of three intervening treatments. Subjects were housed for 10 days with only normal hens or albino and normal hens, or they were isolated for the treatment period. A comparison of subsequent preference for the albino in a second series of 10 choice tests indicated that the strength of the imprinted bond is weakened with respect to the type of intervening experience. This outcome is discussed in terms of the persistence construct of the imprinting process.     

Social facilitation of drinking of a partially satiated duckling

Water-deprived and nondeprived ducklings were reintroduced to a flock companion which had been allowed to partially satiate itself after 3 h of water deprivation. The drinking and sieving behavior of the partially satiated “reactor” bird was immediately increased above that of similar birds left on their own. However, whether or not the introduced “actor” ducklings were deprived had no consequences for the drinking response of the reactor above that obtained by their introduction. The number of companions introduced also failed to have any effect other than that obtained by their introduction. The increase in sieving was greater when deprived, rather than nondeprived, actors were introduced. These results were discussed in relation to the motivational aspects of sieving behavior and the mechanism of social facilitation.     

A Naturalistic Study of Affective Expression,Social Competence,and Sociometric Status in Preschoolers

Research findings. Naturalistic observation during freeplay was used to explore the role of affective expression and gender in preschoolers' social competence and sociometric status. Observers recorded occurrences of 4 types of affect: moderate and strong positive affect, anger, and distress among 56 children (M age = 50.3 months) in five classrooms. Teacher ratings of social competence and peer sociometrics were also collected. Social competence and peer acceptance were associated with strong, but not moderate positive affect. The correlates of anger and distress were moderated by the gender of the child. Girls' anger, but not distress, was negatively related to peer rejection. In contrast, boys' anger and distress were both positively related to peer rejection. Practice. These findings confirm the relations between affective expression and social competence, but also indicate that these relations may be different for boys and girls.     

Dynamic measurements of serum inhibin B and estradiol: apredictive evaluation of ovarian response to gonadotrophin stimulation in the early stage of IVF treatment

Objective: We dynamically measured serum inhibin B and estradiol in the early stage of hormonal stimulation to predict the ovarian response in in vitro fertilization (IVF) treatment. Methods: A total of 57 patients (<40 years of age) who un-derwent the first cycle of long protocol IVF or introcytoplasmic sperm injection (ICSI) treatment were included. Serum inhibin B, estradioi, follicle stimulating hormone (FSH) and luteinizing hormone (LH) levels were measured four times: (i) on Day 3 of the menstrual cycle (basal); (2) on the day before the first administration of gonadotrophin (Gn) (Day 0); (3) on Day 1 of Gn therapy; and (4) on Day 5 of Gn therapy. Comparisons of these measurements with ovarian responses and pregnancy outcomes were made and analyzed statistically. Results: (1) On Day 1 and Day 5 of recombinant FSH (rFSH) stimulation, ovarian response, i.e., numbers of follicles, oocytes, fertilized oocytes, and embryos, had a positive correlation (rS=0.46～0.61, P=0.000) with raised inhibin B and estradiol concentrations, but a negative correlation (rS=-0.67～-0.38, P=0.000 or P<0.01) with total rFSH dose and total days ofrFSH stimulation. (2) No significant variation (P>0.05) between the pregnant and non-pregnant groups on the basis of mean age or on all hormone concentrations at four times of the IVF cycle was observed. However, all the seven patients aged >35 years did not reach pregnancy. Conclusions: (1) Serum inhibin B and estradiol concentrations obtained shortly after Gn therapy may offer an accurate and early prediction of ovarian response; (2) Low levels of serum inhibin B and estradiol obtained shortly after Gn stimulation indicate the need for a longer period of Gn treatment and a higher daily dosage; (3) No obvious pregnancy difference among patients of age <35 years was found; however, IVF pregnancy outcome is significantly lower in women of age >35 years.     

KINDERGARTEN SOCIAL WITHDRAWAL AND READING ACHIEVEMENT: A CROSS‐LAGGED PATH MODEL FOR AT‐RISK LEARNERS

The association between social withdrawal, school adjustment, and academic functioning in preschool and school entry is well‐established. Children who experience social withdrawal in primary grades are at risk for decreased academic performance. The bidirectional relationships among early literacy and social withdrawal in primary grades have not been examined to date. The present study used a cross‐lagged model to examine the relationship between social withdrawal and early literacy skills from kindergarten to second grade (N = 137). Results indicated that kindergarten social withdrawal predicted second grade reading achievement after controlling for prior literacy skill acquisition. Bidirectional influence hypotheses were not confirmed in the present study.     

Influence of negative childhood experiences on psychological functioning, social support, and parenting for mothers recovering from addiction.

OBJECTIVE: This study was conducted with mothers recovering from drug and alcohol addiction and had three aims: first, to understand the range of negative childhood events these mothers experienced; second, to understand their current level of distress and their parenting experiences; and third, to examine the relationships between negative childhood events and parenting experiences. METHOD: Forty-six mothers participated in a cross-sectional exploratory study and completed a range of self-report measures, including the Child Abuse & Trauma Scale, Social Support Inventory, CES-D, Parenting Stress Index, and the Parenting Scale. RESULTS: When compared to norming samples these mothers reported significantly higher levels of aversive childhood experiences, psychological distress, parenting stress and use of problematic parenting behaviors along with lower levels of social support. Higher levels of neglect and growing up in a negative home environment were significantly correlated with lower levels of social support from the family, higher levels of distress and parenting stress, and greater use of problematic parenting behaviors. CONCLUSION: For this sample there is a greater incidence of aversive childhood experiences and greater problems with maternal functioning. Mothers recovering from addiction have an additional need for clinical attention towards issues of recovery from childhood abuse and responding to parenting difficulties with their own children.     

The effect of US omission in classical aversive and appetitive conditioning of rabbits

Rabbits (Oryctolagus cuniculus) were given either a 100% or a 50% reinforcement schedule in classical conditioning. Two groups received an aversive US (shock) and two groups received an appetitive US (water to the oral cavity). With parameter estimates for the two-phase model serving as the dependent variables, it was possible to define more precisely the effect of US omission with the intermittent reinforcement schedule. For the aversive preparation, the major effect of intermittent reinforcement was to increase the duration of Phase 1, a phase during which response likelihood remains constant at its initial value. Only a small proportion of subjects reflected the effect of US omission during Phase 2, the “learning” phase, this being a low operator limit following trials on which neither the CR nor the US occurred. The major effect of US omission for the appetitive preparation was in Phase 2, primarily a result of a minority of subjects having a low operator limit following trials on which neither the CR nor the US occurred. Many subjects required separate operators for trials on which the CR did or did not occur. The results were interpreted to pose difficulties for strength theories of conditioning, and the limitation implied for successful application of the Rescorla-Wagner theory are discussed. The implications of the data for response-contingent interpretations and for individual differences are also discussed.     

Vagal Regulation in Breastfeeding Infants and Their Mothers

Consistent with the gustatory–vagal hypothesis, vagal stimulation during breastfeeding may contribute to infants' physiological regulatory development independent of caregiving effects. This study examined whether breastfeeding predicted 6‐month‐old infants' (N = 151) and their mothers' vagal regulation during the face‐to‐face still‐face (FFSF). Although breastfed and nonbreastfed infants showed expected vagal withdrawal during the Still‐Face episode, only breastfed infants showed continued withdrawal during the reunion episode, suggesting greater physiological mobilization to repair the interaction. Breastfeeding mothers showed higher vagal tone than nonbreastfeeding mothers at baseline, suggesting greater capacity for regulation, and throughout the FFSF, suggesting calmer states. Breastfeeding effects were independent of maternal sensitivity. Findings suggest that infants' and mothers' physiological regulation may be shaped by breastfeeding independently of associated social factors.     

Symptoms of attention-deficit hyperactivity disorder (ADHD) and home learning environment (HLE): findings from a longitudinal study

The concept of “Home Learning Environment” (HLE) covers activities in a family providing intellectual stimulation for a child, such as reading to him or her or visiting libraries. Numerous studies have shown an association between HLE and children's cognitive development. In this longitudinal study, we focus on HLE as a predictor for children's behavioral development, namely, for later symptoms of attention-deficit hyperactivity disorder (ADHD), controlling for relevant aspects like socioeconomic status (SES), or television viewing behavior. We analyzed the development of ADHD symptoms from kindergarten to the end of grade 2 and possible associations with HLE, SES, and television exposure, using a German community sample (N?=?924). Results indicated that ADHD symptoms were negatively and significantly correlated to HLE for all five measurement points as well as to SES (except T4) and to television exposure for T1 to T4. Observing later development, only early HLE but not SES or television exposure served as a significant predictor for ADHD symptoms at school, when age, sex, and ADHD symptoms in kindergarten were controlled for. A structural equation model showed that HLE acted as a mediator between SES and later ADHD symptoms. Our results highlight the importance of the concept of home learning environment also for children's behavioral development. As a consequence, parents should be supported in offering their children a more favorable learning environment.     

The Idea of Calling Presented in Light of High-Impact Practices in a General Education Course and Beyond

ABSTRACT

This article describes a course taught at a U.S. Christian college located in Pennsylvania that uses “high impact practices,” as described by Kuh and O'Donnell (2013 Kuh, G. D., & O'Donnell, K. (2013). Ensuring quality and taking high-impact practices to scale. Washington, DC: Association of American Colleges and Universities. [Google Scholar]), to educate students about calling. The course, titled “Created and Called for Community,” is required for all incoming first-year students in their second semester at the college and addresses three main topics central to the identity of the institution: Creation, Community, and Calling. Seven high-impact practices are instrumental in teaching about the nature of calling in this course. The influence of the course content is further enhanced by the campus environment and academic context in which it is offered. An identified weakness of the course is its lack of intentional connection to students' academic major and to other dimensions of life on campus. This criticism is addressed in the final section of the article, which focuses on the extension of the topic of vocation and calling throughout students' coursework, and particularly the selection of a major, and culminating in a capstone course during the final year of undergraduate studies.     

Children's Social Goals and Self-Efficacy Perceptions as Influences on Their Responses to Ambiguous Provocation

This study examined whether children who vary in their behavioral responses (aggression vs. withdrawal vs. problem solving) to ambiguous provocation but who are similar in their attributional processes differ in their social goals and self-efficacy perceptions. In response to 10 hypothetical situations involving ambiguous provocation, fourth- and fifth-grade students ( n = 781) indicated whether or not the protagonist intended to cause the harm and reported how they would respond to the protagonist's action. Newly developed measures assessed children's situated social goals and self-efficacy perceptions. Results indicated that the aggressive, withdrawn, and problem-solving responders differed in their social goals and self-efficacy perceptions. The strength of the findings, compared to earlier work on children's goals and self-efficacy perceptions, suggests the importance of a situated social-cognitive assessment in which children's thoughts are measured in a specific kind of social situation and are related to their reported behavior in the same type of situation.