The present series of five flavor aversion experiments with rat subjects examined compound conditioning at varying CS-US intervals. Using a taste-taste design, Experiments 1A and 1B demonstrated overshadowing at a 0-min CS-US interval and potentiation at a 120-min CS-US interval, and these effects occurred with both tastes of the compound. Experiment 2 showed that the aversion to a single element is reduced when the CS-US interval is increased to 120 min, but the aversion for a compound taste is not. Experiments 3A and 3B explored odor + taste compound conditioning; the results demonstrated odor potentiation across the trace interval and a transition from taste overshadowing to taste potentiation. Collectively, the data show that the change from overshadowing to potentiation was not due to changes in the aversions produced by compound conditioning but, instead, was due to a more rapid loss of conditionability across a trace interval prior to the US in single-element conditioning. These experiments suggest that following compound conditioning, the aversion to each element represents generalization decrement from the configured compound, but the designation of overshadowing or potentiation actually depends on the status of conditioning in the single-element control. 相似文献
Educational Psychology Review - The exploration and/or manipulation of objects and materials, referred to as object-oriented play (OOP), is one of the most prominent activities children engage in... 相似文献
‘Twice exceptionality’ describes the coexistence of a learning difficulty or disability (SEN/D) and exceptional performance in one area of learning. A popular discourse around autism and savantism in the United States promotes a hierarchical differentiation of the ‘twice exceptional’ based on measured intelligence and commodifies support for this group. Such support is designed to appeal to a neoliberal ethos of seeking competitive advantage in a marketised system. Alternatively, special educational needs co-ordinators (SENCOs) could raise awareness and promote a non-hierarchical understanding of ‘twice exceptionality’ in schools, thereby highlighting what is missed when allegedly science-based discourses become hegemonic within education and when governmentally mandated accountability practices are prioritised over professional judgement and the interests of individual students. Calls for ‘twice exceptionality’ to be recognised as a SEN/D category risk additional pressures on SENCOs at a time when governmental demands on SENCOs throughout the COVID-19 pandemic have served to heighten existing tensions associated with the neoliberalisation of education (commercialisation, commodification, decentralisation, and residualisation). Nevertheless, SENCOs could play a key role in addressing longer-term processes affecting children with dis/abilities and learning difficulties such as stigmatisation and, in this instance, discriminatory configurations of ‘giftedness’. 相似文献
People are sometimes tempted to lie for their own benefit if it would not harm others. For adults, dishonesty is the default response in these circumstances. The developmental origins of this phenomenon were investigated between 2019 and 2021 among 6- to 11-year-old Han Chinese children from China (N = 548, 49% female). Children had an opportunity to win prizes in a behavioral economics game (Experiment 1) or a temptation resistance game adapted from developmental psychology (Experiment 2). In each experiment, the youngest children showed a default tendency of honesty and there was an overall age-related shift toward a default tendency of dishonesty. These findings provide direct evidence of developmental change in the automatic and controlled processes that underlie moral behavior. 相似文献
College students experience a myriad of stressors in their daily lives. These stressors are associated with negative outcomes for students, both to their academics and well-being. Healthy, effective coping strategies may support students in navigating personal distress. One of the primary aspects of counselling is to help clients develop and apply such strategies. This study aimed to identify intrapersonal factors that predict types of coping strategies. Participants (N?=?416) identified as undergraduate college students attending a large public university in the southwestern United States. Results indicated that a problem-focused engagement coping strategy was associated with maladaptive factors such as shame and personal distress. Additionally, a problem-focused engagement coping strategy was predicted by potentially more helpful intrapersonal characteristics including guilt (as a motivator) and two dimensions of empathy. Finally, mean comparisons indicated statistically significant differences between identified gender and coping strategies. Implications for college counsellors are discussed.
The Urban Review - We collected field observation notes, accessed student demographic data, and interviewed sixteen Black high school youth (50% male; Mage?=?16.1) to explore... 相似文献
Research in Higher Education - Recent research suggests that dual enrollment programs are a useful recruiting tool for colleges and universities as many high school students remain at their dual... 相似文献
Thirteen autistic teens, who were predominantly Latinx, completed the Program for the Education and Enrichment of Relational Skills (PEERS), a 16-week social skills intervention. Time-frequency decomposition was calculated using advanced electroencephalographic techniques to measure oscillatory brain activity during reward anticipation and processing before and after PEERS. Fourteen neurotypical teens participated but did not receive intervention. The perception of educational performance was also measured. The perception of educational performance did not differ between groups and did not change after participation in PEERS. Approach motivation increased after intervention in the autistic group. This suggests an enhancement of social motivation after learning social skills in a group composed of a majority of Latinx autistic teens. 相似文献