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Matías López Patricia Gasalla Mercedes Vega Cheryl L. Limebeer Erin M. Rock Katharine J. Tuerke Holly Bedard Linda A. Parker 《Learning & behavior》2010,38(2):177-186
The present experiments, using the latent inhibition (LI) paradigm, evaluated the effect of nonreinforced exposure to saccharin
on the acquisition of an LiCl-induced saccharin aversion as measured by conditioned disgust reactions in the taste reactivity
test and conditioned taste avoidance in a consumption test. When rats were preexposed to saccharin by bottle exposure (Experiments
1 and 3), LI was evidenced only by conditioned taste avoidance (bottle testing), but not by conditioned disgust reactions
(intraoral [IO] testing). On the other hand, when rats were preexposed to saccharin by IO infusion (Experiments 2 and 3),
LI was evidenced only by conditioned disgust reactions, but not by conditioned taste avoidance. Experiment 4 showed that LI
of conditioned disgust reactions does not appear to be affected by a context shift from preexposure to testing phases. These
results show that the expression of LI of both conditioned taste avoidance and conditioned disgust reactions depends critically
on a common method of flavor exposure during preexposure and testing. 相似文献
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Many adolescents, particularly adolescents with disabilities, have difficulty with literacy tasks such as reading and writing. Yet research has found that when students with disabilities receive appropriate instruction, they typically are able to improve their overall writing outcomes. This study explored the effectiveness of a summary writing strategy taught through a mnemonic device (WINDOW) with prompts for self-regulation on the summary writing and reading comprehension of high school students with disabilities. Results indicated that the students who received the intervention wrote longer and higher quality summaries and improved their reading comprehension scores after learning the strategy when compared to a control group. These outcomes indicate that the WINDOW strategy may have the potential to improve reading and writing outcomes for high school students with disabilities. Implications for practice and future research are discussed. 相似文献
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