Effects of signaled reward in instrumental conditioning: Enhanced learning on DRL and DRH schedules of reinforcement

The effects of signaled reward were examined using DRL and DRH schedules of reinforcement. In each case, one group of rats received a brief cue between the reinforced response and the reward, and a second group received brief cues at random times. With the DRL schedule (Experiment 1), signaled reward decreased response rate, increased response efficiency (number of responses per reinforcer), and increased resistence to satiation relative to the control group. With the DRH schedule (Experiment 2), signaled reward increased response rate, efficiency, and resistance to satiation. These results refute an overshadowing explanation of the effects of signaled reward and suggest that food-correlated cues enhance learning of the reinforcement contingencies.     

Helping Eastern students to master Western critical thinking

It is possible that some of the problems that confront Eastern learners when they are asked to engage in critical thinking come from the misleading association of the title with criticising negatively and even with disagreeing. In some other educational situations, careful choice of first language titles for concepts so that they do not introduce difficulties for learners has proved fruitful in easing acquaintance with a new concept. Since the definitions of critical thinking emphasise the central role of reasoning in this process and make no explicit mention of disagreement or fault finding, there seems potential in a pedagogical approach to the development of the ability for critical thinking which focuses on identifying, considering and presenting reasons—and perhaps renaming the process, even if only temporarily, accordingly. Such an approach has been devised, in response to the difficulties that Taiwanese students have met when engaging with critical thinking. It has been piloted on one class in an online discussion forum in English as a Foreign Language. The outcomes of this pilot are encouraging and are presented at this stage for that reason.     

A grounded theory of positive youth development through sport based on results from a qualitative meta-study

The overall purpose of this study was to create a model of positive youth development (PYD) through sport grounded in the extant qualitative literature. More specifically, the first objective was to review and evaluate qualitative studies of PYD in sport. The second objective was to analyze and synthesize findings from these studies. Following record identification and screening, 63 articles were retained for analysis. Meta-method analysis revealed strengths of studies were the use of multiple data collection and validity techniques, which produced high-quality data. Weaknesses were limited use of ‘named’ methodologies and inadequate reporting of sampling procedures. Philosophical perspectives were rarely reported, and theory was used sparingly. Results of an inductive meta-data analysis produced three categories: PYD climate (adult relationships, peer relationships, and parental involvement), life skills program focus (life skill building activities and transfer activities), and PYD outcomes (in personal, social, and physical domains). A model that distinguishes between implicit and explicit processes to PYD is presented.     

The relationship between perceived ageism and depressive symptoms in later life: Understanding the mediating effects of self-perception of aging and purpose in life,using structural equation modeling

The purpose of this study is to examine the relationship between perceived ageism and depression in later life and to clarify the mechanism underlying this relationship by examining the mediating effects of self-perception of aging and purpose in life. The Health and Retirement Study surveys were used for this secondary analysis of data. The sample included 3,991 older adults, and structural equation modeling (SEM) analyses using structural regression models were conducted. SEM analyses revealed that full mediation effects of self-perception of aging and purpose in life exist. Older adults who perceive ageism are likely to have negative self-perception of aging, and this negative view of their own aging is likely to decrease purpose in life and increase depressive symptoms. The results of this study imply that more efforts and resources are necessary to reduce ageism and its negative effect on depression among older adults. Additionally, the current study suggests the necessity of anti-ageism policies and social services. Increasing positive self-perception of aging, purpose in life, and resilience could be the key to a better quality of life for older adults.     

Effects of Multimedia versus Live Professional Development on Teachers’ and Students’ Performance Related to the Question Exploration Routine

In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face-to-face professional development, including discussion, feedback, and collaboration. In both studies, teachers’ posttest scores related to their knowledge of the Question Exploration Routine and their plans for using it were significantly higher than their pretest scores. In Study 2, both groups’ posttest scores with regard to implementation and planning of the routine were significantly greater than their pretest scores. There were no significant differences between the groups at posttesting on any measure. The posttest knowledge scores of the whole groups of students and the subgroups of students with LD being taught by both groups of teachers were significantly higher than their pretest scores. All teachers indicated that they were satisfied with the training and the routine. VW teachers in both studies indicated that they were satisfied with the software program.     

Discriminant Validity of the Parent and Child Scales of the Parenting Stress Index

The aim of the present study was to further validate the Parental Stress Index (PSI; Abidin, 1990) which claims to measure distinct sources of stress related to the parent and the child. Two hundred and forty five mothers completed the French version of the PSI and other questionnaires including the DAS (Spanier, 1976), the CBCL (Achenbach & Edelbrock, 1981) and the BDI (Beck, et al., 1961). A subsample of 218 mothers and their preschoolers were also directly observed during a problem solving task in the laboratory. In general, regression analyses indicated that both parent and child scales contributed significantly and independently to the prediction of marital adjustment, depression, the child's problems as reported by the mother and behaviors observed in the laboratory. As expected, the parent's scale when entered first explained most of the variance for factors related to the mother, such as marital adjustment (29%) and depression (45%), and the child's scale obtained no significant results when entered last. Moreover, the child's scale contributed over and above the parent's scale in predicting the child's difficulties (12%) as reported by the mother, and accounted for all the variance when entered first (31%). Intriguingly, results showed that the child scale significantly predicted mother and child behavior in the laboratory situation, but the parent scale contributed to the explained variance only when entered first. In general, these results suggest that the two main factors of the PSI represent valid and relatively independent sources of information. Considering clinical and research applications, the PSI may be particularly useful in assessing combinations of stressors, which appear to be specifically harmful for the parent-child relationship.     

Pre-service Teachers’ Perceptions of Urban Schools

This study investigates pre-service teachers’ perceptions of urban schools. We asked 41 pre-service teachers, mostly white and female, to report their perceptions of four aspects of urban schools (appearance and atmosphere, resources, students, and teachers) and identify the sources of their perceptions. We analyze the data qualitatively to understand how they perceive urban schools and quantitatively to determine group trends in their perceptions. Findings reveal that their perceptions of urban schools are complex, with negative and positive impressions of selected aspects of urban schools. Implications of these findings for teacher education, in particular, urban field placements and curriculum, are explored.