A landmark blocks searching for a hidden platform in an environment with a distinctive shape after extended pretraining

In the blocking phase of three experiments, rats had to find a submerged platform beneath a spherical landmark in one corner of a triangular pool. Prior to this treatment, they were required to find the platform relative to either a sphere above it (blocking groups) or a rod attached to it (control groups). The position of the platform changed from trial to trial for the initial training. The sphere did not restrict learning about the geometric cues provided by the triangular arena in the blocking phase when 12 sessions of initial training took place in either the triangular (Experiment 1) or a circular (Experiment 3) pool. Blocking was observed, however, after 24 sessions of initial training in either the triangular (Experiment 2) or the circular (Experiment 3) pool. Thus, blocking of geometric cues by a landmark is possible after extended initial training with the blocking cue.     

Dialogic voices in talk about drinking and pregnancy

Alcohol use during pregnancy poses a significant risk of fetal alcohol syndrome. This study presents the interpretive findings of the formative research phase of a funded grant to develop a community-based public health media campaign on the topic of drinking during pregnancy. In the initial wave of data collection, 50 rural women were recruited from four Women, Infants, and Children (WIC) clinics in southeastern Iowa to participate in semi-structured interviews. In the second wave, 10 additional WIC clients were interviewed for member-checking purposes. Findings revealed two competing discourses that organized these women's attitudes, beliefs, and behaviors surrounding drinking and pregnancy: the discourse of individualism and the discourse of responsible motherhood. These two discourses offer opposing normative guidelines for talk among their close female relatives and friends. The implications of these findings for designing a community-based media campaign are discussed.     

Using Video Analysis or Data loggers During Practical Work in First Year Physics

Information communication technologies are rapidly finding a niche in practical work in science laboratories in both schools and tertiary institutions. This paper reports on a project investigating students' learning processes when video analysis and data logging practical work were used in a first-year undergraduate physics course. Student volunteers were group interviewed. Preliminary findings suggest that students were motivated by the tasks and perceived that the tasks helped them understand their physics concepts. The manual movement of the cart and the freeze-frame element of the video analysis were viewed positively by the students. Further analysis indicates that students used elements of the video analysis and data logging practical work to reinforce already existing ideas rather than challenge the robustness of their existing ideas.     

Evaluation and development of a connectionist theory of configural learning

A configural theory of associative learning is described that is based on the assumption that conditioning results in associations between the unconditioned stimulus and a representation of the entire pattern of stimulation that was present prior to its delivery. Configural theory was formulated originally to account for generalization and discrimination in Pavlovian conditioning. The first part of the article demonstrates how this theory can be used to explain results from studies of overshadowing, blocking, summation, and discrimination learning. The second part of the article shows how the theory can be developed to explain a broader range of phenomena, including mediated conditioning, reinforcer devaluation effects, the differential outcomes effect, acquired equivalence, sensory preconditioning, and structural discriminations.     

The protective effects of religiousness and parent involvement on the development of conduct problems among youth exposed to violence

This study examined the protective effects of religiousness and parent involvement for the development of conduct problems beyond the effects of risk factors. Measures of violence exposure, conduct problems, parent involvement, and religiousness, from the longitudinal Social and Health Assessment survey, were completed by 1,703 high-risk urban adolescents (12.5 +/- 1.7 years; 53% female). Witnessing of and victimization by community violence appeared to be significant risk factors for an increase in conduct problems over a 1-year period. Religiousness and parental involvement were each uniquely associated with a decrease in conduct problems. Moreover, several dimensions of religiousness moderated the relationship between violence exposure and conduct problems, buffering the negative effects of violence exposure. Implications of these findings for prevention efforts are discussed.     

The relationship between shock magnitude and passive avoidance learning

Three experiments examined the relationship between shock magnitude and the rate of acquisition of a passive avoidance response. Experiment 1 indicated that the use of a relatively large magnitude of shock can disrupt learning to remain on a platform in the center of an open field to avoid shock. The inferior learning of the group trained with high shock was replicated in Experiment 2, which also demonstrated that avoidance learning can occur rapidly with this level of shock if the platform is located in the corner of the apparatus. To explain this, it was proposed that thigmotactic behavior is responsible for the disruption in avoidance behavior when training is conducted in the center with high-magnitude shock. Finally, Experiment 3, essentially a replication of Experiment 1 except that the platform was placed in the corner of the test compartment, demonstrated a direct relationship between shock magnitude and passive avoidance learning. The results are seen as being consistent with accounts which maintain that avoidance learning can be influenced by the occurrence of species-specific defense reactions.     

Do as I say: contradicting beliefs and attitudes towards sports concussion in Australia

The objective of this study was to explore beliefs and attitudes of students studying exercise science in Australia towards sports concussion. A secondary objective explored differences between gender and previous experience of concussion. A total of 312 participants (m = 217; f = 95) responded to a series of statements ranging across a number of areas including personal attitudes and beliefs towards concussion: if they would risk playing with a concussion; their views on elite/professional athletes who continue to play after a concussion; and attitudes towards rehabilitation. Overall, attitudes revealed that it was not safe to play with a concussion, and it was believed that those who have had repeated concussions would be likely to suffer problems later in life. However, responses also indicated that they would risk playing with a concussion, and admired elite athletes who continued to play. When controlling for gender and previous concussions, males and those who sustained a previous concussion/s were more likely to continue playing. Conversely, females were more likely to complete rehabilitation prior to returning to sport. This study demonstrates in an Australian student cohort studying for a career in exercise and sports science, disparity between beliefs and attitudes regarding sports concussion.