The effect of sample and comparison ratio schedules on delayed matching to sample in the pigeon

In Experiment 1, three food-deprived pigeons received trials that began with red or green illumination of the center pecking key. Two or four pecks on this sample key turned it off and initiated a 0- to 10-sec delay. Following the delay, the two outer comparison keys were illuminated, one with red and one with green light. In one condition, a single peck on either of these keys turned the other key off and produced either grain reinforcement (if the comparison that was pecked matched the preceding sample) or the intertrial interval (if it did not match). In other conditions, 3 or 15 additional pecks were required to produce reinforcement or the intertrial interval. The frequency of pecking the matching comparison stimulus (matching accuracy) decreased as the delay increased, increased as the sample ratio was increased, and decreased as the comparison ratio was increased. The results of Experiment 2 suggested that higher comparison ratios adversely affect matching accuracy primarily by delaying reinforcement for choosing the correct comparison. The results of Experiment 3, in which delay of reinforcement for choosing the matching comparison was manipulated, confirmed that delayed reinforcement decreases matching accuracy.     

Three-dimensional trunk kinematics in golf: between-club differences and relationships to clubhead speed

The aims of this study were (i) to determine whether significant three-dimensional (3D) trunk kinematic differences existed between a driver and a five-iron during a golf swing; and (ii) to determine the anthropometric, physiological, and trunk kinematic variables associated with clubhead speed. Trunk range of motion and golf swing kinematic data were collected from 15 low-handicap male golfers (handicap = 2.5 ± 1.9). Data were collected using a 10-camera motion capture system operating at 250 Hz. Data on clubhead speed and ball velocity were collected using a real-time launch monitor. Paired t-tests revealed nine significant (p ≤ 0.0019) between-club differences for golf swing kinematics, namely trunk and lower trunk flexion/extension and lower trunk axial rotation. Multiple regression analyses explained 33.7–66.7% of the variance in clubhead speed for the driver and five-iron, respectively, with both trunk and lower trunk variables showing associations with clubhead speed. Future studies should consider the role of the upper limbs and modifiable features of the golf club in developing clubhead speed for the driver in particular.     

Treatment fidelity reporting in intervention outcome studies in the school psychology literature from 2009 to 2016

Both student outcomes and treatment fidelity data are necessary to draw valid conclusions about intervention effectiveness. Reviews of the intervention outcome literature in related fields, and prior reviews of the school psychology literature, suggest that many researchers failed to report treatment fidelity data. The purpose of this study was to replicate and extend previous reviews of treatment fidelity in four school psychology journals between 2009 and 2016. Results indicate that a plurality of studies reviewed operationally defined some, but not all intervention(s). Further, the majority of studies (72.8%) include a quantitative treatment fidelity data, a 35% increase from the Sanetti, Gritter and Dobey (2011) review of these same journals. Results also indicate many studies include data on multiple dimensions of fidelity. Of the multiple dimensions, adherence is (a) the most commonly reported dimension, (b) most often reported using a single index, (c) assessed using in vivo observation, and (d) high in a majority of studies. Further, results indicate some study and design characteristics are associated with the presence of operational definitions and treatment fidelity data.     

Negotiating tensions between the high-performing and socially just college: A consideration of the discursive construction of youth in English college governing boards

The English further education (FE) sector caters for young learners who are regularly defined as at risk due to a range of economic and social challenges, as transitions from youth to adulthood become more protracted, and inequalities amongst young people and between generations persist and deepen. At a time when policy places increasing responsibilities on governors and leaders to balance college performance and cost-effectiveness against FE’s long-standing social justice mission, this article analyses how this tension plays out through the discursive construction of young learners by two English college governing boards. We use a critical discourse analysis approach to connect how young learners are ‘talked into being’ through the micro-level processes of governing within the wider context in which college governing operates. We argue that, despite a wider drive for governors to interact with learners, their understanding of learners is dominated by data, through which young learners in particular are constituted as a risk rather than at risk. We explore the discursive constructions of young learners that ensue in this data-dominated context, and the social practices governing boards use to manage the risks posed by young learners. We highlight the different positionings of governors and college senior managers within these constitutive practices, arguing that the ways young learners are discursively constructed is revealing of a central tension in college governing practices—that between the high-performing and the socially just college.     

Time-of-day discrimination by pigeons,Columba livia

Pigeons were trained to discriminate between four keys. One provided food in the mornings, another provided food in the afternoons, and two never provided food. Three experiments were performed to determine whether pigeons could track food availability over a 24-h period. All the subjects appeared to demonstrate time-place associative learning. A fourth experiment was designed to investigate the mechanisms underlying the timing behavior. Lights-on time was shifted back by 6 h, and no decrease in performance was found during the first session following the phase shift. This suggests that a circadian type of timing mechanism with a self-sustaining oscillator mediates time-place learning over a period of 24 h. Further support for this notion was found in a fifth experiment, in which the subjects were tested in constant dim light. In that experiment, the subjects’ continued correct responding provides additional support for a self-sustaining circadian timer.     

When Your Breasts Might Not Work: Anticipatory Guidance for Health-Care Professionals

There are many factors that can negatively impact a mother developing a copious milk supply and being able to exclusively breastfeed her infant. In this article, we present two case exemplars (glandular hypoplasia and breast reduction surgery) to illustrate that not all mothers may be able to develop a full milk supply, and that families should receive appropriate prenatal anticipatory education and guidance from childbirth educators and all health-care providers. Important considerations include the value of every drop of milk that the mother is able to produce, treating the milk as an important medical intervention, and developing a plan with the family for supplementation so the infant can receive adequate intake for growth.     

Investigating peer-assessment strategies for mathematics pre-service teacher learning on formative assessment

Formative assessment practices for secondary mathematics have been advocated as valuable for students, but difficult for teachers to learn. There have been calls in the literature to increase the emphasis on formative assessment in mathematics teacher preparation courses. This study explored the use of peer-assessment strategies for helping pre-service secondary mathematics teachers (PSTs) cultivate formative assessment principles and practices for assessing school students. Twenty-seven PSTs participated in a peer-assessment cycle comprised of: sourcing a rich mathematics task; constructing an assessment rubric for it; and collecting and analysing a selection of secondary student responses to the task. Each PST then provided written and verbal feedback to a peer on his/her rubric and student solution assessments. We draw on theoretical conceptions of Teacher Assessment Literacy in Practice to characterize the PSTs’ perceptions of their experience of formative assessment processes for learning to assess school students, in terms of cognitive and affective dimensions of their conceptions of assessment. The cohort evidenced a wide range of levels of confidence with the various aspects of formative assessment practices but on average less confidence in assessing school student task responses themselves than in assessing peer work. In addition to highlighting specific changes to different types of assessment knowledge, the PSTs also evidenced an awareness of shifts in their attitudes, in coming to view student task responses with more appreciation and humility.

     

Teaching five special needs children in a regular primary classroom using a consultation‐collaboration model

This study describes the use of a consultation‐collaboration model of intervention in which a psychologist and a teacher worked jointly to establish a remedial reading program for five special needs children placed in a regular primary school class. Repeated measures data showed marked increases in reading skills and book reading levels, and a substantial increase over zero baseline levels in independent reading during class reading times. The teacher commented favourably on the consultation model used and agreed with parents’ observations that significant reading gains had been made by their children.     

The self‐taught agitator: Hitler 1907–1920

Developments of the last fifteen years in the relationship of free speech theory to nonverbal communication lead to the conclusion that many purely symbolic, emotive and victimless modes of nonverbal expression have won a firm place under the umbrella of First Amendment protection but that some nonverbal forms of communication, such as flag and draft card burnings, economic boycotts, and coercive persuasion generally, are still viewed as raising troublesome First Amendment questions.