Effects of reinforcement-paired stimuli on general activity

Two experiments were performed to explore the mechanisms responsible for the increase in activity that occurs in response to stimuli which have been paired with reinforcement (S^R. The first experiment showed a sharp increase in activity to S^R-paired stimuli under conditions in which subjects were not required to perform any instrumental response to obtain the S^R. This result seemed to rule out reinforcement of instrumental “food getting” behavior as the mechanism responsible for the learned activity increases. A second experiment used an “omission training” procedure to further explore the mechanisms underlying the activity increase. In this experiment, S^R was omitted on those trials on which activity increases were present during the stimulus. In this condition, no increases in activity were observed during the stimulus. There was, however, the characteristic increase in activity in a yoked-control group which received the same number and distribution of stimulus-paired S^Rs. The results of the second experiment open the possibility that increases in activity to S^R -paired stimuli could be due to the adventitious reinforcement of motor behavior rather than the Pavlovian conditioning of a motivational state.     

Enhancement of pigeons’ conditional discrimination performance by expectancies of reinforcement and nonreinforcement

Prior work has shown that when the separate correct responses of a conditional discrimination are followed by different reinforcing outcomes, performance is enhanced relative to that obtained under the conventional, single-reinforcer procedure. Four experiments with pigeons yielded the analogous finding when the different outcomes were reinforcement and explicit nonreinforcement. Controls indicated that the results could not be attributed to the effects of intermittent reinforcement, to possible differences in cue duration, or to a variety of potential sources of conditioned reinforcement. An interpretation in terms of expectancy learning is proposed.     

Higher education as the catalyst of recovery in conflict-affected societies

ABSTRACT

This article examines the role of higher education in the recovery of conflict-affected societies and argues that while the sector is typically a very low reconstruction priority, it has the potential, if addressed strategically, to act as a catalyst for effective and sustainable post-war recovery. The article begins by contextualising higher education within broader debates around post-war recovery and education. It then analyses the relationship between higher education and four core intervention agendas in conflict-affected societies: stabilisation and securitisation, reconstruction, statebuilding and peacebuilding.     

Turning heads: The impact of political reform on the professional role,identity and recruitment of head teachers in Wales

This article considers the professional work, identity and recruitment of head teachers (HTs) in Wales. Drawing on the sociology of professions, the article illustrates how intensive educational policy reform post‐2011 has restricted HTs’ professional agency and re‐orientated the head teacher role towards organisational professionalism. Drawing on semi‐structured interviews (n=30) with both head and deputy head teachers, the article argues that issues with the recruitment and retention of HTs in Wales can, in part, be explained by the promotion of managerial and technicist approaches to professional practice. This role reconfiguration is the result of myriad and, at times, overlapping accountability mechanisms. The article illustrates how these changes to HT professional roles and identity are more intense within a small education system where HTs had, traditionally, enjoyed an elite professional status. To ameliorate these issues, the article proposes policy initiatives which the Welsh Government could introduce to foster the agency of HTs within a revised professional framework for educational leadership in Wales.     

The effects of limb dominance and a short term,high intensity exercise protocol on both landings of the vertical drop jump: implications for the vertical drop jump as a screening tool

The effectiveness of vertical drop jumps (VDJs) to screen for non-contact ACL injuries is unclear. This may be contributed to by discrete point analysis, which does not evaluate patterns of movement. Also, limited research exists on the second landing of VDJs, potential lower limb performance asymmetries and the effect of fatigue. Statistical parametric mapping investigated the main effects of landing, limb dominance and a high intensity, intermittent exercise protocol (HIIP) on VDJ biomechanics. Twenty-two male athletes (21.9 ± 1.1 years, 180.5 ± 5.5 cm, 79.4 ± 7.8 kg) performed VDJs pre- and post-HIIP. Repeated measures ANOVA identified pattern differences during the eccentric phases of the first and second landings bilaterally. The first landing displayed greater (internal) knee flexor (η² = 0.165), external rotator (η² = 0.113) and valgus (η² = 0.126) moments and greater hip (η² = 0.062) and knee (η² = 0.080) flexion. The dominant limb generated greater knee flexor (η² = 0.062), external rotator (η² = 0.110) and valgus (η² = 0.065) moments. The HIIP only had one effect, increased thoracic flexion relative to the pelvis (η² = 0.088). Finally, the dominant limb demonstrated greater knee extensor moments during the second landing (η² = 0.100). ACL injury risk factors were present in both landings of VDJs with the dominant limb at potentially greater injury risk. Therefore, VDJ screenings should analyse both landings bilaterally.     

Trends in the Selection of Coaches for Female Athletes: A Demographic Inquiry

Abstract

Data were collected from 335 collegiate female athletic directors utilizing a questionnaire designed to assess trends in selecting coaches for female athletes between 1974 and 1979. These demographic results revealed: (a) a 37% increase in the number of coaches for female athletes, (b) a greater increase at the assistant (229%) rather than head (8%) coach level, (c) a substantial increase in male coaches (724) in comparison to their female counterparts (44), (d) a significant decline (294) in female head coaches, and (e) a large increase in the number of male head coaches (437). As the bases for this present investigation, current practices and affirmative action strategies were discussed (i.e., gender employment trends, de facto discrimination, federal civil rights legislation). Possible explanations of these findings were offered.     

Relationship between Working Environment,Self-Concept,Real-Ideal Self Discrepancy,and Functionality in Physical Education Teachers

Abstract

The major purposes of the present study were to determine to what extent and in what ways an individual's personality is affected by the working environment. Three questions were asked about the effect of working environment on: (a) realism or accuracy of self-concept, (b) agreement between real self and ideal self, and (c) functionality of personality characteristics. Subjects were 49 physical education faculty in three inner-city and three suburban Los Angeles area high schools. The Holmen Adjective Check List (HACL) was used to assess self-concept, real-ideal self discrepancy, and functionality. Results showed that: (a) suburban teachers had more accurate self-concepts than did inner-city teachers, (b) suburban teachers were seen as being more like their “ideal selves” than were inner-city teachers, and (c) individuals experienced in a given work setting were not necessarily seen as better adapted to that environment than those not working there.     

Repurposing children’s television for the classroom: teachers’ use of “square one tv” videocassettes

This study investigated whether a major new children’s television series on mathematics, produced primarily for an at-home audience, could be “repurposed” for classroom use. Segments were selected from the PBS children’s series, “Square One TV,” and edited into 30 videocassettes organized by curriculum topics. Teachers in two public elementary schools in Cambridge, Massachusetts, used the cassettes over a 10-week period. Both qualitative and quantitative data were collected, including teacher interviews, teacher journals of classroom use, researcher observations, a survey of student attitudes toward mathematics, and student interviews. Teachers found the reformatted cassettes to be useful motivational and instructional resources, especially in demonstrating connections between mathematical ideas and real-world situations. A videotape of teacher and student responses is available from the authors. This paper written while Dr. Chen was an assistant professor at the same school, won the Instructional Video Paper Competition marking the 25th anniversary of the Agency for Instructional Technology, Bloomington, Indiana.