Reinstatement of postresponse stimuli prior to reward in delayed-reward discrimination learning by pigeons

Delayed-reward learning in pigeons was examined using a simultaneous red-green visual discrimination task in which the conditions during the delay interval were varied between groups. The nondifferential group received training in which the stimulus present during the 1-min delay was the same following a peck on the correct and incorrect colors. The other three groups received 1-min delay training in which different stimuli occurred in the delay interval following correct and incorrect choices. The differential group received continuous, differential stimuli during the delay. The reinstatement group received the differential stimuli in the 10 sec immediately following the choice and during the last 10 sec of the delay. The reversedcue group was treated in the same way, except that the 10-sec delay stimulus immediately following an incorrect response was also presented for 10 sec prior to reward on correct choices, and the stimulus following a correct response also occurred 10 sec before nonreward on incorrect choices. Nondifferential birds failed to learn the discrimination, while differential and reinstatement birds learned it readily. The reversed-cue birds learned to choose the incorrect stimulus. Differential and reinstatement birds showed no decrement in performance when the delay was increased to 2 min. These findings suggest that similarity of prereward and postresponse delay stimuli controls choice responding in long-delay learning, a finding compatible with both memorial and conditioned reinforcement interpretations.     

Pigeons see the Ponzo illusion

Three experiments were performed to address factors contributing to the Ponzo illusion. In Experiment 1, pigeons learned to peck at the longer of two bars in varying line contexts. When these lines converged, the birds had difficulty in learning several patterns in which a Ponzo illusion would reduce the perceived difference. In Experiment 2, the subjects chose one response if a stimulus bar was longer than a predetermined length and a second response for shorter bars. The subjects were more likely to choose “long” as the stimulus bar approached the apex of converging lines. These results suggested that pigeons experience the Ponzo illusion. In Experiment 3, the effects of contexts that did and did not form a texture gradient were compared. The magnitude of the illusion did not differ according to context lines. This result failed to support a perspective theory of the Ponzo illusion.     

Young children's learning and transfer of biological information from picture books to real animals

Preschool children (N = 104) read a book that described and illustrated color camouflage in animals (frogs and lizards). Children were then asked to indicate and explain which of 2 novel animals would be more likely to fall prey to a predatory bird. In Experiment 1, 3- and 4-year-olds were tested with pictures depicting animals in camouflage and noncamouflage settings; in Experiment 2, 4-year-olds were tested with real animals. The results show that by 4 years of age, children can learn new biological facts from a picture book. Of particular importance, transfer from books to real animals was found. These findings point to the importance that early book exposure can play in framing and increasing children's knowledge about the world.     

Associations Among Infant Iron Deficiency,Childhood Emotion and Attention Regulation,and Adolescent Problem Behaviors

This study examined whether iron deficiency (ID) in infancy contributes to problem behaviors in adolescence through its influence on poor regulatory abilities in childhood. Chilean infants (N = 1,116) were studied when there was no national program for iron fortification (1991–1996), resulting in high rates of ID (28%) and iron‐deficiency anemia (IDA, 17%). Infants (54% male) were studied at childhood (M_age = 10 years) and adolescence (M_age = 14 years). IDA in infancy was related to excessive alcohol use and risky sexual behavior in adolescence through its effect on poor emotion regulation in childhood. Attentional control deficits at age 10 were also related to both infant IDA and heightened risk taking in adolescence. Findings elucidate how poor childhood regulatory abilities associated with infant IDA compromise adjustment in adolescence.     

If You Build It and They Still Don't Come: Effective versus Successful Alternative Teacher Preparation

The continuing shortage of special education teachers, combined with increased ideological critiques of teacher education programs, has spurred the growth of alternative models of teacher preparation. Only recently have professional standards for alternative models been proposed. This paper summarizes two years of a program based on professional standards. External influences, internal design, and implementation elements are presented. Results suggest that there is value in distinguishing between the effectiveness of alternative programs and their success.     

Examination of the Psychometric Properties of the Knowledge of Aging for Social Work Quiz

Using graduate social work students' data (n = 481) in the Hartford Partnership Program for Aging Education (HPPAE) in the United States, the study examined psychometric properties of the Knowledge of Aging for Social Work Quiz (KASW), a revision of the Facts on Aging Quiz, to evaluate biopsychosocial knowledge relevant to social work. We examined the intercorrelations of the KASW with the academic and practice experience in aging and score differences by the specialization and school year, and estimated the internal consistencies as reliability. Results showed the convergent validity of the KASW, indicating the items measured theoretically related areas of content with students' skills and experiences in aging. The internal consistencies, nevertheless, remained relatively low, representing the items that failed to measure the expected constructs of biopsychosocial domains. The KASW will be further refined to more sensitively identify students' knowledge deficiencies by selecting an optimal panel of items in biopsychosocial content areas and by providing information relevant to the pedagogical agenda and guidance in field education.     

Supplemental Fluency Intervention and Determinants of Reading Outcomes

This study replicates research on the efficacy of a repeated reading intervention with word-level instruction for students in Grades 2 and 3 with low to moderate fluency skills, examines differences between treatment implementers, and tests unique contributions of treatment-related variables on outcomes. Students from 13 schools were randomly assigned to dyads; dyads were randomly assigned to treatment or control conditions. Schools were matched into treatment implementer groups (teachers or paraeducators) at study onset. Tutoring occurred during school hours for 15 weeks (M = 25.5 hr). Multilevel model results showed treatment students (n = 98) gained more than controls (n = 104) on measures of letter-sound knowledge (d = .41), fluency (d = .37–.38), and comprehension (d = .30–.31); students tutored by teachers gained more than their paraeducator-tutored peers on word reading and fluency. Finally, dyads tutored with greater fidelity gained more in word reading and fluency; dyads that read more complex words in their texts gained less on letter-sounds, fluency, and comprehension.     

Fostering Resilience: A Necessary Skill for Teacher Retention

The goal of this qualitative 2-year study was to examine the resilience building process in four novice secondary science teachers and its link to teacher retention. To achieve the research goal, a resilience framework was established. Three factors were instrumental in creating the framework. The first focused on stressors and protective factors in the lives of novice secondary science teachers and provided direction and goals for the research. Second, a case study was developed for each of the four teachers participating in the research in order to emphasize the detailed analysis of factors linked to resilience. Finally, cross-case analysis was employed to identify similarities and differences and provide insight into issues concerning the resilience process. Results of this study suggest that the interaction between stressors and protective factors acts as a primary force in the resilience process and stimulate responses to help counteract negative effects of resulting stress. Therefore, it can be reasoned that resilience can be fostered in novice teachers as a means to encourage teacher retention.