Response-cost punishment with pigeons: Further evidence of response suppression via token loss

Four pigeons responded on a two-component multiple token-reinforcement schedule, in which tokens were produced according to a random-interval 30-sec schedule and exchanged according to a variable-ratio 4 schedule in both components. To assess the effects of contingent token loss, tokens were removed after every second response (i.e., fixed-ratio 2 loss) in one of the components. Response rates were selectively lower in the loss components relative to baseline (no-loss) conditions, as well as to the within-condition no-loss components. Response rates were decreased to a greater degree in the presence of tokens than in their absence. To control for the effects of changes in the density of token and food reinforcement, two parts consisted of additional conditions where food density and token loss were yoked to those in a previous loss condition. In the yoked-food condition, tokens were produced as usual in both components, but the overall density of food reinforcement in one of the components was yoked to that obtained during a previous token-loss condition. In the yoked token-loss condition, tokens were removed during one component of the multiple schedule at a rate that approximately matched the obtained rate of loss from a previous token-loss condition. Response rates in these yoked components were less affected than those in comparable loss components, despite similar densities of token, exchange, and food reinforcement. On the whole, the results support the conclusion that contingent token loss serves as an effective punisher with pigeons.     

Students’ Perceptions of Coursework in the GCSE: the effects of gender and levels of attainment

Summary Coursework is an integral part of the GCSE framework, valued for its motivational qualities and its curricular validity. It is a common perception, widely reported in the national press and educational media, that coursework can be held at least partly accountable for differential performances at GCSE; coursework, it is argued, advantages girls. This article reports on an analysis of data arising from a project which offered an opportunity to study current and post-GCSE students’ perceptions of coursework. The outcomes indicate that, when categorised by their relative levels of attainment, girls’ and boys’ perceptions show limited evidence of homogeneity. In other words, to suggest that girls’ and boys’ perceptions of coursework are a function of gender is a gross over-simplification. Other factors are at play and further, more specific and tailored research is essential if we are to understand how best to optimise the benefits that are claimed for coursework.     

Work placement experience: should I stay or should I go?

The opportunity to experience work placements that complement taught and practical courses in higher education has become a central strand of many undergraduate degree programmes. While there is tacit agreement that such placements are a good thing, in recent years the numbers of students opting for work placements has been declining. This paper uses a mixed method research design to probe the learning outcomes, attitudes and perceptions of undergraduate students who choose not to go on a work placement. Findings highlight some areas of concern that could be considered by institutions of higher education working to enhance good practice in students’ work placement experiences.