The Effects of Flavor-Aversion Learning on Instrumental Performance

Two experiments investigated the role of lithium-mediated environmental conditioning on instrumental performance. Experiment 1 demonstrated that a novel taste consumed in one arm of a T maze prior to lithium-induced toxicosis reduced performance in this environment whereas similar aversions conditioned in the home cage failed to alter maze performance. Experiment 2 showed that maze performance in a straight alleyway was decremented during extinction only in a group that actually traversed the alley prior to drinking saccharin and receiving lithium injections. This demonstrated that the instrumental decrement observed in Experiment 1 was due not only to the presence of an unpalatable flavor in the goalbox during the test.

     

合作学习认知研究综述

到20世纪末期,合作学习研究转向对其认知过程的分析,当前的研究将合作学习过程分成了两个阶段。第一阶段是个体知识建构阶段,在该阶段中,合作性理解监控过程是对心理模型的比较过程。第二阶段是合作性联合结构阶段,该阶段的研究主要集中在精制、商讨、冲突三个方面,这些研究对教学干预提供了重要的理论借鉴。     

A Jewish View of Human Learning

This paper offers a rabbinic reading of the Hebrew Bible's conception of human learning. Although addressed to adults, and focused on initiation of both young and old into its vision of the good, the Bible nonetheless offers a conception of how children ought to be educated. Central to this pedagogy is the view that education is fundamentally an ethical activity whose purpose is to nurture and affirm the moral potential of each person through the internalization of divine teachings.     

The Cognitive Organisation of Human Errors: A Gestalt Theory Perspective

Les erreurs humaines sont étudiées dans le cadre théorique de la gestalt theory comparée aux théories de l'erreur cognitive. II est démontré que les processus ou actes de cognition erronée ne sont pas toujours les conséquences de la routine, mais plutôt la suite naturelle d'une organisation de la forme, indépendante du fait qu'une certaine ligne d'action ait été apprise ou non. Des exemples issus des champs de la perception visuelle, de la pensée et de l'action dirigées vers un but sont présentés, dans lesquels le principes de la gestalt, finalité, bon déroulement et proximité conditionnent l'apparition d'échecs. Est aussi mis en discussion le fait que les erreurs pouvaient être ou pas considérées comme évaluation positive, comme elles pourraient être l'indication de la résolution d'un problème de production et dans certaines situations, fournir de l'information sur la manière la plus facile d'approcher un but.
Human errors are discussed within the theoretical framework of gestalt theory as compared with cognitive error theories. It is argued that erroneous cognitive processes or actions are not always the consequence of routinisation, but instead are a natural consequence of gestalt organisation independent of whether or not a certain line of action has been learned. Examples from the fields of visual perception, thinking, and goal-directed action are presented, in which the gestalt principles of closure, good continuation, and proximity are conditions governing the emergence of failures. Also discussed is the issue of whether or not errors should be given positive evaluation, as they may be a cue for productive problem solving and may, in certain situations, provide information as to the smoothest path to approaching a goal.     

Human Impulsivity and Choice: A Challenge to Traditional Operant Methodology

“Impulsivity” refers to the choice of an immediate, small reinforcer over a delayed, large reinforcer. Traditional operant methods (single-subject designs, free-operant choice procedures) have frequently been used to study impulsivity in nonhuman subjects but, curiously, have not been applied to humans. Data are reported replicating and extending previous results obtained with an alternative paradigm using a group-statistical design and discrete-trials choice procedure. Adults chose between schedules differing in delay and/or amount of reinforcement, the reinforcer being slides of entertainment and sports personalities. Delay was defined as the interval between a choice response and onset of a slide, amount as the duration of viewing time. Some participants exhibited impulsivity even though such behavior reduced total viewing time. All participants exhibited impulsivity when this behavior increased total viewing time and was thus adaptive. Traditional operant methods may be ineffective in producing the maladaptive form of impulsivity.

     

Types of Food Aversions: Animal,Vegetable, and Texture

Despite a growing body of research investigating the origins and effects of food aversions, few research instruments have been developed to measure aversions to specific types or categories of food. Undergraduates (N = 209) responded to a series of food aversion questionnaires. The results suggest that people tend to be averse to 2 types of foods (vegetables and meats or fats) and to the texture and taste of certain foods (e.g., oysters). Aversions were slightly more prevalent among women than among men and were correlated with lower educational levels. The authors provide a means of advancing future research on this problem by reliably identifying 3 categories of food aversions. Future researchers should evaluate additional food categories and expand the focus on food aversions beyond the current concern with learned avoidance of specific food items.     

Group Cognitive Behavior Therapy Program with Troubled Adolescents: A Learning Experience

ABSTRACT

Group CBT programs are widely used for assisting teenagers with anxiety, depression and other psychological problems. The majority of reported programs have targeted school or clinical populations, however, few have specifically targeted adolescents from highly troubled and disadvantaged backgrounds. This paper describes a group CBT program that was developed for teenagers who have not responded well to the formal structures of school and traditional models of classroom management. Problems such as low levels of motivation, poor attention span, learning difficulties, poor impulse control, substance abuse, and other mental health problems are common within this population. A number of challenges arose in running the program and several modifications were made in order to make it more relevant to participants. These changes resulted in more rapid engagement with the program, improved cooperation within the group, fewer interruptions, and improved rapport. The clinical outcomes associated with the program could not be measured due to difficulties with completing administering self-report questionnaires.     

Learning at Workstations in the Zoo: A Controlled Evaluation of Cognitive and Affective Outcomes

ABSTRACT

This study aimed to test the cognitive and affective benefits gained through the provision of educational materials at workstations in the Wilhelma Zoo in Stuttgart, Germany. Structured learning materials were developed for use with visiting school groups. The materials focused on the adaptations of 6 selected groups of bird species and were organized as a self-guided learning environment (workstations). The value of the materials was assessed in terms of cognitive (learning and retention) and emotional (interest, well-being, boredom, anxiety, contentedness) variables. The authors measured prior knowledge (1 week before the zoo visit), learning effect (1 week after the visit), and retention (8 to 9 weeks later). A total of 103 students (6th graders aged between 11–12 years) participated in the study, 77 receiving a treatment about adaptations in bird species and 26 receiving a treatment about reptiles which served as a control. Students had similar prior knowledge, but 1 week later students receiving the bird unit scored significantly better and this persisted into retention. Girls achieved higher scores than boys, both 1 week and 8 to 9 weeks after the visit. Surprisingly, students in the control group reported higher interest, well-being and contentedness, and lower boredom than those in the treatment group.     

Time Records in Human Maze Learning and their Comparison with Maze Records

Nine measures of role-taking in the tradition of Flavell and two measures of classification were administered to 64 boys and girls in India in four age groups: 6–7, 7–8, 8–9, and 9–10 years. The results lend cross-cultural support to the hypothesis that certain classification skills underlie this type of role-taking ability. The inappropriateness of searching for developmental relationships with some parametric statistics was also demonstrated with these data. The influence of two types of role-taking question on role-taking ability was also assessed. Role-taking questions were asked after the Ss had seen a cartoon sequence. On one type of role-taking question (a “next” question) Ss were asked how another child would think the cartoon ended if shown only the beginning. On the other type of role-taking question (a “before” question) Ss were asked how another child would think the cartoon began when shown only the end. Cartoon content was shown to influence role-taking ability in response to “next” questions.     

国外儿童认知发展与学习的最新研究述评

认知发展变化是儿童发展研究的中心课题,而儿童学习是研究儿童认知发展变化的一个重要方面。20世纪90年代以来,随着儿童学习重新研究,儿童认知发展研究取得显著进展。本文在最新儿童认知发展和学习研究的基础上,概述儿童早期认知能力的新发现以及儿童学习的有关研究和结论,并提出了新的研究框架。     

Self-regulatory Behaviors and Approaches to Learning of Arts Students: A Comparison Between Professional Training and English Learning

This study investigated the self-regulatory behaviors of arts students, namely memory strategy, goal-setting, self-evaluation, seeking assistance, environmental structuring, learning responsibility, and planning and organizing. We also explored approaches to learning, including deep approach (DA) and surface approach (SA), in a comparison between students’ professional training and English learning. The participants consisted of 344 arts majors. The Academic Self-Regulation Questionnaire and the Revised Learning Process Questionnaire were adopted to examine students’ self-regulatory behaviors and their approaches to learning. The results show that a positive and significant correlation was found in students’ self-regulatory behaviors between professional training and English learning. The results indicated that increases in using self-regulatory behaviors in professional training were associated with increases in applying self-regulatory behaviors in learning English. Seeking assistance, self-evaluation, and planning and organizing were significant predictors for learning English. In addition, arts students used the deep approach more often than the surface approach in both their professional training and English learning. A positive correlation was found in DA, whereas a negative correlation was shown in SA between students’ self-regulatory behaviors and their approaches to learning. Students with high self-regulation adopted a deep approach, and they applied the surface approach less in professional training and English learning. In addition, a SEM model confirmed that DA had a positive influence; however, SA had a negative influence on self-regulatory behaviors.     

类别学习中的认知学习机制

采用归类任务,比较不同知识条件、不同特征呈现方式下,对非定义特征维度的掌握,验证类别学习的认知学习机制。结果发现对非定义特征维度的掌握,在样例特征固定位置呈现条件下较多,而在样例特征随机呈现条件下较少;在知识定义特征维度条件下较多,而在机械定义特征维度条件下较少。研究结果支持了类别学习的认知学习机制。     

Human Rights in the Perspective of Traditional Africa: A Cosmotheandric Approach

The notion of human rights is highly controversial and contested in modern scholarship. However, human rights have been defined as ‘the rational basis… for a justified demand.’ What constitutes demand should be understood as that which is different from favor or privilege but one's due, free from racial, religious, gender, political inclinations. But since rights are basic due to the fact that they are necessary for the enjoyment of something else, we are poised to examine it from the pre-figurative, configurative and post-figurative stages of development in Africa. This enterprise anchors on the belief in cosmotheandrisation of human rights in Africa: cosmos ‘earth’, theos ‘God’ and anthropos ‘human’. These three levels of horizontal and vertical relationship guarantee the respect for human rights in traditional Africa. Through this approach, this enterprise shows that the positive approach to human rights is majorly declarative without corresponding pragmatic manifestation.     

科学探究的认知机制研究述评

科学探究涉及一个复杂的认知过程,Klahr和Dunbar的SDDS模型、Kuhn的模型以及双过程模型对此过程进行了描述;另外研究者们还对科学探究过程不同阶段需要的认知技能和认知策略以及影响因素进行了研究。     

Early Learning Experience and Adolescent Anxiety: A Cross-Cultural Comparison Between Japan and England

The main aim of this study was to compare the frequency of anxiety symptoms among adolescents in Japan and England, and to examine the association between early learning experiences and anxiety symptoms. A total of 299 adolescents (147 from England and 152 from Japan), aged 12 to 17 years were investigated. Results showed that adolescents in England reported significantly higher levels of anxiety symptoms than adolescents in Japan. For early learning experiences, no significant differences emerged between the two countries for parent punishment and reinforcement of anxious behavior. However, for non-anxiety physical symptoms (i.e. cold), adolescents in England scored significantly higher in parent punishment and the Japanese sample scored higher in parent reinforcement. Parent verbal transmission about the danger of anxiety and cold symptoms was more common in Japan than in England. The impact of learning experience on adolescent’s anxiety seemed to differ across cultures, which underscore the importance of cultural factors on adolescent’s anxiety.     

宽容:在人性比较中透析

在观念学意义上,宽容通常被用来描述对异己的思想和行为容忍的价值准则."宽容"观念被理解的过程,实际上也是附加上不同人性观照、价值立场、人生态度和政治策略的过程.研究核心概念、词汇的语义演变是观念史研究的一个重要传统[1],从语用学的立场分析,一个单词进入不同类型的历史话语系统时,其实映照着特定的社会、历史过程,词义的删减和增生、曲折与转化也是不同价值观的微观呈现.