Vaesen disregards a plausible alternative to his position, and so fails to offer a compelling argument for unique cognitive mechanisms. We suggest an ecological alternative, according to which divergent relationships between organism and environment, not exotic neuroanatomy, are responsible for unique cognitive capacities. This approach is pertinent to claims about primate cognition; and on this basis, we argue that Vaesen's inference from unique skills to unique mechanisms is unwarranted. 相似文献
This paper describes a microprocessor control system and solid state interface for controlling the apparatus in combined behavioral-electrophysiological studies of conditioning. The computer program, which is designed to control classical conditioning of the rabbit’s nictitating membrane response, provides the flexibility to control all conditioning parameters (e.g., interstimulus and intertrial intervals, trial type, and sequence of trial types) with only minor modifications. The system is free from artifacts that can distort electrophysiological recordings and can easily be modified to accommodate other behavioral paradigms in which electrophysiological responses are recorded. 相似文献
A flexible and inexpensive data acquisition and display system based upon the KIM-1 microcomputer module is described. A simple signal-conditioning circuit and program are shown that will allow events to be counted at rates to 1,000/sec and stored in successive time bins. The program counts events from each of two event detectors and stores the count of each detector in an independent set of time bins. Up to 127 16-bit bins are available to each event detector and bin width can be varied from 1 msec to 1 min. A separate input can be used to time-lock data collection to a specific stimulus allowing poststimulus histograms or IRTs to be collected. The collected data can be sequentially displayed as a decimal number on a built-in LED display and stored for later analysis on an inexpensive audio cassette recorder. 相似文献
Clients in the early stages of changing addictive behaviors are typically not ready to assume active roles in making significant changes. Navigating these challenges with traditional talk therapy can prove ineffective. Experiential group activities help normalize the difficulties associated with making changes and help clinicians bypass client resistance and ambivalence. The application of one such experiential activity, “Writing a Letter to My Substance/Behavior,” is described and a case study is provided. 相似文献
It has been suggested that a primary causative factor in stuttering is a disordered feedback mechanism. Some researchers have explored the relationship between stuttering and the integrity of the feedback mechanism through studies of oral form perception. The studies on the relationship between stuttering and oral form perception have been carried out largely on adult populations. The results of those studies have been contradictory. The purpose of this study was to explore the relationship of stuttering to oral form perception in a school-age population. The results are in agreement with previous studies which have indicated that stutters do not do as well as non-stutters on tasks of oral form perception. 相似文献
Expectancy Value Theory (EVT) is a prominent theory on student motivation. To add to the growing research in this area, we investigated students within a large, mandatory course outside of the STEM areas, to examine perceptions of success utilizing an EVT lens. The aim of our study was twofold. First, to examine students' open-ended responses about what makes them feel successful. Second, to determine if students’ indorsement of expectancy, value, and control could predict their feelings of success. The study consisted of 210 students who completed an online questionnaire with items related to demographics, EVT components, and questions about their success in the course. Deductive coding was utilized to examine their feelings of success based on the EVT components. Regression analysis was utilized to predict perceptions of success. Students identified several components of their course that were associated with expectancy, value, and cost. Students' perceptions of success were positively predicted by expectancy and negatively predicted by cost while value was not a significant predictor. Our results speak to the importance of expectancy, value, and cost when designing large, mandatory courses. We provided several recommendations for instructors when designing courses, and also highlight limitations and future research directions.