A COMPARISON OF TWO INTERVENTION ROLES: PEER MONITOR AND POINT EARNER

Two fifth-grade students' high levels of off-task and disruptive behavior decreased rapidly during an intervention in which they were appointed peer monitors or point earners. The children worked in dyads in which one child served as a peer monitor and the other child earned points from his or her monitor for good behavior. Points were accumulated as part of a group contingency. We introduced the two appointments in an independent math period and alternated the appointments across days. The peer monitor and point earner roles, when alternated on an every-other-day basis, were equally effective in reducing the students' inappropriate behavior. Furthermore, their behavior during intervention fell well within the range of inappropriate behavior levels exhibited by classmates. The speed with which both students completed their math problems increased during both appointments. The accuracy of their academic work, however, varied; one student improved slightly and the other student decreased slightly in accuracy.     

Formal relationships among words and the organization of the mental lexicon

A series of experiments investigated the role of orthography in the organization of the mental lexicon. A pilot experiment had found no effect of formal overlap between words on a repetition priming task at a lag of 56 intervening items. The first two experiments reported here used a lag of zero and varied SOA. Formal priming was found at SOAs of 1,650 milliseconds and less. However, reducing the proportion of related primes and targets in the experiment reduced formal priming. Moreover, it did so not by affecting response times to formally related primes and targets but by reducing response times to comparison trials in which primes and targets were unrelated. This led to a hypothesis that the formal priming we had observed was only apparent and due to strategic inhibition of responses to unrelated prime-target pairs. The final experiment reduced the proportion of responses to related targets further and examined formal priming at lags of 0, 1, 3, and 10. No formal priming was found under these conditions. Across all experiments, where formal priming occurred, it was due to changes in levels of inhibitory priming in comparison conditions. The conclusion is drawn that convincing evidence for an orthographic or phonological organization of the lexicon is not obtainable using priming procedures.This research was supported by NIH Grant HD 01994 to Haskins Laboratories     

Transfer of conditioned appetitive stimuli to conditioned aversive excitatory and inhibitory stimuli

The transfer of Pavlovian appetitive stimuli to Pavlovian aversive stimuli was examined in three experiments. In Experiment 1, rats received appetitive (Ap) conditioning designed to establish a flashing-light stimulus as either a CS+, CSo, or CS? for food, or to maintain it as a novel stimulus for US-alone subjects. Then, the stimulus was employed as a signal for weak shock in conditioned-emotional-response (CER) training. Both acquisition and extinction results showed that the ApCS+ facilitated and the ApCS? retarded aversive excitatory conditioning relative to the ApCSo and US-alone controls. Experiment 2 replicated the findings of Experiment 1 with both a moderate and a severe shock in CER training. In Experiment 3, different groups received the same appetitive conditioning as before, but to a flashing-light stimulus which was then employed as a signal for no shock in CER training. The ApCS? facilitated and the ApCS+ retarded aversive inhibitory conditioning relative to ApCSo and US-alone controls. Collectively, these findings establish that, in Pavlovian conditioning, transfer of an appetitive CS to an aversive excitor or inhibitor is facilitated by maintaining the initial conditioning contingency.     

Eliminating subjective biases in judging the loudness of a 1-kHz tone

It is possible to eliminate most of the known subjective biases that affect judgments of sensory magnitude using numbers. Experiments are described which do this, and which also investigate some of the biases. The least biased estimate for doubling the loudness of a 1-kHz tone is found to be about 11.5 dB. This value is still slightly affected by the logarithmic bias, although the bias could be eliminated. It is also affected by the stimulus equalizing bias, produced by the inequality between the finite range of loudnesses to which the ears are sensitive and the infinite range of numbers to which the loudnesses are matched. This last bias cannot be eliminated completely in direct magnitude estimation.     

TRAINING PROSOCIAL BEHAVIORS TO YOUNG CHILDREN: AN ANALYSIS OF RECIPROCITY WITH UNTRAINED PEERS

We examined the effects of a social skills training package on the play behaviors of three young girls. Two children were taught to invite their peers to play and to use social amenities during their conversations with other children. A combined reversal and multiple baseline across responses design demonstrated that both children directed more social behaviors to their classroom peers after training and that these two children's play invitations were maintained in the later absence of experimental contingencies. In addition, both target children received a greater number of play invitations from their peers during the free play periods. In contrast, a third child's play invitations were not reciprocated by peers; her invitations subsequently decreased in rate after training was discontinued. An interdependent group contingency produced a reciprocal exchange of invitations between this child and her classroom peers. A reversal design demonstrated partial maintenance of subject-peer exchanges after the group intervention was discontinued. The results obtained with the three target children suggest that peer reciprocity may facilitate the maintenance of children's play invitations over time.     

Inhibition as a "slave" process: deactivation of conditioned inhibition through extinction of conditioned excitation

Rats were used in a conditioned-suppression paradigm to investigate why a conditioned inhibition (CS-) does not extinguish when presented alone. Experiment 1 assessed the role of blocking by excitatory contextual cues and/or an evoked representation of the conditioned excitor (CS+), which had been nonreinforced in compound with the CS-. When the CS+ and context were extinguished prior to presentations of the CS- alone, the CS- showed a retardation effect, evidently reflecting latent inhibition, because no inhibition was detected in controls for which presentations of the CS- alone had been omitted. Experiment 2 showed that the loss of conditioned inhibition (CI) was due to excitatory extinction and not to time since conditioning. Furthermore, when excitation was reconditioned to the extinguished CS+ (Experiment 1), or to a novel CS in the same context (Experiment 2), CI was restored. Two other experiments evaluated whether the maintenance of CI depended upon excitation that was generic in form or associatively tied to the training context. They showed no loss of CI when groups received CS+ extinction in that context, along with concomitant presentations in a different context of the US by itself, for a novel CS, or correlated either positively or negatively with the original CS+. Collectively, the findings argue that CI is a "slave" to excitation, for when excitation is extinguished, CI is deactivated; and yet when excitation is reconditioned to the original or a new CS+ in the same or a different context, CI is restored.     

Functional interaction of mGlu5 and NMDA receptors in aversive learning in rats

Metabotropic glutamate receptor 5 (mGlu5) has been implicated in a variety of learning processes and is important for inhibitory avoidance and conditioned taste aversion learning. MGlu5 receptors are physically connected with NMDA receptors and they interact with, and modulate, the function of one another in several brain regions. The present studies used systemic co-administration of an mGlu5 receptor positive allosteric modulator, 3-cyano-N-(1,3-diphenyl-1H-pyrazol-5-yl)benzamide (CDPPB) and an NMDA receptor antagonist dizocilpine maleate (MK-801) to characterize the interactions of these receptors in two aversive learning tasks. Male Sprague-Dawley rats were trained in a single-trial step-down inhibitory avoidance or conditioned taste aversion task. CDPPB (3 or 10mg/kg, s.c.), delivered by itself prior to the conditioning trial, did not have any effect on performance in either task 48 h after training. However, CDPPB (at 3mg/kg) attenuated the MK-801 (0.2mg/kg, i.p.) induced learning deficit in both tasks. CDPPB also reduced MK-801-induced hyperactivity. These results underlie the importance of mGlu5 and NMDA receptor interactions in modulating memory processing, and are consistent with findings showing the efficacy of positive allosteric modulators of mGlu5 receptors in reversing the negative effects of NMDA receptor antagonists on other behaviors such as stereotypy, sensorimotor gating, or working, spatial and recognition memory.     

Imitation in shadowing words

Imitation of shadowed words was evaluated using Goldinger's (1998) AXB paradigm. The first experiment was a replication of Goldinger's experiments with different tokens. Experiment 1's AXB tests showed that shadowed words were judged to be better imitations of target words than were baseline (read) counterparts more often than chance (.50). Order of presentation of baseline and shadowed words in the AXB test also significantly influenced judgments. Degree of prior exposure to token words did not significantly influence judgments of imitation. Experiment 2 employed modified target tokens with extended voice onset times (VOTs). In addition to AXB tests, VOTs of response tokens were compared across baseline and shadowing conditions. The AXB tests revealed shadowed words to be better imitations of target tokens than baseline, without an influence of AXB presentation order. Differences between baseline and shadowing VOTs were greater when VOTs were extended. The implications of spontaneous imitation in nonsocial settings are considered.     

Assessment of Rorschach dependency measures in female inpatients diagnosed with borderline personality disorder

The psychometric properties and predictive validity of the Dependency Index (DI; Hilsenroth & Bornstein, 2002) and the Rorschach Oral Dependency Scale (ROD; Masling, Rabie, & Blondheim, 1967) were examined to determine if these implicit measures of dependency predict observable attachment-seeking behavior in 66 female inpatients diagnosed with borderline personality disorder. Results indicate that both scales produce excellent reliability estimates. The DI and ROD yield adequate base rates, and the distributions of scores approximate normal distributions. The DI was predictive of nursing staff observation of positive attachment/treatment compliance (r = .28, p = .02) but not excessive isolation. By contrast, the ROD predicted positive attachment/treatment compliance (r = .38, p = .002) and excessive isolation (r = -.35, p = .004). Texture responses predicted excessive isolation (r = -.25, p = .05). Discriminant validity was supported when neither dependency measure predicted hostile interactions or self-destructive behaviors. Hierarchical regression analyses revealed that the ROD demonstrated incremental validity over the DI and select Comprehensive System (Exner, 1993) variables associated with dependency.