Is developing scientific thinking all about learning to control variables?

Academically low-performing urban sixth graders engaged in inquiry activity received a suggestion that they focus their investigation on the role of a single factor. This suggestion had significant effects on their use of a superficially dissimilar strategy--controlling the variation of other factors. This latter strategy has received the lion's share of attention in research on the development of scientific reasoning. These results have implications, we propose, for what undergoes development with respect to scientific thinking and how this development can best be facilitated.     

The relationship between age, processing speed, working memory capacity, and language comprehension

A total of 50 elderly individuals and 48 college students were tested on several measures of processing speed and of working memory capacity. Language processing was tested with an on-line measure of sentence processing efficiency, an end-of-sentence acceptability judgement task, and a paragraph comprehension test. Elderly individuals performed more poorly than college students on the speed of processing and working memory measures and had longer listening times overall on the sentence processing measures. Elderly individuals did not, however, have overall longer listening times at the most capacity-demanding regions of the harder sentence types. Correlational analyses failed to establish a relationship between the increase in syntactic processing load at the capacity-demanding region of the harder sentence type and the measures of working memory capacity, but did establish a relationship between paragraph comprehension and working memory capacity. The data are argued to provide evidence that the WM system used to structure sentences syntactically is separate from that used in other aspects of language comprehension.     

Explicit Instruction With or Without High-<Emphasis Type="Italic">p</Emphasis> Sequences: Which is More Effective to Teach Multiplication Facts?

Basic fact acquisition is an important component for developing higher-order math skills. However, getting students with a history of academic noncompliance to engage in activities related to skills acquisition can be difficult. Prior research demonstrates that engagement increases when nonpreferred activities are preceded by a series of brief activities with a high probability of completion. This technique, called high-p task/request sequences, was not fully explored within the context of skill acquisition. The purpose of this study was to examine the effects of adding high-p sequences to explicit instruction on the math fact acquisition of three elementary-age students in a learning support classroom. Results showed no differences in fact acquisition between explicit instruction and explicit instruction with an added high-p component. However, the high-p sessions took nearly twice as long to complete when compared to explicit instruction alone. Implications for instructional efficiency and limitations of the high-p procedures for acquisition tasks are discussed.     

Criteria for consciousness in humans and other mammals

The standard behavioral index for human consciousness is the ability to report events with accuracy. While this method is routinely used for scientific and medical applications in humans, it is not easy to generalize to other species. Brain evidence may lend itself more easily to comparative testing. Human consciousness involves widespread, relatively fast low-amplitude interactions in the thalamocortical core of the brain, driven by current tasks and conditions. These features have also been found in other mammals, which suggests that consciousness is a major biological adaptation in mammals. We suggest more than a dozen additional properties of human consciousness that may be used to test comparative predictions. Such homologies are necessarily more remote in non-mammals, which do not share the thalamocortical complex. However, as we learn more we may be able to make "deeper" predictions that apply to some birds, reptiles, large-brained invertebrates, and perhaps other species.     

Identity and emergency intervention: how social group membership and inclusiveness of group boundaries shape helping behavior

Two experiments exploring the effects of social category membership on real-life helping behavior are reported. In Study 1, intergroup rivalries between soccer fans are used to examine the role of identity in emergency helping. An injured stranger wearing an in-group team shirt is more likely to be helped than when wearing a rival team shirt or an unbranded sports shirt. In Study 2, a more inclusive social categorization is made salient for potential helpers. Helping is extended to those who were previously identified as out-group members but not to those who do not display signs of group membership. Taken together, the studies show the importance of both shared identity between bystander and victim and the inclusiveness of salient identity for increasing the likelihood of emergency intervention.     

An extended comparator hypothesis account of superconditioning

Three conditioned taste aversion experiments with rats investigated superconditioning. In each experiment, alternate exposures of 2 flavor compounds with a common element (i.e., AB/AS) were administered to establish an inhibitory relationship between the 2 unique elements, B and S, and prior to testing, S was paired with lithium chloride (LiCl). In Experiment 1, pairings of a neutral cue (X) with S in compound with B after the AB/AS exposures resulted in superconditioning between X and S. Extinction of the common element (A) just before the S-LiCl pairing attenuated both the inhibitory relationship between B and S (Experiment 2) and superconditioning between X and S (Experiment 3). These observations suggest that superconditioning consists of enhanced performance rather than enhanced associative acquisition.     

Imitative learning of stimulus-response and response-outcome associations in pigeons

A novel automated procedure was used to study imitative learning in pigeons. In Experiments 1 and 2, observer pigeons witnessed a demonstrator pigeon successfully performing an instrumental discrimination in which different discriminative stimuli indicated which of 2 topographically distinct responses (R1 and R2) resulted in the delivery of seed. The observers were then presented with the discriminative stimuli and given access to the response panel. Observer pigeons' behavior during the discriminative stimuli was influenced by how the demonstrator had responded during these stimuli. In Experiment 3, observers witnessed demonstrator pigeons performing R1 for Outcome 1 and R2 for Outcome 2. Observers then received a procedure designed to devalue Outcome 1 relative to Outcome 2 and were subsequently less likely to perform R1 than R2. These results suggest that pigeons can learn both stimulus response and response-outcome associations by observation.     

Acquisition with partial and continuous reinforcement in rat magazine approach

Partial reinforcement, compared with continuous reinforcement, is widely considered detrimental to Pavlovian conditioned responding. However, time-accumulation models predict an invariance in acquisition when learning is assessed as a function of number of reinforcements, not trials, and intertrial interval is held constant. Three experiments examined this prediction in a rat magazine-approach procedure. All experiments showed superior responding with continuous reinforcement. Experiments 1 and 3 used common tests in between- and within-subject designs, respectively. Experiment 2 showed the same pattern in a discrimination. Earlier results are reanalyzed informally and in a meta-analysis. Contrary to previous summaries of the literature, evidence points to superior conditioned responding with continuous reinforcement in a number of procedures. Results are generally consistent with traditional associative models of learning.     

Delayed feedback disrupts the procedural-learning system but not the hypothesis-testing system in perceptual category learning

W. T. Maddox, F. G. Ashby, and C. J. Bohil (2003) found that delayed feedback adversely affects information-integration but not rule-based category learning in support of a multiple-systems approach to category learning. However, differences in the number of stimulus dimensions relevant to solving the task and perceptual similarity failed to rule out 2 single-system interpretations. The authors conducted an experiment that remedied these problems and replicated W. T. Maddox et al.'s findings. The experiment revealed a strong performance decrement for information-integration but not rule-based category learning under delayed feedback that was due to an increase in the number of observers using hypothesis-testing strategies to solve the information-integration task, and lower accuracy rates for the few observers using information-integration strategies.     

The collaborative assessment and management of suicidality versus treatment as usual: a retrospective study with suicidal outpatients

The Collaborative Assessment and Management of Suicidality (CAMS) is a novel clinical approach used to identify, assess, and manage suicidal outpatients (Jobes & Drozd, 2004). The results of a retrospective study evaluating the impact of CAMS versus treatment as usual (TAU) on suicidal outpatients are presented. Patients in the CAMS treatment group (n = 25) resolved their suicidality significantly more quickly than TAU patients (n = 30). CAMS was also significantly associated with decreased medical health care utilization in the 6 months after the start of suicide-related mental health treatment. These results provide promising preliminary support for the effectiveness of CAMS and a foundation for prospective research.