Discrimination of response-reinforcer and response-stimulus contingencies in pigeons

For three pigeons (Experiment 1), the presentation of a red response key ended with a food presentation either following two responses separated by at least 10 seconds (a DRL contingency) or following a 10-second response-free period (a DRO contingency). For three other birds (Experiment 2), a brief stimulus presentation terminated the DRL and DRO contingencies. A white side key was presented next and ended with response-dependent food following one contingency and a timeout following the other. Since the contingency on the red key was unsignaled, differential responding on the white side key could indicate that the two response-reinforcer relations had been discriminated. In Experiment 1, the red-key duration and number of responses influenced white-key responding following the contingency that predicted the timeout. A response-initiated DRO was instated, and the influence of red-key duration and response number on white-key responding was diminished. In both experiments, the 10-second time criterion in both contingencies was varied from 0.34 second to 10 seconds. Even at short time intervals the DRO and DRL contingencies were readily discriminated. Pigeons tended to class the two contingencies according to a rule that did not involve simply stimulus duration, numbers of responses, or even the time between a response and its consequence.     

性别、幼儿园教育和英语学习对普通话儿童语音习得的影响

1　引言在研究儿童语言习得过程中 ,人们发现虽然所有正常发展的儿童最终都能习得目标语 ,但是习得的速度有快有慢。性别、家庭的社会经济地位 (包括父亲和母亲的文化程度、职业等 )、兄弟姐妹中的排行、智力、性格、思维方式等社会和个人因素都会对语言习得的速度产生一定的作用。Ｒｉｔｔｅｒｍａｎ＆Ｒｉｃｈｔｎｅｒ( 1 979)和Ｍｏｗｒｅｒ＆Ｂｕｒｇｅｒ( 1 991 )分别比较了男孩和女孩在英语习得过程中发音的音位数目和出现音位错误的数量 ,两项实验均没有发现男孩和女孩在习得语音过程中有显著差异。另有两项早期研究发现语音习得过程…     

Rapid onset and long-term inhibition of return in the multiple cuing paradigm

Inhibition of return (IOR) refers to the finding that targets at cued locations are responded to more slowly than targets at uncued locations when a relatively long temporal interval occurs between the two events. In studies which have examined the time course of IOR (e.g., Samuel & Kat in Psychonomic Bulletin & Review, 10, 897-906, 2003), the effect is generally shown to develop at around 200 ms and dissipate at around 3,000 ms following a cue. A number of recent studies, however, have demonstrated that IOR can develop much more quickly (up to 50 ms following a cue) and last much longer (up to 13 min following a cue) in certain tasks. The present study uses the multiple cuing paradigm to determine whether IOR can be observed outside the normally reported temporal boundaries (300-3,000 ms) when attention is shifted very quickly (every 15 ms) or very slowly (every 1,500 ms) throughout the visual field. IOR was observed as quickly as 30 ms following cue onset and as long as 6,000 ms following cue onset. Implications for the role of IOR in visual search are discussed.     

Performing Works of Music Authentically

This paper argues that, within the Western ‘classical’ tradition of performing works of music, there exists a performance value of authenticity that is distinct from that of complying with the instructions encoded in the work's score. This kind of authenticity—interpretive authenticity—is a matter of a performance's displaying an understanding of the performed work. In the course of explaining the nature of this norm, two further claims are defended: that the respective values of interpretive authenticity and score compliance can come into conflict; and that when this happens, compromising ideal score compliance for the sake of making the performance more interpretively authentic can make for a better performance.     

Engagement in Group Psychotherapy Among Marginalized Individuals With Hepatitis C

This article examines an innovative psychoeducational group model at a community-based hepatitis C treatment program in Toronto, Canada. Group support is increasingly used as part of community-based, interdisciplinary approaches to addressing the complex psychosocial needs and barriers to care of individuals living with and/or undergoing treatment for hepatitis C. This article articulates the theoretical framework and details of one such group model. It also examines group engagement and outcomes using data collected over three group cycles. Psychotherapeutic engagement was higher than might be anticipated for a highly marginalized population. Specifically, group cohesion measures were equivalent or higher compared to norms for other support/psychotherapy groups. This study suggests that individuals with complex psychosocial issues have the ability to engage meaningfully in group therapy.     

Beauty Is in the Eye of the Beer Holder: An Initial Investigation of the Effects of Alcohol,Attractiveness, Warmth,and Competence on the Objectifying Gaze in Men

Despite literature revealing the adverse consequences of objectifying gazes for women, little work has empirically examined origins of objectifying gazes by perceivers. Integrating alcohol myopia and objectification theories, we examined the effects of alcohol as well as perceived female attractiveness, warmth, and competence on objectifying gazes. Specifically, male undergraduates (n?=?49) from a large U.S. Midwestern university were administered either an alcoholic or placebo beverage. After consumption, participants were asked to focus on the appearance or personality (counterbalanced) of pictured women who were previously rated as high, average, or low in attractiveness, warmth, and competence. Replicating previous work, appearance focus increased objectifying gazes as measured by decreased visual dwell time on women’s faces and increased dwell time on women’s bodies. Additionally, alcohol increased objectifying gazes. Whereas greater perceived attractiveness increased objectifying gazes, more perceived warmth and perceived competence decreased objectifying gazes. Furthermore, the effects of warmth and competence perceptions on objectifying gazes were moderated by alcohol condition; intoxicated participants objectified women low in warmth and competence to a greater extent than did sober participants. Implications for understanding men’s objectifying perceptions of women are addressed, shedding light on potential interventions for clinicians and policymakers to reduce alcohol-involved objectification and related sexual aggression.     

Behavioral Pediatrics: A Team-Based Interprofessional Approach

An interprofessional approach to pediatric behavioral care is increasingly important in the care of pediatric patients, who present to healthcare settings with a wide variety of concerns ranging from potty training to depression. Previously, much of the care of these patients have focused on a narrow approach to the problem, based on the expertise of the professional providing care. Faculty from three disciplines: Social Work, Psychology, and Medicine collaborated to design a course for students from these three disciplines to collaborate in attaining three goals: (1) reinforce the importance of multidisciplinary collaboration, (2) share clinical techniques and skills in a simulated interprofessional setting, and (3) practice collaboration within interprofessional teams. We detail the course goals and design and topics covered and discuss implementation of this course. Suggested module content and pedagogical design are discussed, and case examples are detailed with the goal of encouraging the adoption of similar courses.

     

Detecting children's lies: comparing true accounts about highly stressful injuries with unprepared, prepared, and coached lies

In this investigation, 514 university students judged whether children were telling the truth about highly emotional events. Eight children (half female, half 8-9 and the remainder 12-14 years old) had been injured seriously enough to require emergency room treatment and were interviewed a few days later. Each was yoked to three other children matched in age and gender who fabricated accounts under one of three conditions: lies that were unprepared, prepared (24 hours to prepare), and coached by parents. Participants were at chance when judging true accounts as well as unprepared and prepared lies. However, 74% of the coached lies were judged as true. Participants' confidence in their judgments, age, experience with children, and relevant coursework/training did not improve judgments.