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961.
Discrimination behavior in a standard, two-alternative forced choice same/different task is usually measured by the pigeon’s
pecking one or the other of two arbitrary report areas. We found that pigeons make anticipatory, discriminative responses
to the visual display during the stimulus observing period prior to the availability of the report areas; the spatial distribution of these anticipatory discriminative responses strongly correlated
with the upcoming choice response. These anticipatory pecks provide evidence that the process of discrimination occurs well
before the moment of choice and that key aspects of this process can be revealed by looking at the distribution of observing
responses. We also manipulated the variability of the displayed items to study the nature of these anticipatory responses;
again, the spatial distribution of responding during the stimulus observing period strongly correlated with the upcoming choice
response. The distribution of these prechoice pecks supports the theory that pigeons search for differences in the displayed
items. If differences are found, then pigeons prepare to report “different”; if not, then they report “same.” 相似文献
962.
A key motivation for understanding capacity in working memory (WM) is its relationship with fluid intelligence. Recent evidence
has suggested a two-factor model that distinguishes between the number of representations that can be maintained in WM and
the resolution of those representations. To determine how these factors relate to fluid intelligence, we conducted an exploratory
factor analysis on multiple number-limited and resolution-limited measures of WM ability. The results strongly supported the
two-factor model, with fully orthogonal factors accounting for performance in the number-limited and resolution-limited conditions.
Furthermore, the reliable relationship between WM capacity and fluid intelligence was exclusively supported by the number
factor (r=.66), whereas the resolution factor made no reliable contribution (r=−.05). Thus, the relationship between WM capacity and standard measures of fluid intelligence is mediated by the number of
representations that can be simultaneously maintained in WM, rather than by the precision of those representations. 相似文献
963.
Behavior analysts have long been interested in developing and promoting the use of effective generalization strategies for
behavioral interventions. Perhaps because research on academic performance has lagged behind in the field of applied behavior
analysis, far less research on this topic has been conducted for academic performance problems. The purpose of this article
is to comment on the six reports of experimental studies that make up this special issue. The methods investigated by the
authors in this special issue are innovative and raise many intriguing questions that should fuel further research and development
of strategies for improving generalized academic skills. The article concludes with thoughts about what we know as a field,
and what has yet to be examined through future research. 相似文献
964.
Susan A. Stone Lynda E. Frost James R. Van Norman Kathleen A. Casey 《Applied research in quality of life》2010,5(4):273-285
Recent decades have seen the development of robust systems of community health indicators, but those indicator sets tend to
have few indicators related to behavioral health. Gauging community behavioral health can be complex, but given the interconnectedness
of health and behavioral health and the high social and financial cost of unaddressed behavioral health needs, it is essential
to develop meaningful indicators. A community-based participatory research project in Austin, Texas developed behavioral health
indicators based on a review of social indicators movements across the globe, existing sets of proposed key indicators of
mental health and mental illness, and ongoing community initiatives in Austin relevant to behavioral health. The community
behavioral health indicators have been refined through the challenging process of implementing them in the face of competing
efforts and imprecise communication about their use. While indicators should always be adapted to suit local conditions, this
indicator set should provide a good starting point for researchers and communities to assess and improve the behavioral health
of their community. 相似文献
965.
Reviewed by Edward Kanterian 《Philosophical Investigations》2005,28(1):76-80
Book reviewed:
Brian McGuinness, Approaches to Wittgenstein: Collected Papers , Routledge, 2002, xv + 299 pp, £55.00 相似文献
Brian McGuinness, Approaches to Wittgenstein: Collected Papers , Routledge, 2002, xv + 299 pp, £55.00 相似文献
966.
967.
Neil Edward Williams 《Synthese》2005,146(3):303-324
When it comes to scientific explanation, our parsimonious tendencies mean that we focus almost exclusively on those dispositions whose manifestations result in some sort of change – changes in properties, locations, velocities and so on. Following this tendency, our notion of causation is one that is inherently dynamic, as if the maintenance of the status quo were merely a given. Contrary to this position, I argue that a complete concept of causation must also account for dispositions whose manifestations involve no changes at all, and that a causal theory that fails to include these ‘static’ dispositions alongside the dynamic ones renders static occurrences miraculous. 相似文献
968.
Carrie E Bearden Abbas F Jawad David R Lynch John R Monterossso Set Sokol Donna M McDonald-McGinn Sulagna C Saitta Stacy E Harris Edward Moss Paul P Wang Elaine Zackai Beverly S Emanuel Tony J Simon 《Child neuropsychology》2005,11(1):109-117
The 22q11.2 Deletion Syndrome (DiGeorge/velocardiofacial syndrome) is associated with elevated rates of psychosis, and is also characterized by severe attentional difficulties and executive dysfunction. Behavioral manifestations of this syndrome could result from haploinsufficiency of the catechol-O-methyltransferase (COMT) gene, located within the 22q11 region. The goal of the present study was to examine COMT genotype in relation to behavioral symptomatology in this syndrome. Val158/108Met was genotyped in 38 patients (16 Met/-, 22 Val/-) with confirmed 22q11.2 deletions who had received the Child Behavior Checklist (CBCL) as part of a comprehensive evaluation. Results indicated that the Val genotype was associated with significantly greater internalizing and externalizing behavioral symptomatology in children with 22q11.2 deletions. Val allele status was associated with a greater-than-four-fold increase in risk for clinically significant behavior problems in children with this syndrome. These data are consistent with previous findings of increased psychopathology associated with the Val genotype in normal individuals and suggest that a functional genetic polymorphism in the 22q11 region may influence behavior in individuals with COMT haploinsufficiency. 相似文献
969.
Edward J. Daly S. Andrew Garbacz Stephanie C. Olson Michael Persampieri Hong Ni 《Behavioral Interventions》2006,21(1):13-30
Choice as an antecedent intervention has been shown to improve student behavior in a variety of ways. This investigation examined whether students could be influenced to choose whether and how to be instructed while directly measuring effects on academic performance. Using a multiple‐probe design, the reading fluency of two middle school students with Behavioral Disorders was measured repeatedly across passages. Students could earn a tangible reward for meeting a pre‐determined performance criterion in passage reading. Prior to reading the criterion passage, each student was told that he or she could choose to be instructed or not be instructed in a similar passage with high content overlap. Both students consistently chose to be instructed (as well as how they would be instructed) and stable increases in oral reading fluency were obtained. Results are discussed in terms of how motivational variables can be used to influence students' choice of instructional procedures in ways that increase their opportunities to respond and measured learning. Copyright © 2006 John Wiley & Sons, Ltd. 相似文献
970.
Michael Persampieri Valerie Gortmaker Edward J. Daly Susan M. Sheridan Merilee McCurdy 《Behavioral Interventions》2006,21(1):31-57
Two experimental investigations of the effects of parent delivered reading interventions were conducted. Tutoring packages consisting of empirically supported intervention components were delivered by parents for at least several weeks after initial parent training. Both experiments used single‐case experimental designs and measured participants' oral reading fluency in passages. Experiment 1 used a multiple‐probe design across tasks (passages) to evaluate tutoring effects for two students with learning disabilities. Results indicate that both students increased their reading fluency and maintained those increases over time. Experiment 2 used a brief experimental analysis that included both experimenter and parent delivered instructional trials to validate the treatment package. Next, the treatment package was evaluated using an alternating treatments design. Results were uniformly positive. An interesting but not surprising correlation was also found between treatment integrity and student outcomes. Results are discussed in terms of the framework and skills that behavior analysts have for working with parents and schools to improve their children's academic responding. Copyright © 2006 John Wiley & Sons, Ltd. 相似文献