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Two experiments were simultaneously conducted in which two different groups of 40 rats each were exposed to one of two different stressors. In both experiments half the subjects were pretreated with shock, half with underwater exposure. For each pretreatment stressor, half the subjects were allowed to escape, the other half were not. The experiments differed in the test task used. Approximately 24 hr after pretreatment, one-half the subjects from each pretreatment group received 20 water-escape trials in an underwater maze, the other half received 20 shock-escape trials in a two-way shuttle box. The subjects in each of the inescapable pretreatment conditions were slower to escape in the subsequent shock-escape and water-escape tasks when compared with subjects in the corresponding escapable pretreatment condition. The “learned helplessness” effect appeared to be no smaller when aversive stimuli were changed between pretreatment and test than when they remained the same. 相似文献
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Catherine G. Wolf 《Brain and language》1977,4(1):70-77
The temporal characteristics of auditory memory were investigated using a reaction time paradigm. The study attempted to determine whether or not there are functionally distinct left and right hemisphere components of auditory memory with different capacities for the retention of nonlinguistic information, such as fundamental frequency, over the course of several seconds. The results indicated that fundamental frequency information in auditory memory remains substantially unchanged over the course of 2 sec. No evidence was found for the existence of separate left and right hemisphere components of auditory memory with different temporal characteristics. The implications of this finding for the organization of auditory memory in the brain are discussed. 相似文献
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A circuit is described that will digitally generate three kinds of signal useful in auditory research: broad-band pseudorandom noise, low-pass-filtered Gaussian noise, and low-distortion sine waves. This digital circuit has two advantages over its analog counterparts, ease of calibration and adaptation to computer control. 相似文献
46.
Dennis M. Maloney Terry M. Harper Curtis J. Braukmann Dean L. Fixsen Elery L. Phillips Montrose M. Wolf 《Journal of applied behavior analysis》1976,9(3):371-371
The use of conversation-related skills by youthful offenders can influence social interactions with adults. These behaviors are also likely to be useful to adolescents after their release from a treatment program (Journal of Applied Behavior Analysis, 1972, 5 , 343–372). Four girls, aged 13 to 15 yr, residing at Achievement Place for Girls in Lawrence, Kansas, received training on conversation-related behaviors. A multiple-baseline design across youths and across behaviors was used. Youth answer-volunteering in response to questions and three youth nonverbal components (“hand on face”, “hand at rest”, and “facial orientation”) were measured during daily 10-min sessions with a simulated guest in the group home's living room. Answer-volunteering was scored each session as the per cent of 13 “secondary” questions that the simulated guest did not have to ask following 10 “primary” questions. The three nonverbal components were scored according to their occurrence during 10-sec intervals and the resultant scores were averaged per session for an overall appropriate nonverbal score. The girls individually earned points within the home's token economy for participating in each session and additional points were awarded after training if preselected behavioral criteria were achieved for each of the two behavior categories per girl. Some of the training sessions were led by a “teaching-parent” (specially trained houseparent) while others were led by individual girls. Point consequences were administered by both the teaching-parent and by the “peer-trainers”. The average observed rate of answer-volunteering by the girls during pretraining sessions was 30% for S1, 30% for S2, 23% for S3, and 68% for S4. The average rate of answer-volunteering during posttraining sessions was: S1 = 92%, S2 = 89%, S3 = 90%, and S4 = 98%. The average nonverbal score during pretraining sessions was 82% for S1, 53% for S2, 60% for S3, and 82% for S4. The average nonverbal score during posttraining sessions was: S1 = 98%, S2 = 98%, S3 = 98%, and S4 = 100%. Videotapes of the sessions were shown in a random sequence to four adults (probation officer, social worker, etc who represented “significant others” for the youths' future success in the community. The adults judged posttraining tapes on the average as more appropriate 100% of the time for S1, 100% of the time for S2, 90% of the time for S3, and 70% of the time for S4. The study demonstrated that training of conversation-related skills is feasible with predelinquent girls, that the girls can help train each other, and that social validation of the training results is possible. 相似文献
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The autokinetic movement responses of 10 American, 10 Chinese, and 10 Iranian students to religious symbols and control stimuli were measured. The hypothesis of differential direction response as a function of the target shapes was supported. Iranian students did show a pattern of responding significantly different from the American and Chinese. 相似文献
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An analysis of the meanings attached to 'careers education' in Britain and to 'career education' in the USA reveals a number of important differences, each of which identifies questionable assumptions in the careers education model emerging in Britain. Attention is also addressed to three major problems which have received inadequate attention in both countries: the socio-political aims of career(s) education, the extent to which it should be concerned with paid employment, and the relationship between the content of careers education curricula and the institutional structures within which these curricula are based. 相似文献
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