Inter-individual and age differences in exploration, neophobia and problem-solving ability in a Neotropical raptor (Milvago chimango)

Animal innovations have far-reaching ecological and evolutionary consequences. The occurrence and persistence of an innovation require several processes, including exploration, social and asocial learning, and low neophobia. In addition, the identity of the innovator may determine how these new behaviours are socially transmitted. Taking into account inter-individual and age differences, we investigated three correlates of animal innovation: object exploration, neophobia level and novel problem-solving ability in an opportunistic generalist raptor, the Chimango Caracara (Milvago chimango). Eighteen individuals (7 adults and 11 juveniles) were caught during the non-breeding period and housed in individual cages in outdoor aviaries. Each bird was given three tests: exploration, neophobia and problem-solving. Individuals differed in their response to novel situations both within and between age groups. Most of the juveniles were more explorative and had a lower neophobic response to a strange object than adult birds, but both age groups were able to solve a novel problem when given a food reward. In juveniles, neophobia level and problem-solving performance were inversely related; however, we found no relationship between these behaviours in adults. Exploration did not correlate with neophobia or problem-solving ability for either age group. This research is one of the few studies exploring the inter-individual and age differences in behavioural innovation and their correlates in a bird of prey. The explorative tendency, low neophobia and ability to innovate showed by M. chimango may be advantageous for this generalist and opportunistic raptor and might be some of the factors underlying its ecological success.     

Ethics in the Humanities: Findings from Focus Groups

This project examined the ethical issues faced by academics and professionals in the Humanities. We conducted focus groups to gather information about the ethical concerns in these fields and used the qualitative data arising from the discussions to create a taxonomy that represents the structure of ethical issues in the Humanities. A key implication of our findings is that while the focus of ethics research and interventions has been primarily on the sciences and engineering, academics and professionals in other fields also encounter some unique critical ethical dilemmas that require further research and methods of intervention.     

Presence and emotions in playing a group game in a virtual environment: the influence of body participation

This study assesses the influence of body participation on the sense of presence and emotions, and the relationship between the two dependent variables in playing a group game in a virtual environment. A total of 56 volunteers were asked to play a virtual game in a 360-degree stereoscopic immersive interactive visualization environment using either body movement or a joystick. Presence was measured with the post hoc SUS Presence Questionnaire. The pictorial tool of Self-Assessment Manikin was employed for measuring emotions of arousal and valence. Both arousal and valence positively correlated with presence. However, body participation did not significantly affect reported presence or the above-mentioned emotions.     

Interracial contact and racial constancy: A multi-site study of racial intergroup bias in 3–5 year old Anglo-British children

This paper examined the influence of interracial contact and racial constancy on the racial intergroup bias of young Anglo-British children. This multi-site study was conducted in areas of Great Britain that varied in terms of racial diversity. The study also investigated whether preschool children express bias on positive, but not negative, valence attributions. Anglo-British children (N = 136) between 3 and 5 years of age with different levels of interracial contact undertook a racial stereotype attribution measure and three tasks to assess racial constancy. Significantly more racial bias was shown towards the African Caribbean-British compared to the Asian-British or Oriental-British racial out-groups. As predicted, only children in racially mixed areas failed to show discrimination in favor of the white in-group on both the positive and negative trait attributions. In addition, higher racial constancy was related significantly to greater racial intergroup bias. These findings suggest that racial intergroup bias amongst 3–5 year old children may be reduced through the promotion of interracial contact, because at this age children are already beginning to develop racial constancy.     

Effects of Salient Multiple Identities on Women's Performance Under Mathematics Stereotype Threat

Previous research on affective extremity and social identity complexity suggested that women's mathematics stereotype threat might be alleviated by reminding individual women of their multiple roles and identities, most of which would presumably be unrelated and thus impervious to negative stereotypes regarding math performance. To test this hypothesis, we primed the relevant stereotype and then asked men and women college students to draw self-concept maps with many or few nodes. When they drew no maps or maps with few nodes, highly math-identified women scored significantly worse than highly math-identified men on a subsequent Graduate Record Examination-like math test, but when they drew maps with many nodes, they scored as well as those men. Theoretical and practical implications of the results are discussed.     

Convergence and predictive validity in measures of optimism and pessimism: Sequential studies

Optimism and pessimism are personality variables that have repeatedly been shown to affect health, job performance, and social relationships. Various instruments purport to measure these dispositions that differ substantially in their theoretical and measurement models. While research has examined relations between subsets of these measures, their unique predictive ability has been neglected. Three sequential studies evaluated the interrelation and predictive ability of the three most utilized instruments, the Life Orientation Test (LOT), the O/P Instrument (OPI) and variants of the Attributional Style Questionnaire (ASQ). Consistent with expectations, measures sharing a future-expectancy component (LOT and OPI) were moderately related and most predictive of health, depression, and coping. ASQ measures were modestly related to the LOT and OPI and offered less consistent predictions.     

Autism and attention deficit hyperactivity disorder: assessing attention and response control with the integrated visual and auditory continuous performance test.

Symptoms of attention deficit hyperactivity disorder (ADHD) have been widely reported in children with autism spectrum disorder (ASD). The current study investigated attention and response control in children with ASD, ADHD, and typical development using the Integrated Visual and Auditory Continuous Performance Test. Results indicate that many children with ASD show significant deficits in visual and auditory attention and greater deficits in impulsivity than children with ADHD or typical development. These findings suggest that many of the children with ASD demonstrate significant ADHD-like deficits. These findings are discussed in the context of symptoms, subtypes, and comorbidity.     

Binary Refinement Implies Discrete Exponentiation

Working in the weakening of constructive Zermelo-Fraenkel set theory in which the subset collection scheme is omitted, we show that the binary re.nement principle implies all the instances of the exponentiation axiom in which the basis is a discrete set. In particular binary re.nement implies that the class of detachable subsets of a set form a set. Binary re.nement was originally extracted from the fullness axiom, an equivalent of subset collection, as a principle that was su.cient to prove that the Dedekind reals form a set. Here we show that the Cauchy reals also form a set. More generally, binary refinement ensures that one remains in the realm of sets when one starts from discrete sets and one applies the operations of exponentiation and binary product a finite number of times. Presented by Victor Marek     

Analogical Processes in Language Learning

ABSTRACT— The acquisition of language has long stood as a challenge to general learning accounts, leading many theorists to propose domain-specific knowledge and processes to explain language acquisition. Here we review evidence that analogical comparison is instrumental in language learning, suggesting a larger role for general learning processes in the acquisition of language.     

Teaching Vocabulary with Students with Learning Disabilities Using Classwide Peer Tutoring and Constant Time Delay

This study examined the effectiveness and efficiency of combining classwide peer tutoring (CWPT) and constant time delay (CTD) on the academic performance of 3 students with learning disabilities (LD) and 15 students without LD enrolled in an inclusive sixth-grade language arts class. Treatment integrity checklists were used to measure the extent to which the tutors with LD used the constant time delay procedure correctly. A multiple-probe design across behaviors replicated across students was used to examine the effectiveness of the CTD peer tutoring procedures. The results indicated that students with LD reliably implemented the CTD peer tutoring procedures with a high degree of treatment integrity. When implemented by students without LD, the procedures were effective and efficient for teaching targeted vocabulary words to students with LD. Similarly, students without LD mastered the targeted vocabulary words when tutored by peers with LD and by peers without LD using the CTD peer tutoring procedures. Additionally, students with LD and without LD maintained the targeted vocabulary words over time, generalized the words across context, and generalized the CTD peer tutoring procedures across content. Finally, measures of social validity indicate that students and teachers involved in this study were satisfied with the CTD peer tutoring procedures.