Development and control of licking in the guinea pig (Cavia porcellus)

Guinea pigs were taught to lick an electronic lickometer by successive approximations brought about by a gradually receding lickerandum-liquid feeder mounted in their home cage. All Ss learned to lick and obtain their total liquid intake by tongue licking. An optimum deprivation schedule was determined, and the response was brought under schedule control comparable to that of the rat.     

Stability and Change in the Social Status of Occupations Over 21 and 42 Year Periods

Forty-two years ago, Counts (1925) surveyed the social status of occupations and found a well-defined prestige order, with banker at the top and ditch digger at the bottom. Because of changes wrought by the depression and World War II, Deeg and Paterson (1947) repeated Counts' study and found only minor relative changes in social status. Because of the extensive social and cultural changes since World War II, Counts' study was repeated again, and again only minor relative changes in the social status of occupations were found. The prestige order of the occupations surveyed is remarkably stable.     

Additional techniques for producing multiple-schedule control in children,

The subjects in these experiments were 132 children, varying in age from 4 to 7 years. These experiments were designed to assess the efficacy of various multiple scheduling procedures in producing reliable stimulus control. The schedules studied were multiple fixed-ratio-extinction (mult FR EXT); multiple differential-reinforcement-of-other-behavior-fixed-ratio (mult DRO FR); multiple differential-reinforcement-for-low-rate-fixed-ratio (mult DRL FR); and multiple fixed-interval-fixed-ratio (mult FI FR). In addition other techniques were investigated, such as presenting FR's in blocks; increasing the size of the FR's; attaching a DRL to the FI members; temporarily shifting to new schedules; and adding an external clock to the FI's. These experiments yielded the following results.1.) Strong stimulus control was produced by mult FR EXT, mult DRO FR, and mult DRL FR schedules. Control for mult FR EXT was mediated principally by the individual stimuli, though on occasion it was dependent in part on the change of stimuli. The mult DRO FR was found to be highly useful for those children who had very high initial rates or who were generally uncooperative and unmanageable.2.) Contrary to a previous finding, some subjects were brought under stimulus control by means of mult FI FR schedules without the aid of additional procedures. Most, however, were not. Additional techniques found to augment the development of mult FI FR control included: (1) presenting FR's in blocks; (2) increasing the size of the FR's; (3) attaching a DRL to the FI component for a time and later removing it; and (4) shifting to a mult DRL FR, developing control, and then returning to the original mult FI FR.3.) Addition of an external clock to the FI components of the mult FI FR had several effects. Strongest control, including well-developed acceleratory patterns during the FI's, was developed in those subjects who had first been shifted from a regular mult FI FR to a mult FR EXT, brought under control, and then returned to the mult FI FR with the clock added. The added clock also produced strong control if it was present when the subject was first begun on a mult FI FR schedule. In some cases, the addition of the clock produced control in subjects who had not been controlled previously by the regular mult FI FR, but these were always subjects who had high rates. The addition of the clock first lowered the rate, then produced control.     

The suppression role of positive affect on students’ science achievement in East Asia: the example of Taipei

This study focuses on “high achievement but low motivation” phenomenon that is prevalent in East Asian countries and districts, and uses eighth graders in Taipei that participated in TIMSS 2007 as an example to examine the direct and indirect effects of academic motivation, positive affect, and instruction on science achievement. Confirmatory Factor Analysis and Structural Equation Modeling were employed to test measurement and structural models and indicated a good fit of the models to the data. The results showed that expectancy and value in science and inquiry-based instruction are three significant and positive predictors of students’ positive affect toward science. In addition, expectancy, positive affect, and three types of instruction all significantly predicted students’ science achievement after the number of books at home and mother’s education were controlled. However, inquiry-based and practice-based instructions were negative predictors whereas traditional instruction was positive. The suppression role of the positive affect was partially supported between academic motivation and science achievement.     

Biopsychosocial Influences That Promote and Impede Social Brain Maturation

ABSTRACT

Social, emotional, and executive function systems of the brain change greatly during adolescence as the result of biopsychosocial influences. These factors alter the course of adolescent behavior through effects on the component processes of social behavior. Specifically, the influences of chronic stress, social and economic adversity, alcohol and drugs, and brain injury as well as parental buffering and support, increased neural connectivity and mentalizing resources, and enriched environments can impede or promote maturation of the social and executive brain networks that regulate social adjustment and emotional expression. Hence, there are many early “windows of opportunity” to affect the biological and neurocognitive foundations of adolescent social executive functions such as empathy, theory of mind, self-monitoring, and social emotions.