The role of stimulus preexposure in problem solving by Octopus vulgaris

Octopus vulgaris is able to open transparent glass jars closed with plastic plugs and containing live crabs. The decrease in performance times for removing the plug and seizing the prey with increasing experience of the task has been taken to indicate learning. However, octopuses’ attack behaviors are typically slow and variable in novel environmental situations. In this study the role of preexposure to selected features of the problem-solving context was investigated. Although octopuses failed to benefit from greater familiarity with the training context or with selected elements of the task of solving the jar problem, the methodological strategies used are instructive in potentially clarifying the role of complex problem-solving behaviors in this species including stimulus preexposure and social learning. Received: 27 April 1998 / Accepted after revision: 24 July 1998     

The effect of knowledge of results on learning and performance IV. the direction of the error in very simple skills

Re-examination of the data discussed in previous papers of this series shows a greater tendency toward “overshooting” when the time interval between trials, in some of the experiments, is short than when it is longer. The subject tends to make a bigger movement or exert more pressure with short intervals. This seems to be true with or without visual knowledge of results. On the other hand, with the experiments in which the task was to press a key for a given short interval, the effect was not conclusively shown.

A hypothesis is put forward to explain these results in terms of proprioceptive adaptation.     

Assessing the Helpfulness of One Parenting Assistance Helpline

This study examined the services provided by one statewide warmline established to assist parents and caregivers of children from birth through adolescence. Warmlines offer telephone-based, non-crisis support for individuals experiencing diverse issues that include parenting questions and concerns. The University of Alabama Child Development Resources collaborated with the Alabama State Department of Child Abuse and Neglect Prevention to institute the Parenting Assistance Line to provide information and support to parents and caregivers of children, age birth through adolescence. Overall, the staff of the Parenting Assistance Line responded to 9487 calls during the 6 years of data reported here. Through a secondary data analysis of calls to the Parenting Assistance Line from June 2007 to July 2013, this study describes the concerns of callers in relation to the ages of the children about whom they are calling and also evaluates the perceptions of the helpfulness of the information and support provided by the warmline. We found that frequently calls involved parent support and parental stress for parents and caregivers of children from infancy through adolescence. The findings suggest that telephone assistance lines offer a viable choice for parents and caregivers seeking affordable and accessible resources when stressed by the responsibilities of caring for children and adolescents and/or seeking information related to parenting issues. The study identified the limitations of research involving secondary data collected for purposes other than research that program administrators and evaluators should consider when planning and implementing services of this nature.     

Source Monitoring and Executive Function in 2.5- to 3-Year-Olds

Hala, Brown, McKay, and San Juan (2013) found that children as young as 2.5 years of age demonstrated high levels of accuracy when asked to recall whether they or the experimenter had carried out a particular action. In the research reported here, we examined the relation of early-emerging source monitoring to executive function abilities. Participants were children aged 2.5- to 3-years old. For the source-monitoring procedure, we used the Hala et al. (2013) task in which children and the experimenter took turns placing a total of 20 items on a model farm (encoding phase). For the source memory test, children were asked who had placed each item (retrieval phase). Executive function measures included assessments of working memory, delay-inhibitory control, and conflict-inhibitory control. The main finding was that inhibitory control measures were significantly related to performance on the source-monitoring task. This relation held for the conflict-inhibitory control measures even when controlling for age and vocabulary. The findings of this research suggest that even at the early age of 2.5 years, development of executive control is linked to the emergence of source-monitoring ability.     

The Munroe-Meyer Approach: Continuous Integration of Didactic Instruction,Research, and Clinical Practice

Increased demand for applied behavior analysis (ABA) services has increased the need for additional masters-level practitioners and doctoral-level academicians and clinical directors. Based on these needs, the University of Nebraska Medical Center’s (UNMC) Munroe-Meyer Institute has developed a PhD program. The academic structure at UNMC allowed us to create our PhD program in a relatively quick and efficient manner. Our PhD program has many unique features, including (a) close integration of didactic instruction with clinical and research training provided by leading experts in ABA in which students immediately apply concepts introduced in the classroom during coordinated clinical and research practica; (b) structured grant writing training in which students learn to write and submit an NIH-level grant; (c) financial support in the form of a stipend of $23,400 per year, free health benefits, and a full-tuition waiver for up to 12 credits per semester for UNMC courses (a benefits package worth approximately $50,000 per year for an out-of-state student); and (d) encouragement and financial support to present papers at local, regional, and national behavior analysis conferences.     

Cyber- and face-to-face bullying: who crosses over?

A total of 3956 children aged 12–13 years who completed the Longitudinal Study of Australian Children (LSAC Wave 5) were studied about their experiences of traditional face-to-face bullying and cyberbullying in the last month. In terms of prevalence, sixty percent of the sample had been involved in traditional bullying as the victim and/or the offender whereas eight percent had been involved in cyberbullying as victim and/or offender. The vast majority (95 %) of those involved in cyberbullying were also involved in traditional bullying. Children involved in both traditional bullying and cyberbullying were compared with those involved in only traditional bullying. Boys were more likely to be involved in both types of bullying than girls. Children with friends involved in delinquent activities and who did not have trustworthy and supportive friends were more likely to bully both traditionally and in cyberspace. Computer proficiency and use did not differentiate children who had crossed over from those who had not, although computer use for socializing purposes had some predictive value in identifying those children who crossed over. The study reflects the value of school interventions for children as they approach adolescence, covering both traditional bullying and cyberbullying, and targeting social relationships in order to teach children how to manage them safely and intelligently.     

Ethical Guidelines for Counselors Working With Older Adults

Counselors working with older adults may encounter situations that are not directly addressed by the ethical standards of the American Counseling Association (1995). After an extensive review of the literature, the Standards Committee of the Association for Adult Development and Aging (1998) identified 3 areas of concern: older adults with cognitive impairments, older adults who are the victims of abuse, and older adults with a terminal illness. This article examines the unique needs of older adults with these concerns and proposes guidelines for counselors working with such clients.     

Ethnicity-Related Sources of Stress and Their Effects on Well-Being

Early research on ethnicity focused on the stereotyped thinking, prejudiced attitudes, and discriminatory actions of Euro-Americans. Minority-group members were viewed largely as passive targets of these negative reactions, with low self-esteem studied as the main psychological outcome. By contrast, recent research has increasingly made explicit use of stress theory in emphasizing the perspectives and experiences of minority-group members. Several ethnicity-related stressors have been identified, and it has been found that individuals cope with these threats in an active, purposeful manner. In this article, we focus on ethnicity-related stress stemming from discrimination, from stereotypes, and from conformity pressure arising from one's own ethnic group. We discuss theory and review research in which examination of ethnicity-related outcomes has extended beyond self-esteem to include psychological and physical well-being.