Time-place learning by pigeons, Columba livia

In each of two experiments, 2 pigeons received discrimination training in which food reinforcement for key pecking was conditional upon both spatial and temporal cues. In Experiment 1, food was available for periods of 30 s at each of three locations (pecking keys) during trials that lasted 90 s. In Experiment 2, food was available for periods of 15 min at each of four locations (pecking keys) during a 60-min trial. In both experiments, pigeons' key pecking was jointly controlled by the spatial and temporal cues. These data, and other recent experiments, suggest that animals learn relationships between temporal and spatial cues that predict stable patterns of food availability.     

Correspondence between resident- and staff-report on the QABF: Do justice-involved youth agree with residential staff?

Residents in juvenile residential treatment facilities (JRTFs) often display various emotional, behavioral, and educational needs. Researchers have recently developed behavioral interventions to increase residents' appropriate behavior such as cooperation with facility staff instructions, accepting feedback from facility staff, and tolerating unpleasant events. However, there is not a generally accepted tool for assessing the operant function of residents' problem behavior in JRTFs. For various logistical reasons, indirect functional assessments may be more appropriate in a JRTF than manipulating either antecedent or consequent events. This study obtained scores on the Questions About Behavior Function (QABF) assessment for 17 residents from two dormitory staff members for each resident. To increase the number of respondents, each resident completed a QABF for their own behavior. Results revealed moderate to high correspondence (i.e., agreement) for highest and lowest potential operant function of problem behavior between combinations of JRTF staff and residents. These preliminary findings suggest additional research with the QABF in JRTFs is warranted.     

不确定性问题解决策略研究及存在的问题分析

通过对不确定性问题解决及认知策略方面颇有代表性的研究的回顾、分析了该领域的研究特点、现状及存在的问题。     

HYPOTHESIS-BASED INTERVENTIONS FOR TANTRUM BEHAVIORS OF PERSONS WITH DEVELOPMENTAL DISABILITIES IN SCHOOL SETTINGS

We conducted a functional assessment of problem behaviors of 2 students with developmental disabilities in their classroom environments. Results of the assessments showed that although there were more tantrums in demand than in no-demand conditions, the function of the behavior was to gain attention (positive reinforcement) rather than to avoid or escape demands (negative reinforcement); demand conditions apparently served a discriminative function for the availability of attention. Therefore, intervention was based on the positive reinforcement hypothesis, resulting in a substantial reduction of tantrums for both subjects.     

An investigation of the validity of the SPSI and SPSI-R in differentiating high-suicidal from depressed,low-suicidal college students

The present study examined the validity of the Social Problem-Solving Inventory (SPSI) and SPSI—Revised in differentiating 65 high-suicidal from 63 depressed, low-suicidal college students. Results from multivariate analyses indicated overall differences in problem-solving between these two groups as measured by the SPSI but not by the SPSI-R. Further examination of these differences revealed the high-suicidal group was different in problem-solving orientation, rather than problem-solving skills, compared to the depressed, low-suicidal group. However, when depression was statistically controlled in hierarchical regression analyses, none of the problem-solving measures predicted group membership. The superiority of the SPSI to the SPSI-R in differentiating these two groups appears to be accounted for by the elimination of 28 items in the revised version, many of which measure orientation to problem-solving. Also explored was the possibility that objective measures of problem-solving provide a better prediction of adjustment than do self-report measures.     

中学生社会问题解决能力的特点及其与社会适应的关系

采用问卷法,对2157名中学生社会问题解决能力的特点及其与社会适应的关系进行研究。结果发现:(1)从初中到高中,中学生的社会问题解决能力出现下降的趋势;男生在计划制定上显著高于女生,在人际沟通、支持寻求上显著低于女生;班干部的社会问题解决能力显著高于非班干部;(2)中学生的社会问题解决能力可分为建设型、一般型和不良型,所占比例分别为22.9%、42.8%、34.4%,建设型中学生的社会适应状况显著好于一般型和不良型;(3)社会问题解决能力与社会适应状况显著相关,其对积极的社会适应有显著的正向预测作用,对消极的社会适应有显著的负向预测作用;在社会问题解决能力各维度中,问题趋近和问题回避的预测作用最为突出。     

压后皮质在空间导航的作用：认知地图与环境的映射

压后皮质在大脑中紧邻胼胝体压部,在空间导航中起到重要作用,但其具体功能尚未明确。目前存在空间更新、地标领航和参照系转换三种观点。本文通过梳理上述观点,认为压后皮质的功能为对认知地图与环境布局进行映射,这种映射功能有助于解释压后皮质在基于认知地图进行导航过程中的激活。未来研究应该关注对压后皮质的功能分区,也要关注压后皮质与不同脑区的连接,这将对进一步理解其功能有重要的意义。     

现实场景典型空间位置关系客体的解码效应

通过探讨典型空间关系客体对中单个客体的视觉工作记忆,考察空间位置关系的解码特征和主动客体记忆优势。结果发现：（1）当客体以符合空间位置关系方式呈现时,记忆更准确;（2）符合空间位置关系条件下单个客体提取反应时更长,上方客体反应时更短,记忆更准确;（3）兼具空间位置关系与动作关系客体对中的主动客体记忆正确率更高。结果表明,现实场景客体空间分组中单个客体提取时存在解码现象和顺序效应,对现实中的上方与主动客体存在加工偏好。     

Sex differences in the association of math achievement with visual-spatial and verbal working memory: Does the type of math test matter?

Previous research on sex differences in mathematical achievement shows mixed findings, which have been argued to depend on types of math tests used and the type of solution strategies (i.e., verbal versus visual-spatial) these tests evoke. The current study evaluated sex differences in (a) performance (development) on two types of math tests in primary schools and (b) the predictive value of verbal and visual-spatial working memory on math achievement. Children (N = 3175) from grades 2 through five participated. Visual-spatial and verbal working memory were assessed using online computerized tasks. Math performance was assessed five times during two school years using a speeded arithmetic test (math fluency) and a word problem test (math problem solving). Results from Multilevel Multigroup Latent Growth Modeling, showed that sex differences in level and growth of math performance were mixed and very small. Sex differences in the predictive value of verbal and visual-spatial working memory for math performance suggested that boys seemed to rely more on verbal strategies than girls. Explanations focus on cognitive and emotional factors and how these may interact to possibly amplify sex differences as children grow older.