Equivalence relations in individuals with language limitations and mental retardation

The study of equivalence relations exhibited by individuals with mental retardation and language limitations holds the promise of providing information of both theoretical and practical significance. We reviewed the equivalence literature with this population, defined in terms of subjects having moderate, severe, or profound mental retardation. The literature includes 55 such individuals, most of whom showed positive outcomes on equivalence tests. The results to date suggest that naming skills are not necessary for positive equivalence test outcomes. Thus far, however, relatively few subjects with minimal language have been studied. Moreover, we suggest that the scientific contributions of studies in this area would be enhanced with better documentation of language skills and other subject characteristics. With recent advances in laboratory procedures for establishing the baseline performances necessary for equivalence tests, this research area is poised for rapid growth.     

Effects of alternative reinforcement on human behavior: the source does matter

Competing theories regarding the effects of delivering periodic response-independent reinforcement (more accurately, response-independent points exchanged for money) on a baseline rate of behavior were evaluated in human subjects. Contiguity theory holds that these events decrease target responding because incompatible behavior is adventitiously strengthened when the point deliveries follow target behavior closely in time. Matching theory holds that response-independent points, like any other alternative reinforcer, should reduce target responding. On this view, temporal contiguity between target responding and response-independent point delivery is unimportant. In our experiment, four different responses (moving a joystick in four different directions) were reinforced with points exchangeable for money according to four independent variable-interval schedules. Different schedules of point delivery were then superimposed on these baselines. When all superimposed point deliveries occurred immediately after one of the four responses (the target response), time allocated to target responding increased. When the superimposed point deliveries could be delivered at any time, time allocated to target responding declined and other behavior increased. When superimposed points could never immediately follow target responses, time allocated to target responding decreased further and other behavior or pausing predominated. The findings underscore the contribution of temporal contiguity in the effects of response-independent deliveries of food, money, points, etc.     

论易学"涪陵学派"的形成、特点与深远影响

形成于两宋交替时代而极盛于南宋的易学"涪陵学派",具有悠久的理学传统、庞大的学术队伍、强烈的爱国感情以及浓厚的地域特色等特点.该学派对我国封建社会后期"程朱理学"的形成起到了承传的作用,对四川特别是涪陵的文化与教育有着极其深远的影响.     

中国古代的自主学习思想探析

从自主学习的价值、自主学习的原则、自主学习的教学等方面探讨了中国古代的自主学习思想。中国古代学者强凋为学贵在自求自得。注重立志、学思结合、知疑善间、自我省察、相互切磋等自主学习原则。主张遵循启发式的、少而精的教学原则来培养学生的自主学习能力。     

Fixed-time schedule effects as a function of baseline reinforcement rate

Using an arbitrary response, we evaluated fixed-time (FT) schedules that were either similar or dissimilar to a baseline (response-dependent) reinforcement schedule and extinction. Results suggested that both FT schedules and extinction resulted in decreased responding. However, FT schedules were more effective in reducing response rates if the FT reinforcer rate was dissimilar to baseline reinforcer rates. Possible reasons for this difference were evaluated with data analysis methods designed to identify adventitious response-reinforcer relations.     

Second-order schedules of token reinforcement with pigeons: effects of fixed- and variable-ratio exchange schedules

Pigeons' key pecks produced food under second-order schedules of token reinforcement, with light-emitting diodes serving as token reinforcers. In Experiment 1, tokens were earned according to a fixed-ratio 50 schedule and were exchanged for food according to either fixed-ratio or variable-ratio exchange schedules, with schedule type varied across conditions. In Experiment 2, schedule type was varied within sessions using a multiple schedule. In one component, tokens were earned according to a fixed-ratio 50 schedule and exchanged according to a variable-ratio schedule. In the other component, tokens were earned according to a variable-ratio 50 schedule and exchanged according to a fixed-ratio schedule. In both experiments, the number of responses per exchange was varied parametrically across conditions, ranging from 50 to 400 responses. Response rates decreased systematically with increases in the fixed-ratio exchange schedules, but were much less affected by changes in the variable-ratio exchange schedules. Response rates were consistently higher under variable-ratio exchange schedules than tinder comparable fixed-ratio exchange schedules, especially at higher exchange ratios. These response-rate differences were due both to greater pre-ratio pausing and to lower local rates tinder the fixed-ratio exchange schedules. Local response rates increased with proximity to food under the higher fixed-ratio exchange schedules, indicative of discriminative control by the tokens.     

Behavioral and pharmacological variables affecting risky choice in rats.

The effects of manipulations of response requirement, intertrial interval (ITI), and psychoactive drugs (ethanol, phencyclidine, and d-amphetamine) on lever choice under concurrent fixed-ratio schedules were investigated in rats. Responding on the "certain' lever produced three 45-mg pellets, whereas responding on the "risky" lever produced either 15 pellets (p = .33) or no pellets (p .67). Rats earned all food during the session, which ended after 12 forced trials and 93 choice trials or 90 min, whichever occurred first. When the response requirement was increased from 1 to 16 and the ITI was 20 s, percentage of risky choice was inversely related to fixed-ratio value. When only a single response was required but the ITI was manipulated between 20 and 120 s (with maximum session duration held constant), percentage of risky choice was directly related to length of the ITI. The effects of the drugs were investigated first at an ITI of 20 s, when risky choice was low for most rats, and then at an ITI of 80 s, when risky choice was higher for most rats. Ethanol usually decreased risky choice. Phencyclidine did not usually affect risky choice when the ITI was 20 s but decreased it in half the rats when the ITI was 80 s. For d-amphetamine, the effects appeared to he related to baseline probability of risky choice; that is, low probabilities were increased and high probabilities were decreased. Although increase in risky choice as a function of the ITI is at variance with previous ITI data, it is consistent with foraging data showing that risk aversion decreases as food availability decreases. The pharmacological manipulations showed that drug effects on risky choice may be influenced by the baseline probability of risky choice, just as drug effects can be a function of baseline response rate.     

论学习的基本类型与教学设计──学习双机制理论的教学模式

本文阐述了学习的双机制理论关于学习的基本机制的观点,根据该学习理论对知识分类进行了新的划分,并分析了不同类型知识学习的信息加工过程与特点,然后提出了课堂学习与教学的“七阶段模型”及相应的教学设计。     

“组织学习障碍”研究

组织要进行真正的学习 ,就必须克服“组织学习障碍”。“组织学习障碍”分为“单环学习障碍”和“双环学习障碍”两大类。为了克服“组织学习障碍”,首先必须消除组织的习惯性防御机制 ,然后进行“学习型组织”的各项修炼。     

The Effects of a Self-Management Program in Reducing Off-Task Behavior

Two adolescents with learning disabilities were taught to use a self-management program to decrease off-task behavior in two general education classes and a study hall class. The self-management program included three components—a checklist, a behavior rating scale, and a self-monitoring form. A multiple baseline design was implemented across settings for each participant. The findings indicated that the self-management program was successful in all three settings in decreasing off-task behaviors. Additionally, the teacher ratings of student behavior were found to increase during self-monitoring, suggesting the overall behavior of the students improved during the self-management program. The results are discussed in terms of the novelty of using teacher ratings of student behavior to demonstrate a relationship between the implementation of the self-management program and teacher reports of changes in other classroom behaviors.