Participation in school environment of children and youth with disabilities: a person-oriented approach

This study investigated patterns of interrelated positive subject and environmental factors related to participation in school activities of pupils with different kinds of disabilities. Questionnaires concerning participation were collected from 472 pupils with disabilities and their teachers, parents and special education consultants. A person-oriented approach with the aim to identify patterns of variables related to a high degree of participation of pupils with disabilities was used. Cluster-groups were formed based on scores for individual subjects on factors identified as important for participation. Groups with a high degree of participation were characterized by high scores in autonomy and perceived interaction with peers and teachers and an internal locus of control. Type and degree of disability did not predict cluster group membership. A conclusion is that the outcome participation is better predicted by patterns of interrelated positive subject and environmental factors than by type of disability or any other single factor.     

Learning and transfer from a simple dynamic system

The amount of learning gained from being assisted in completing the task of bringing a predator-prey system into equilibrium by controlling the predator population was investigated. Learning was explored both by post-task questioning and by testing for transfer to another predator-prey task. Participants were 28 undergraduate psychology students, all female. They were randomly and evenly split into an experiment group that was subjected to a learning session with the first task before being tested in the second task, and a control group that only performed the second task. What was most needed in the first task was help in sticking to analytically derived conclusions by resisting "common sense" responses. There was a significant transfer effect on performance to the second task, stemming from learning shown by half the participants in the experiment group. The other half showed hardly any learning. Learning in about half the subjects has proven a stable finding.     

Western and Russian Traditions of Big History: A Philosophical Insight

Summary  Big History – an integral conception of the past since the Big Bang until today – is a novel subject of cross-disciplinary interest. The concept was construed in the 1980–1990s simultaneously in different countries, after relevant premises had matured in the sciences and humanities.Various versions and traditions of Big History are considered in the article. Particularly, most of the Western authors emphasize the idea of equilibrium, and thus reduce cosmic, biological, and social evolution to the mass-energy processes; the informational parameter involving all mental and spiritual aspects are seen as epiphenomena of material structures” complication that do not play their own role in evolution. In Russian tradition ascending to A. Bogdanov, E. Bauer, I. Prigogine, and E. Jantsch, sustainable non-equilibrium patterns are used. This implies attention to the pan-material sources and evolution of mental capacities and spiritual culture (as basic anti-entropy instruments) and humans” growing intervention in the material processes on Earth and outside it.The non-equilibrium approach in the context of modern control and self-organization theories, alters the portrayal of the past, and still more dramatically, estimation of the civilization’s potential perspectives.     

中学生受欺负状况与心理控制感的关系

该研究采用自陈问卷方法,考察了108名中学生的心理控制感与受欺负状况的关系。结果:在生活外控、社交内控、受身体欺负上,男高于女。高中生受身体欺负比初中生少,而未知控制更多。受社会性欺负与外部控制有正相关。受言语欺负与社交外控、生活外控、外部控制有正相关;与社交内控、躯体内控有负相关。受财产欺负与外部控制有正相关。外部控制对受社会性欺负、言语欺负和财产欺负有预测作用;躯体内控对受言语欺负有预测作用。     

Analysis of response repetition as an error-correction strategy during sight-word reading

A great deal is known about the effects of positive reinforcement on response acquisition; by contrast, much less research has been conducted on contingencies applied to errors. We examined the effects of response repetition as an error-correction procedure on the sight-word reading performance of 11 adults with developmental disabilities. Study 1 compared single-response (SR) repetition and multiple-response (MR) repetition, and results showed that all 6 participants acquired more sight words with the MR procedure. Study 2 compared MR error correction following every incorrect response (continuous) and following one third of incorrect responses (intermittent), and results showed that all 6 participants acquired more sight words when error correction was continuous. Study 3 compared MR error correction in which errors required practice of the training word (relevant) versus a different word (irrelevant), and results showed that 3 of 9 participants showed better performance under the relevant condition; however, all participants showed improvement even under the irrelevant condition. Findings are discussed in terms of the behavioral processes by which error correction may enhance performance during acquisition.     

An example of discovery research involving the transfer of stimulus control

The initial purpose of the present study was to replicate procedures for teaching preschool children to recruit attention at appropriate times by having an experimenter signal the availability and unavailability of attention (i.e., arrange a multiple schedule involving reinforcement and extinction; Tiger & Hanley, 2004). Following the development of discriminated social responding, the schedule-correlated stimuli were removed (i.e., a mixed schedule of reinforcement was arranged). However, discriminated responding continued during these conditions. Further evaluation suggested that stimulus control over children's social responding had transferred from the schedule-correlated stimuli to the delivery of reinforcement. The effect of a history of reinforcement under multiple-schedule conditions on performance under mixed schedules was then replicated with 2 participants in a reversal design. These findings suggest that following experience with schedule-correlated stimuli, these stimuli may be removed with only modest disruption to discriminated responding.     

The scaling of postural adjustments during bimanual load-lifting in traumatic brain-injured adults

Previous postural studies of traumatic brain injury (TBI) patients have been limited to identifying deficits in static and quasi-dynamic postural control tasks such as weight shifting. In this study, we examined whether or not patients with TBI are able to scale adequately their postural adjustments during the performance of the dynamic task of bimanual load-lifting. An age matched group of healthy adults served as controls. We used the Tetrax posturography system that calculates a stability score (ST) based on fluctuations in vertical ground reaction forces, normalized for body weight. During quiet standing, the ST scores of the TBI group were significantly higher than the control group. Forward weight shift and percentage change in the vertical ground reaction forces (lift postural adjustment (LPA) and post-lift postural adjustment (PLPA) scores) linearly increased with increasing load weight in both healthy and TBI subjects. Group differences were found in the magnitude of forward weight shift but not in the relative increase of the LPA and PLPA scores during the lifting and post-lifting phases respectively. The forward weight shift of the TBI group was lower-than-normal and asymmetrical--there was significantly less forward weight shift on the more affected than on the less affected limb. In addition, a significant amplitude coupling was found between the scaling of the weight shift of the heel and forefoot of each limb. However, no coupling was found between the weight shift amplitudes of homologous parts of both limbs in the TBI group. The results showed that scaling based on prior experience was preserved in the TBI group, though some TBI subjects demonstrated absent scaling in either the more affected or less affected heel or forefoot. The differences between the normal and TBI groups in postural adjustments are not necessarily a sign of pathology; rather they may represent a deliberate choice of the central nervous system to counteract predictable disturbances.     

Concurrent-schedule performance in transition: changeover delays and signaled reinforcer ratios

Six pigeons were trained in experimental sessions that arranged six or seven components with various concurrent-schedule reinforcer ratios associated with each. The order of the components was determined randomly without replacement. Components lasted until the pigeons had received 10 reinforcers, and were separated by 10-s blackout periods. The component reinforcer ratios arranged in most conditions were 27:1, 9:1, 3:1, 1:1, 1:3, 1:9 and 1:27; in others, there were only six components, three of 27:1 and three of 1:27. In some conditions, each reinforcement ratio was signaled by a different red-yellow flash frequency, with the frequency perfectly correlated with the reinforcer ratio. Additionally, a changeover delay was arranged in some conditions, and no changeover delay in others. When component reinforcer ratios were signaled, sensitivity to reinforcement values increased from around 0.40 before the first reinforcer in a component to around 0.80 before the 10th reinforcer. When reinforcer ratios were not signaled, sensitivities typically increased from zero to around 0.40. Sensitivity to reinforcement was around 0.20 lower in no-changeover-delay conditions than in changeover-delay conditions, but increased in the former after exposure to changeover delays. Local analyses showed that preference was extreme towards the reinforced alternative for the first 25 s after reinforcement in changeover-delay conditions regardless of whether components were signaled or not. In no-changeover-delay conditions, preference following reinforcers was either absent, or, following exposure to changeover delays, small. Reinforcers have both local and long-term effects on preference. The former, but not the latter, is strongly affected by the presence of a changeover delay. Stimulus control may be more closely associated with longer-term, more molar, reinforcer effects.     

Establishing Functional Classes In A Chimpanzee (Pan troglodytes) With A Two-item Sequential-Responding Procedure

A 9-year-old female chimpanzee was trained on a two-item sequential-responding task. Attempts were made with successive-reversal training to establish functional classes. In Experiment 1, the subject was exposed to between-session successive-reversal training in which one of two pairs of stimuli was reversed, and transfer of reversal responding to the other pair was tested with nonreinforcement probe trials. She did not show transfer during the course of reversals. Stimulus control established in the original training was maintained on nonreinforcement probe trials. In Experiment 2, within-session reversals were introduced. She showed transfer from the initially reversed pair to the other. The results were consistent with Vaughan's (1988) results with pigeons on successive discriminations, which indicated the formation of functional classes. In Experiment 3, crossover and wild-card tests were conducted to clarify the stimulus control of sequential responding. The results suggested that the sequential responding was controlled only by the first stimulus of each pair. To establish control by both first and second stimuli, trial-unique stimuli or wild cards were substituted for one of the items of the lists in Experiment 4. Further transfer tests, in which stimuli for the two new pairs appeared, were also given to the subject. She successfully responded to these two merged lists and reversed the order as the result of reversal training.