Early learning as ontogenetic adaptation for ingestion by rats

Ontogenetic adaptation is an “ecological” concept in which mammalian maturation is seen as a coordinated sequence of specializations (stages) that enables the infant to survive within a sequence of distinct niches created by the parent(s) and the rest of the environment. Natural selection is presumed to operate at each point in development. The development of ingestive behavior in the rat pup as a series of ontogenetic adaptations enabling the infant while in the nursing niche to obtain and utilize mother's milk and progress gradually into the feeding niche in which a variety of solid foods must either be obtained or avoided is discussed. Data to show that learning is an integral part of these ontogenetic adaptations for ingestion are reviewed and interpreted. Preweanling rats that are capable of learning and remembering toxiphobic food aversions do not display an aversion to a flavor conditioned stimulus (CS) paired with illness if the CS is presented during suckling. In contrast, 20-day-old pups (weanlings) trained identically do show conditioned taste aversions under these conditions. A perspective of ontogenetic adaptations to this phenomenon of “blockade of toxiphobia by suckling” and its dissolution at weaning is applied. The generality of the blockade phenomenon and its mechanisms are explored, and it is shown that feeding experience regulates the stage-appropriate learning strategies used by the pups.     

Social skills training for juvenile delinquents

Twenty-seven incarcerated juvenile delinquents matched on the number of previous offenses, age, WISC-R IQ, and locus of control were assigned to a Social Skills. Discussion or Control group. Social skills training consisted of instruction, feedback, modeling, behavior rehearsal, social reinforcement and graduated homework assignments. All subjects were assessed before and after treatment on a variety of self-report, role-play and behavioral measures. Analyses of variance for difference scores indicated that the Social Skills group improved significantly more than the Discussion and Control groups, which did not differ. Appropriate interpersonal skills were learned, state anxiety was reduced, internal locus of control was increased, and significant shifts in adjustment to the institutional program were evidenced for the Social Skills group.     

Problems with a false recognition paradigm for developmental memory research

Developmental changes in memory organization based on synonym and antonym relationships were examined in three experiments. Although Cramer (1973) claimed that second-grade children organized their memory for words based on synonym relationships while sixth-graders used antonyms, no support for this interaction was found. The present studies employed additional procedures in an attempt to replicate and extend Cramer's finding. Some inadequacies of a false recognition paradigm for developmental research are identified and some alternative analyses are proposed.     

The effects of prior task experience in the modeling situation

An investigation was made into the effects of observers' previous experience with the experimental task on acquisition and subsequent performance of modeled task behavior. The task was socially neutral and the subjects were second grade boys and girls. Recall of modeled actions increased with prior experience, indicating greater acquisition. This finding supports Bandura's (1973) assertion that task familiarity may enhance attentiveness to the model. Contrary to previous research, performance of imitation did not decrease with experience. The present performance results are possibly due to the ambiguity of the preexperience and novelty of the experimental task.     

Attribution of apparent arousal and proficiency of recovery from sympathetic activation affecting excitation transfer to aggressive behavior

In a pretest, subjects' proficiency to recover from sympathetic arousal induced by strenuous exercise was assessed. The results were used to determine conditions of high, intermediate, and low recovery proficiency (fitness). After an assessment of subjects' unprovoked aggressiveness, subjects were aggressively provoked. Within proficiency blocks, they were then given one of two treatments, (a) sitting followed by exercising (no decay) or (b) exercising followed by sitting (partial decay), and were there-after provided with an opportunity to retaliate against their tormentor. Under conditions of no decay, in which the high levels of arousal experienced were attributable to exertion, the provocation treatment failed to increase aggressiveness significantly, and there were no differences in aggressiveness in the various proficiency conditions in spite of differentiations in the magnitude of prevailing excitatory residues. Under partial decay, in the absence of cues linking arousal to exertion, the magnitude of residual arousal did affect aggressive behavior: In the conditions of intermediate and low recovery proficiency, aggressiveness increased significantly with provocation and was more pronounced than in the condition of high proficiency (best fitness); in the condition of low proficiency (least fitness) aggressiveness was higher than in the condition of intermediate proficiency, but not reliably so.     

Case study of a Thai conduction aphasic

A case study of a 55-year-old nonfamilial left-handed monolingual Thai patient with clinical and pathoanatomic evidence of major infarction in the left temporoparietal region is presented. He was studied at 9 years poststroke with a Thai adaptation of the Boston Diagnostic Aphasia Exam and supplementary tests. His language characteristics included fluent spontaneous speech, near-normal auditory language comprehension, and poor repetition, leading to a diagnosis of conduction aphasia. In regard to this aphasic syndrome, issues concerning classification, neuroanatomic correlates, and underlying neuropsychological mechanisms are addressed. The nature of his grammatical disturbance is examined critically in light of the notion of “information load.”     

On the self-perception explanation of the overjustification effect: The role of the salience of initial attitude

An experiment was conducted to examine the proposition, derived from self-perception theory, that the “overjustification” effect would be mitigated if initial attitudes toward the task were made salient. Children engaged in a target activity with or without the promise of reward for doing so. Half the children were shown a photograph of themselves freely engaging in the target activity in an earlier session so as to remind them of their intrinsic interest in the task. The other children were not shown such a photograph. Consistent with the predictions. expected reward decreased subsequent intrinsic interest only when initial attitudes were relatively nonsalient. The findings demonstrate the relevance of self-perception processes to the “overjustification” effect.     

Affective isolation as a coping strategy for persons with low and high amounts of life stress

Previous research has investigated two diverse operational definitions of stress, experimentally induced, short-term stress and long-term, life stress. The purpose of this study was to intersect these two research methodologies and determine the effect of a laboratory-induced stress (failure feedback) on persons with differing levels of life stress. Women with high or low amounts of life stress were given failure feedback, no failure feedback, or a cognitive coping strategy (affective isolation) in addition to failure feedback. Failure feedback increased self-reported anger and anxiety immediately following feedback and also after a follow-up test and decreased expectations about performance for the second test. Affective isolation significantly reduced anger and anxiety but failed to affect expectations. Women with high amounts of life stress reported significantly less anxiety than women with low amounts of life stress in response to failure feedback. These results were interpreted within C. D. Spielberger's (in C. D. Spielberger & R. Diaz-Guerrero (Eds.), Cross-cultural anxiety, New York: Wiley, 1976) cognitive model. It was proposed that differing levels of previous life stress cause people to make varying judgments about the degree of threat in a short-term stressful situation. Persons with high amounts of life stress may not be aroused in response to short-term stress because they perceive the short-term stress as only a “drop in the bucket” compared to the other events which they have experienced.