INCREASING AUTISTIC CHILDREN'S DAILY SPONTANEOUS SPEECH

We investigated the effectiveness of teaching parents of 3 autistic boys to use a time delay procedure to increase their children's appropriate spontaneous speech in several naturally occurring daily settings (e.g., saying “good morning” in the morning). Generalization across settings and within settings across persons and locations was assessed. Variation in the children's spontaneous speech was also assessed. In addition procedural errors in the parents' use of time delay were calculated. Results indicated that all children increased their daily spontaneous speech and generalized their speech to other locations and persons.     

Response patterns and cardiovascular effects during response sequence acquisition by humans.

The effects of temporal delays imposed between successive responses and of vitamin C administration were examined on the acquisition of response sequences and on cardiovascular reactivity during sequence acquisition. Thirteen adult subjects (6 female, 7 male), in good health, gave written consent prior to participating in 12 weekly 45-min sessions. Points, exchanged for money after each session, were presented when subjects completed 15-response sequences on a touch-sensitive three-response keypad. A position counter increased from 0 to 14 as subjects emitted correct responses in the sequence. Four novel 15-response sequences were presented each session. No delays were imposed between successive responses during the acquisition of one sequence; delays were imposed immediately following each response during the acquisition of a second sequence, thereby delaying response feedback; delays were imposed following feedback during acquisition of a third sequence, resulting in the removal of the stimulus correlated with sequence position; and, as a control condition, delays were imposed following feedback, but stimuli correlated with sequence position were reinstated prior to the next response during acquisition of a fourth sequence. Subjects were exposed to one of two delay durations (0.2 and 0.5 or 0.5 and 1.0 s) each session, and delay durations alternated every session. During Weeks 5 to 8, subjects received 3 grams of vitamin C per day, whereas during Weeks 1 to 4 and 9 to 12, subjects received placebo under single-blind conditions. All subjects acquired the sequences, as evidenced by decreasing percentages of incorrect responses across trials. When temporal delays were imposed between successive responses during sequence acquisition, acquisition efficiency was enhanced. Examination of response latencies suggested that the status of preceding responses (i.e., correct or incorrect) rather than the status of the position counter influenced subsequent responding. Cardiovascular effects were inversely related to the length of the temporal delay. Neither cardiovascular reactivity or sequence acquisition were related to vitamin C administration.     

The Logic Of Reliable And Efficient Inquiry

Journal of Philosophical Logic - This paper pursues a thorough-going instrumentalist, or means-ends, approach to the theory of inductive inference. I consider three epistemic aims: convergence to a...     

初中学生学业延迟满足

采用问卷法,从自我调控学习的角度对208名初中学生学业延迟满足进行研究。研究发现不同目标取向对学业延迟满足有不同影响,任务取向对学业延迟满足有积极影响,趋向型自我取向对学业延迟满足有负面作用。学业延迟满足作为一种自我调控能力,能够预测学生在学习过程中元认知策略的运用情况,但对学业成绩无显著影响。     

Including Manual Signing as Nontargeted Information When Using a Constant Time Delay Procedure to Teach Receptive Identification of Packaged Food Items

This investigation extends the constant time delay research base by embedding nontargeted information in the task direction when teaching communication skills. Specifically, instructors taught receptive identification of packaged food items to 4 secondary students with moderate to severe disabilities and evaluated generalization to the community. In addition, instructors included the manual sign for each food item. The instructional strategy was a constant time delay procedure using a 5-s delay interval. The intervention, conducted within a multiple probe design across behaviors replicated across students, resulted in the acquisition and generalization of receptive identification of packaged food items by 3 out of 4 of the students. In addition, the students acquired the nontargeted manual signs with an average of 60% percent in the final probe session.     

米契尔关于满足延宕的研究

满足延宕是非常重要的自我控制行为,本文主要介绍米契尔在这方面的研究,涉及到了满足延宕的研究模式、影响个体做出延宕选择的因素、注意转移和认知表征对延宕过程的影响、儿童关于延宕的元认知发展、早期延宕行为与多年后个体的认知能力、社会应对技能的相关性研究、双重系统结构的理论,并分析了米契尔的研究对当今儿童教育的启示。     

观点采择因素对3～4岁儿童延迟满足决策的影响

通过采用延迟满足决策任务,要求儿童分别为自己和他人做出决策,本研究考察了观点采择因素对儿童情感决策发展的影响。实验一选取3岁和4岁儿童各40名,结果发现3岁儿童和4岁儿童在为自己选和为他人选两种条件下的表现均无显著差异,都倾向于做出延迟选择。实验二选取3岁和4岁儿童各60名,在为他人的选择中进一步区分了不同的观点提示条件,并增加了观点采择测验任务。结果发现,4岁儿童的观点采择能力得到了初步的发展,在不同的观点提示条件下为他人选择时分别表现出了与为自己选择不同的决策趋势;3岁儿童尚未获得观点采择能力,在各种不同观点提示条件下为自己和为他人做选择时差异均不显著。本研究结果表明,观点采择能力对儿童情感决策的影响是发展性的。随着观点采择能力的发展,儿童逐渐能够确立正确的延迟动机,为他人做出有效的决策。     

职业延迟满足研究述评

职业延迟满足强调人们为了实现长期职业目标, 克服职业生涯中即时满足的冲动和诱惑的选择倾向, 并为审视和解释个体职业生涯发展提供了新的视角。国外研究者一般从工作伦理的范畴来考察职业延迟满足, 而在中国, 职业延迟满足则成为一个明确的组织行为学概念得以发展。虽然国内外研究者从个体、组织和社会等多个层面考察了职业延迟满足的相关因素及其效果, 但由于该领域的研究起步较晚, 现有研究并不深入。未来应重点关注职业延迟满足的本土化研究、概念发展、测量方法的改进, 并纵向研究其对个体职业成长的影响机制与效果。     

Do development and learning really decrease memory? On similarity and category-based induction in adults and children

In a recently published study, Sloutsky and Fisher [Sloutsky, V. M., & Fisher, A.V. (2004a). When development and learning decrease memory: Evidence against category-based induction in children. Psychological Science, 15, 553-558; Sloutsky, V. M., & Fisher, A. V. (2004b). Induction and categorization in young children: A similarity-based model. Journal of Experimental Psychology: General, 133, 166-188.] demonstrated that children have better memory for the items that they generalise to than do adults. On the basis of this finding, they claim that children and adults use different mechanisms for inductive generalisations; whereas adults focus on shared category membership, children project properties on the basis of perceptual similarity. Sloutsky & Fisher attribute children's enhanced recognition memory to the more detailed processing required by this similarity-based mechanism. In Experiment 1 we show that children look at the stimulus items for longer than adults. In Experiment 2 we demonstrate that although when given just 250ms to inspect the items children remain capable of making accurate inferences, their subsequent memory for those items decreases significantly. These findings suggest that there are no necessary conclusions to be drawn from Sloutsky & Fisher's results about developmental differences in generalisation strategy.     

Using category structures to test iterated learning as a method for identifying inductive biases

Many of the problems studied in cognitive science are inductive problems, requiring people to evaluate hypotheses in the light of data. The key to solving these problems successfully is having the right inductive biases—assumptions about the world that make it possible to choose between hypotheses that are equally consistent with the observed data. This article explores a novel experimental method for identifying the biases that guide human inductive inferences. The idea behind this method is simple: This article uses the responses produced by a participant on one trial to generate the stimuli that either they or another participant will see on the next. A formal analysis of this "iterated learning" procedure, based on the assumption that the learners are Bayesian agents, predicts that it should reveal the inductive biases of these learners, as expressed in a prior probability distribution over hypotheses. This article presents a series of experiments using stimuli based on a well-studied set of category structures, demonstrating that iterated learning can be used to reveal the inductive biases of human learners.