Comparing structured mix and random rotation procedures to teach receptive labeling to children with autism

We compared two procedures using an alternating treatments design to teach receptive labeling to children with autism. The structured mix procedure followed seven steps entailing mass trials, intermixing, and random rotation. In the random rotation procedure, we trained all stimuli from the start. Study 1 included four children with a repertoire of four to 50 receptive labels and who primarily communicated with an alternative communication device. Results showed that the two conditions were comparable for one participant, structured mix was effective and random rotation was not effective for one participant, and that both conditions were ineffective for two participants. Study 2 included five children with over 200 receptive labels in their repertoire and with vocal speech as the primary form of communication. Four participants acquired the labels in both procedures, but random rotation was more effective. Results indicate that structured mix may be more effective for participants with a limited language repertoire and random rotation is more effective for participants with a larger language repertoire.     

Discrimination and adolescents' academic and socioemotional adjustment: The moderating roles of family and peer cultural socialisation

Racial discrimination has detrimental effects on ethnic minority adolescents' development. Guided by the integrative model of minority children's competencies and the bioecological model, the current study examined how family and peer cultural socialization independently and conjointly buffered the detrimental effects of discrimination on ethnic minority adolescents' academic and socio emotional adjustment. Using short-term longitudinal data from 245 eighth graders (87% Latinx, 51% female), results suggested that the moderating roles of cultural socialisation operated differently for academic and socioemotional outcomes. Specifically, the three-way interaction results indicated that family and peer cultural socializations appeared to be protective for adolescents' school engagement in the face of discrimination. The significant two-way interaction results revealed that both peer and family cultural socialisation tended to be protective-reactive for socioemotional outcomes, wherein the benefits of cultural socialisation were realised under low-risk but not high-risk conditions for depressive symptoms. Our study provides a nuanced understanding of the moderating roles of cultural socialisation in the links between discrimination and adolescents' well-being, and it highlights the importance of considering cultural socialisation from multiple contexts in examining ethnic minority adolescents' adjustment.     

Being there on time: Reinforcer effects on timing and locating

In research on timing, reinforcers often are assumed to influence discrimination of elapsed time. We asked whether changes in choice used to measure timing arise because of joint control by elapsed time and reinforcers, rather than from the direct modification of control by elapsed time by reinforcers. Pigeons worked on a concurrent-choice task in which 1 response was 9 times more likely to produce a reinforcer, reversing between locations when 19 s had elapsed since the marker event. Across conditions, we manipulated the percentage of reinforcers arranged before the probability reversal from 5 to 95%. These changes in reinforcer percentages altered control by location-based elements of the contingency, but not by time-based elements. Choice was well described by a model that assumes that control by the contingency is weakened by generalization across the time and location of reinforcers, and that these generalizations become more likely at later times since a marker. These findings add to a growing body of research that suggests that reinforcers share the same function as other environmental events in determining how the environment controls behavior.     

Comparison of two discrimination methods in teaching Chinese children with autism

In teaching conditional discriminations to children with autism spectrum disorder (ASD), practitioners may progress from simple to conditional discriminations or may teach conditional discriminations from the onset of instruction. Some research indicates that teaching simple discriminations first may be unnecessary and that teaching may more efficiently focus on conditional discriminations exclusively. This study replicated comparisons of simple-to-conditional and conditional-only discrimination training methods in teaching audio-visual conditional discriminations to Chinese preschoolers with ASD. Results indicated the conditional-only training method appeared to be more efficient in teaching these skills.     

Parent Involvement in School Conceptualizing Multiple Dimensions and Their Relations with Family and Demographic Risk Factors

Parent involvement (PI) in school is associated with more positive academic performance and social competence in children. However, there are inadequacies in current measures of PI and a need for a better understanding of predictors of PI. In this study, measures were obtained from a normative sample of 387 children in kindergarten and first grade from high-risk neighborhoods in 4 different sites. First, a confirmatory factor analysis of a theoretical factor model of PI identified 6 reliable multiple-reporter PI factors: Parent–Teacher Contact, Parent Involvement at School, Quality of Parent–Teacher Relationship, Teacher's Perception of the Parent, Parent Involvement at Home, and Parent Endorsement of School. Next, the relations among 3 specific family and demographic risk factors—parental education level, maternal depression, and single-parent status—and these 6 PI factors were examined using path analyses in structural equation modeling. Results indicated that the 3 risk factors were differentially associated with the 6 PI factors: Parental education was significantly associated with 4 PI outcomes, maternal depression was significantly associated with 5 PI outcomes, and single-parent status was significantly associated with 3 PI outcomes. No significant ethnic group differences between African American and Caucasian families were found in these relations.     

Revisiting the learning-without-awareness question in human pavlovian autonomic conditioning: Focus on extinction in a dichotic listening paradigm

Numerous studies have indicated that, consistent with current “cognitive” accounts of information processing, human Pavlovian autonomic discrimination acquisition cannot occur without awareness of the CS-US relationship. However, extinction studies have suggested that awareness is not necessary, findings that, in information-processing terms, have been explained by assuming that the processing by the extinction stage is parallel (automatic) rather than serial (controlled). This explanation was tested in an 80-subject study. The first, acquisition phase was a standard semantic differential conditioning arrangement with a 96-db white noise as US, and a “long” CS-US interval of 8 s, with ten trials each of CS+ (paired with US) and CS− (unpaired) trials. In extinction (USs omitted), in order to obtain non-autonomic indices of processing and thereby test the information-processing account of “unaware” autonomic conditioning during extinction, a dichotic listening task was implemented, with the CSs presented in the unattended channel (ear), while the subject had to perform a semantic differential reaction task in an attended-to channel (other ear). In early extinction, the electrodermal response occurring at an interval of 9–15 s after CS onset (i.e., following placement of the US during acquisition) and the finger-pulse-volume response occurring at an interval of 4–11 s after CS onset both showed reliable conditioning, but reaction-time and subjective-report data for the recognized critical words indicated serial rather than parallel processing of the CSs during extinction.     

Psychocultural Interpretations and Dramas: Identity Dynamics in Ethnic Conflict

Ethnic identity connects individuals through perceived common past experiences and expectations of shared future ones. Identity is concerned with group judgments and judgments about groups and their motives. This article explores identity through the case of Loyal Order Protestant parades in Northern Ireland and the concepts of psychocultural interpretations (shared, deeply held worldviews found in group narratives) and psychocultural dramas (conflicts over competing, and apparently irresolvable, claims that engage the central elements of a group's historical experience). Psychocultural dramas are polarizing events whose manifest content involves non-negotiable cultural claims, threats, and/or rights that become important because of their connections to core metaphors and group narratives that embody a group's identity. In ethnic conflicts, psychocultural dramas arise over competing claims that evoke deeply rooted dimensions of the conflict which cannot be settled by reference to more general rules or higher authority. Psychocultural dramas are tools of analysis for understanding the centrality of cultural identity and ritual in ethnic conflict and for the redefinition of such conflicts in ways that increase the chances for managing them constructively. Examining the psychocultural dramas surrounding parades disputes in Northern Ireland suggests why and how some conflicts are more amenable to constructive outcomes than others.     

早期音乐暴露增强大鼠分辨声音时程的作业能力

用声一电防御性条件反射的方法。对42只具有不同早期听觉经验的大鼠的声音时程分辨行为进行了观察和比较研究。实验结果表明：大鼠具有一定的分辨声音时程的作业能力,出生后早期的音乐暴露,能够明显增强大鼠分辨声音时程的作业能力。     

An olfactory discrimination procedure for mice

This paper describes an olfactory discrimination procedure for mice that is inexpensively implemented and leads to rapid discrimination learning. Mice were first trained to dig in small containers of sand to retrieve bits of buried chocolate. For discrimination training, two containers were presented simultaneously for eight trials per session. One container held sand mixed with cinnamon, and the other held sand mixed with nutmeg. Both containers were baited with chocolate buried in the sand. One odor was designated S+, and mice were allowed to dig and retrieve the chocolate from this container. The other odor was S-, and both containers were removed immediately if subjects began to dig in an S- container. After meeting a two-session acquisition criterion, subjects were given a series of discrimination reversals. In Experiment 1, 12 Swiss-Webster mice (6 male and 6 female) acquired the olfactory discrimination in three to five sessions and completed 3 to 10 successive discrimination reversals within a 50-session testing limit. In Experiment 2, subjects were 14 Pah(enu2) mice, the mouse mutant for phenylketonuria; 7 were homozygotes in which the disorder was expressed (PKU), and 7 were heterozygotes with normal metabolism (non-PKU). Thirteen mice completed pretraining in four to seven sessions, acquisition required 3 to 12 sessions, and all mice completed at least three reversals. Learning rates were similar in PKU and non-PKU mice. We discuss issues related to implementation and several potentially useful procedural variations.     

Drug discrimination: stimulus control during repeated testing in extinction

Rats were trained, under a two-lever drug-discrimination procedure, to respond differentially depending upon whether lorazepam (1.0 mg/kg) or no injection had been administered before the session. Responses on the appropriate lever produced a food pellet under a modified fixed-ratio (FR) 10 schedule, in which the 10 responses had to be emitted consecutively. In reinforcement tests, completing an FR 10 on either lever produced a pellet. In extinction tests, stimulus changes paired with reinforcement occurred but no pellet was delivered. Training sessions were conducted between test sessions. Each of four extinction phases consisted of six tests preceded by one stimulus (e.g., lorazepam). Repeated exposures to extinction reduced response rates for all rats, but stimulus control, as inferred from either percentage of total responses or percentage of total FR 10s on the drug-appropriate lever, remained high. The percentage of total FR 10s measure was less subject to skewing under low-rate conditions than was the percentage of total responses measure and provided an evaluation of stimulus control in terms of meeting the consecutive response contingency. These results demonstrate a level of independence between response rate and stimulus control in drug discrimination, which has positive implications for the validity of interpreting discriminative effects of novel test conditions in well-trained animals, even when overall response rates are low.