奖赏刺激的脑电反应特征跨文化差异:一个ERP研究

本研究从文化--社会神经科学的角度出发,采用事件相关电位的方法来探究不同文化背景下的个体对具有进化和社会文化代表性的正性刺激—奖赏刺激的脑电反应特征是否具有差异。本研究采用the Door Task实验范式考察了26名中国人和24名高加索白人对不同反馈反应的脑电特征跨文化差异。结果显示,负性反馈条件下诱发的FRN平均波幅比正性反馈条件诱发的平均脑电波幅更负,这种正负反馈的波幅差异只在中国被试中有体现。在P3成分上,在正性反馈条件下,中国被试诱发的脑电波幅大于西方被试,负性反馈条件下,两组无显著差异。研究结果表明,相对于西方被试,中国被试对奖赏反馈刺激可能具有较高的敏感性。这说明中西方文化下的个体对正负性反馈刺激的加工的脑电反应特征存在显著的差异。     

Promoting the development of verbal responses using instructive feedback

Shillingsburg, Frampton, Cleveland, and Cariveau (2018) taught listener and tact by feature, name–feature intraverbal, and feature–name intraverbal responses across sets and reported emergence of responses that were not directly trained for 6 individuals diagnosed with autism spectrum disorder (ASD). The current study was a systematic replication with the addition of instructive feedback (IF) with 2 children diagnosed with ASD. During trials for previously mastered listener by name responses (e.g., “Point to Tennessee” and child selects a picture of Tennessee), the experimenters provided related IF (e.g., “The capital of this state is Nashville”). After 3 sessions, we evaluated the effects of IF on related verbal responses (e.g., listener by feature, tact by feature, name–feature intraverbal, and feature–name intraverbal) across sets probes. We observed increased correct responses for related verbal responses; replicating Shillingsburg et al. Results suggest that the inclusion of IF may increase the efficiency of verbal behavior programming.     

Using auditory feedback in body weight training

Auditory feedback has been successfully used to enhance performance in several sports such as golf and dance. The current study used auditory feedback procedures (i.e., a clicker) to improve the performance of 3 students performing a handstand. Handstands are part of a discipline called body weight training, that uses only the weight of an individual's own body to gain strength and body control. A multiple baseline design across four components was used to evaluate the effectiveness of auditory feedback. The results showed that auditory feedback was effective. The students and the trainer were highly satisfied with the auditory feedback procedure. Implications for future research are discussed.     

Social stories, written text cues, and video feedback: effects on social communication of children with autism.

This study investigated the effects of written text and pictorial cuing with supplemental video feedback on the social communication of 5 students with autism and social deficits. Two peers without disabilities participated as social partners with each child with autism to form five triads. Treatment was implemented twice per week and consisted of 10 min of systematic instruction using visual stimuli, 10 min of social interaction, and 10 min of self‐evaluation using video feedback. Results showed increases in targeted social communication skills when the treatment was implemented. Some generalized treatment effects were observed across untrained social behaviors, and 1 participant generalized improvements within the classroom. In addition, naive judges reported perceived improvements in the quality of reciprocal interactions. These findings support recommendations for using visually cued instruction to guide the social language development of young children with autism as they interact with peers without disabilities.     

汉语词汇产生中语义、语音层次之间的交互作用

采用3种方法考察汉语词汇产生中语义激活（词条选择）和音位编码这两个阶段之间的关系。实验一、二分别采用图片命名法和干扰字命名法,发现目标图片（“牛”）的语义相关词（“羊”）的语音信息得到了激活,说明汉语词汇产生中存在多重语音激活,音位编码在词条选择完成之前既已开始。实验三采用语义范畴判断法,考察语音信息的激活是否会向上反馈到词条和语义层次,发现目标图片（“羊”）的同音字（“阳”）不会促进对图片的语义判断。研究表明,多重语音激活与语音激活向词条和语义层次反馈是两个独立的,可以分割的问题。虽然实验一和二的结果符合相互作用理论,实验三的结果符合模块化观点,但就总体而言,本研究更加支持词汇产生中的模块化观点     

领导反馈机制的研究进展

该文回顾了近年来对反馈机制的研究进展,介绍了影响反馈效果的因素,特别是从信息源、信息以及信息接受者三方面阐述了反馈有效性理论研究的进展,并就如何深入开展反馈机制的研究、管理者如何进行有效的反馈提出了建议。     

Increasing intervention implementation in general education following consultation: a comparison of two follow-up strategies

This study examined two strategies for increasing the accuracy with which general education teachers implemented a peer tutoring intervention for reading comprehension. The intervention was implemented for 5 elementary school students who had been referred for consultation services. Initial implementation of the intervention by the teachers was variable, and the data exhibited a downward trend. When consultants held brief daily meetings with the teachers to discuss the intervention, implementation improved for 2 of 5 participants. Four of the teachers implemented the intervention at levels substantially above baseline during the performance feedback condition, whereas implementation for 1 teacher increased following discussion of an upcoming follow-up meeting with the principal. Student reading comprehension scores improved markedly during the peer tutoring intervention. Three students maintained these gains 4 weeks after the intervention ended. The implications of these findings for the maintenance of accurate treatment implementation in applied settings are discussed.     

In search of the feedback function for variable-interval schedules

Finding a theoretically sound feedback function for variable-interval schedules remains an important unsolved problem. It is important because interval schedules model a significant feature of the world: the dependence of reinforcement on factors beyond the organism's control. The problem remains unsolved because no feedback function yet proposed satisfies all the theoretical and empirical requirements. Previous suggestions that succeed in fitting data fail theoretically because they violate a newly recognized theoretical requirement: The slope of the function must approach or equal 1.0 at the origin. A function is presented that satisfies all requirements but lacks any theoretical justification. This function and two suggested by Prelec and Herrnstein (1978) and Nevin and Baum (1980) are evaluated against several sets of data. All three fitted the data well. The success of the two theoretically incorrect functions raises an empirical puzzle: Low rates of reinforcement are coupled with response rates that seem anomalously high. It remains to be discovered what this reflects about the temporal patterning of operant behavior at low reinforcement rates. A theoretically and empirically correct function derived from basic assumptions about operant behavior also remains to be discovered.     

Interference of Sentence and Picture Contexts on Learning Prepositions

The effects of extra stimulus cues, such as pictures and sentences, on learning of preposition words were examined in two experiments. A one-way repeated-measures design was applied in the study. The results show that both sentences and pictures interfered with and blocked the learning of these context-dependent words in the simultaneous presentations. The superiority of feedback presentations over simultaneous presentations indicate that feedback techniques neutralize the blocking effect. More interestingly, however, the prepositions were learned more quickly in the absence of any context cues and this suggested that it is better to teach basic preposition words either by the presentation of them alone or if extra stimulus cues are to be used they should be presented as feedback.     

Corrective Feedback in Oral Reading

We examined 24 studies to determine the effects on word recognition and reading comprehension of correcting errors during oral reading. Corrective feedback improved students' word reading accuracy on words in lists, and accuracy in reading words in passages. Some correction procedures had greater benefits than others. Successful error correction procedures share common characteristics, leading to recommendations about instruction: Teachers should (a) correct errors immediately; (b) require students to repeat the correct response; and (c) match correction procedure to the instructional situation and the learner. Several research recommendations are outlined.