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221.
New Caledonian crows are the most proficient non-hominin tool manufacturers but the cognition behind their remarkable skills
remains largely unknown. Here we investigate if they attend to the functional properties of the tools that they routinely
use in the wild. Pandanus tools have natural barbs along one edge that enable them to function as hooking implements when
the barbs face backwards from the working tip. In experiment 1 we presented eight crows with either a non-functional (‘upside-down’)
or a functional pandanus tool in a baited hole. Four of the crows never flipped the tools. The behaviour of the four flipping
birds suggested that they had a strategy of flipping a tool when it was not working. Observations of two of the eight crows
picking up pandanus tools at feeding tables in the wild supported the lack of attention to barb direction. In experiment 2
we gave six of the eight crows a choice of either a barbed or a barbless pandanus tool. Five of the crows chose tools at random,
which further supported the findings in experiment 1 that the crows paid little or no attention to the barbs. In contrast,
a third experiment found that seven out of eight crows flipped non-functional stick tools significantly more than functional
ones. Our findings indicate that the crows do not consistently attend to the presence or orientation of barbs on pandanus
tools. Successful pandanus tool use in the wild seems to rely on behavioural strategies formed through associative learning,
including procedural knowledge about the sequence of operations required to make a successful pandanus tool.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users. 相似文献
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David Watson Olga Tregaskis Cigdem Gedikli Oluwafunmilayo Vaughn Antonina Semkina 《European Journal of Work and Organizational Psychology》2018,27(2):247-268
The view that learning is central to well-being is widely held and the workplace is an important setting in which learning takes place. Evaluations of the effectiveness of well-being interventions in work settings are commonplace, but to date, there has been no systematic review of the effectiveness of learning interventions with regard to their impact on well-being. The review synthesizes evidence from 41 intervention studies, and although no studies report a negative impact on well-being, 14 show no effect on well-being, with 27 studies having a positive impact. We classify the studies according to the primary purpose of the learning intervention: to develop personal resources for well-being through learning; to develop professional capabilities through learning; to develop leadership skills through learning; and to improve organizational effectiveness through organizational-level learning. Although there is an abundance of workplace learning interventions, few are evaluated from a well-being perspective despite the commonly held assumption that learning yields positive emotional and psychological outcomes. The evidence indicates an important gap in our evaluation of and design of workplace learning interventions and their impact on well-being, beyond those focusing on personal resources. This raises important theoretical and practical challenges concerning the relationship between learning and well-being in the context of professional capability enhancement, leadership capability and organizational learning. 相似文献
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Emily O. Gravett 《Teaching Theology & Religion》2018,21(1):21-32
One of the most illuminating finds in Barbara E. Walvoord's Teaching and Learning in College Introductory Religion Courses (2008) is what she calls “the great divide,” a mismatch between instructors’ goals for their courses, which are academic, and the students’ reasons for taking them, which relate to their personal interests and development. Motivation – or, rather, the lack thereof – is not explicitly considered as a potential victim of this mismatch. This article will turn its attention squarely to this issue. First, I will review data about the “great divide” and link them to the common practice of asking our students to bracket the personal when they take our courses. The article will juxtapose this practice with what research tell us about motivation, which will allow us to further explore why the divide Walvoord and others have identified is so problematic. The article will conclude with pedagogical strategies that can help instructors intentionally influence motivation in religion courses. Ultimately, I suggest that we may be doing students – as well as ourselves, as the purveyors of our discipline – a disservice, if we do not attend to (or, worse, if we actively avoid) what we know motivates students to learn. 相似文献
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ABSTRACTBackground: Mainstream media is increasingly reporting on the relationships between Catholic and trans identities in parochial schools, particularly with regard to gendered washroom use. With greater numbers of trans youth coming out at younger ages, significant educational policy changes are being considered around how Catholic schools can or should include trans youth.Method: This study applies trans and queer theologies to Critical Discourse Analysis (CDA) in investigating the Wilson case, which was the first known instance of a Catholic school including some affirming policy provisions for trans youth. The authors additionally collected and coded 12 news articles from a variety of platforms to discern and discuss the theological arguments in the public square against more fulsome trans student inclusion in Catholic schools.Results: The authors found two related theological arguments against full inclusion, namely the notion that (1) Gender is God-given and therefore cannot be chosen or changed, and (2) That transgressive bodies are not sacred parts of the divine gender plan.Conclusion: Trans theology allowed the authors to disrupt both of the theological claims advanced by the Catholic educators quoted in the Wilson case. This created rich, imaginative space in which to reconsider the relationships between Catholic and trans identities, namely by not arranging them in a binary. Significance for policy-making in parochial schools is discussed. 相似文献
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关于远距离规则的知识是如何被内隐学习的,研究尚未得出结论。该研究通过采用和人类被试相同的实验材料和程序,考察了简单循环网络模型(SRN)对两种汉语声调远距离规则——倒映和逆行规则的内隐学习。结果发现:1.在广泛的参数范围上,SRN能够学会倒映和逆行规则,表明模型的记忆缓冲器可以模拟人类远距离规则的内隐学习;2.SRN对倒映规则的学习比对逆行规则的学习更好,表明在功能上远距离规则的内隐学习可能优先使用了先进先出的记忆存储器及信息加工模式。该研究为探究远距离规则内隐学习的机制提供了新的证据和视角。 相似文献
230.
Jonathan S. Abramowitz Shannon M. Blakey Lillian Reuman Jennifer L. Buchholz 《Behavior Therapy》2018,49(3):311-322
The beneficial effects of cognitive-behavioral interventions (particularly exposure and response prevention) for OCD are among the most consistent research findings in the mental health literature. Nevertheless, even after an adequate trial, many individuals experience residual symptoms, and others never receive adequate treatment due to limited access. These and other issues have prompted clinicians and researchers to search for ways to improve the conceptual and practical aspects of existing treatment approaches, as well as look for augmentation strategies. In the present article, we review a number of recent developments and new directions in the psychological treatment of OCD, including (a) the application of inhibitory learning approaches to exposure therapy, (b) the development of acceptance-based approaches, (c) involvement of caregivers (partners and parents) in treatment, (d) pharmacological cognitive enhancement of exposure therapy, and (e) the use of technology to disseminate effective treatment. We focus on both the conceptual/scientific and practical aspects of these topics so that clinicians and researchers alike can assess their relative merits and disadvantages. 相似文献