Sensory consciousness explained (better) in terms of ‘corporality’ and ‘alerting capacity’

How could neural processes be associated with phenomenal consciousness? We present a way to answer this question by taking the counterintuitive stance that the sensory feel of an experience is not a thing that happens to us, but a thing we do: a skill we exercise. By additionally noting that sensory systems possess two important, objectively measurable properties, corporality and alerting capacity, we are able to explain why sensory experience possesses a sensory feel, but thinking and other mental processes do not. We are additionally able to explain why different sensory feels differ in the way they do.     

ANALYSIS OF FREE-TIME CONTINGENCIES AS POSITIVE VERSUS NEGATIVE REINFORCEMENT

Providing a short break contingent on completed work may increase responding through positive reinforcement (e.g., access to preferred activities) or negative reinforcement (e.g., escape from work). In this investigation, three analyses conducted with a boy with profound mental retardation showed that (a) a 20-s break increased responding more than a positive reinforcer (cola) did, and (b) the reinforcing effects of a 20-s break were affected by the availability of positive reinforcers during the break.     

EFFECTS OF COLLATERAL PEER SUPPORTIVE BEHAVIORS WITHIN THE CLASSWIDE PEER TUTORING PROGRAM

A classwide peer tutoring procedure was implemented in an urban elementary school classroom to improve students' spelling performance. Three students combined untrained or collateral tutoring behaviors with the core behaviors initially taught. To explore the function of these natural and spontaneous behaviors, a multielement single-subject experiment with replications was conducted. Results indicated that the additional tutoring behaviors increased (a) the academic response frequencies of 3 tutees and (b) the weekly spelling achievement of 1 target tutee. The remaining class members were successfully taught and continued to use these behaviors over the final 3 weeks of the school year. These findings are discussed with regard to academic instruction, natural communities of peer reinforcement, and the social validation of intervention procedures.     

感知运动经验在心理时间线形成中的作用—来自盲生的证据

本研究考察视觉和读写习惯有关的感知运动经验是如何影响心理时间形成的。实验1和实验2分别采用一天内和一生中的词语或短句,以小学三年级的普生和盲生为被试,结果发现不论是短的还是长的时间,普生对早的刺激按左键,晚的刺激按右键反应更快,而盲生未出现早左晚右的心理时间线。实验3和实验4分别以短时间和长时间范围的时间词为材料,以初一盲生和普生为被试,结果发现普生和盲生都是对过去的时间按左键,未来的时间按右键反应快;而且在长的时间范围内,盲生的反应时长于普生。结果表明视觉是心理时间线的基础,阅读经验在盲生心理时间线的形成中起着关键作用。