Autonomous construction of ecologically and socially relevant semantics

This article presents a synthetic modeling approach to the problem of grounded construction of concepts. In many computational models of grounded language acquisition and evolution, meanings are created in the process of discrimination between a chosen object and other objects present on the scene of communication. We argue that categories constructed for the purpose of identification rather than discrimination are more suitable for the detached language use (talking about things not present here and now). We describe a semantics based on so-called identification criteria constructed by extracting cross-situational similarities among instances of a category, and present several computational models. In the model of individual category construction, the instances are grouped to categories by common motor programs (affordances), while in the model of social learning, focused on the influence of naming on category formation, entities are considered members of the same category, if they are labeled with the same word by an external teacher. By these two mechanisms, the learner can construct interactionally grounded representation of objects, properties, relations, changes, complex situations and events. We also report and analyze simulation results of an experiment focused on the dynamics of meanings in iterated intergenerational transmission.     

Do wild New Caledonian crows (<Emphasis Type="Italic">Corvus moneduloides</Emphasis>) attend to the functional properties of their tools?

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.     

Neophilia in domestic dogs (Canis familiaris) and its implication for studies of dog cognition

This study examined novel-object preference in dogs. In a free choice test 17 dogs were presented with a novel toy in a line up with two familiar toys. The unfamiliar object was chosen first in 38 out 50 tests suggesting a strong preference for novel over familiar items. Neophilia may be an adaptive trait for domestic dogs that has helped their adaptation towards man.     

Rapid spatial learning in a velvet ant (<Emphasis Type="Italic">Dasymutilla coccineohirta</Emphasis>)

Spatial learning has been examined in a variety of animals to determine what cues are used to navigate through a complex environment. A common feature of previously studied vertebrates and invertebrates is their need to return to a previously visited site for mating, nesting, foraging or predator avoidance. Velvet ants (Hymenoptera: Mutillidae) are cursorial parasitoids with flightless females that must walk through complex terrain to find ground dwelling host larvae burrows. Velvet ants are not central-place foragers (they do not return to an established nest site) so much of the previous work on spatial learning does not directly apply in this context. It was assumed that females primarily use chemosensory cues for navigation and burrow location instead of visual learning. This study, however, demonstrates that velvet ant females are able to use visual landmarks to find an inconspicuous exit in an aversion-motivation spatial learning task. A significant number of velvet ants learned to locate the exit after seven training trials and went to the previous location of the exit even after the maze had been rotated, showing that landmarks external to the maze were used to learn the escape location.     

Preparing our future counselling professionals: Gatekeeping and the implications for research

Social science research specific to the identification and prevalence of unsuitable students within counselling, psychology, and social work training programmes is briefly reviewed in this article. This area of enquiry relates to the gatekeeping responsibilities of professional educational programmes, to ensure that their graduates are competent to provide ethical and effective practice to the public. Key issues which impede the usefulness of this gatekeeping literature to counselling educators are raised. These include: methodological inconsistencies which limit the comparison of findings and hence the drawing of sound conclusions; the lack of definitional clarity relating to the construct of gatekeeping; and the confusing array of nomenclature used to represent students’ failure to meet acceptable professional standards. It is apparent from this overview that there are common factors irrespective of nomenclature that are associated with students at risk of not becoming competent entry‐level practitioners. This suggests that a structured approach to terminology is appropriate. There is also evidence to suggest that encountering such students is a regular occurrence for faculty, with students indicating higher numbers of impaired students than educators. A working definition of gatekeeping is provided and nomenclature suggested.     

Learning from experience: Examining the impact of client work upon two trainee therapists

This qualitative research study, focusing on the learning and change of two trainee therapists over a nine‐month period, was conducted by the trainees themselves. In collecting and analysing their data, the researchers made use of the heuristic methodology, to which some of the principles of the co‐operative inquiry methodology were added. The findings shed light on some of the ways in which trainee counsellors and psychotherapists might learn through their work with clients, the forms and contexts in which this learning may arise, and how the learning might affect the trainees. The findings additionally highlight some of the possible benefits of engaging in research for trainee counsellors and psychotherapists, in terms of their roles as practitioners. These include positive changes in the ways in which they work with clients, and changes in the ways they think about their practice.     

Adult modelling facilitates young children's generation of novel pretend acts

The present work investigated the effect of modelling on children's pretend play behaviour. Thirty‐seven children aged between 27 and 41 months were given 4 min of free play with a dollhouse and associated toy props (pre‐modelling phase). Using dolls, an experimenter then acted out a series of vignettes involving object substitutions, imaginary play and attribution of properties. Children were subsequently provided with an additional 4 min free play (post‐modelling phase). Consistent with past research, more pretence was exhibited after modelling than before. Furthermore, in the post‐modelling phase, children were as likely to generate their own novel pretence as they were to copy the actions demonstrated by the experimenter. They also increased the number of novel symbolic acts involving imaginary play from the pre‐ to the post‐modelling phase. This study highlights how young children will not only imitate a model's demonstration of pretend acts but also use this demonstration to catalyze the creation of their own pretence. Copyright © 2008 John Wiley & Sons, Ltd.     

初中生自我调节学习的类型及对学习的影响

自我调节学习是一种学习者主动激励自己并积极使用适当的学习策略的学习,研究利用潜在剖面分析法和辨别分析法对316名初中生自我调节学习的类型进行考察,探讨不同自我调节学习类型初中生的特点,分析自我调节学习类型对学习动机、焦虑、学习成绩的影响。结果表明:(1)初中生自我调节学习分成综合发展型、均衡调节型和策略滞后型3种。(2)综合发展型初中生的自我调节学习水平最高,策略滞后型初中生的自我调节学习水平尤其是学习策略水平最低,而均衡调节型初中生的自我调节学习水平处于综合发展型和策略滞后型之间。(3)自我调节学习类型对学习动机、焦虑、学习成绩有影响。     

大学生的自立人格与现实问题解决

为了探讨大学生的自立人格能否影响其现实问题解决的质量,对个人/人际高低分组的共30名大学生进行了现实问题解决访谈,结果发现:个人/人际自立高分组被试在访谈中解决个人/人际问题的质量显著高于低分组。为了探索自立人格与现实问题解决能力的关系,使用《青少年学生自立人格量表》和《大学生日常问题解决能力调查问卷》对101名有效被试进行了调查,结果发现:自立人格的多个维度都与日常问题解决能力的维度有显著相关,自立人格的多个相关维度是日常问题解决相关能力的有效预测变量。两个研究的结果支持了研究假设:自立人格利于个体对现实生活问题的解决;自立人格包含或涉及个体解决现实问题的能力因素。此外,自立人格影响现实生活问题解决的具体特点和机制还值得进一步研究。     

Some determinants of latent inhibition in human predictive learning

The present experiments assessed the effects of different manipulations between cue preexposure and cue-outcome pairings on latent inhibition (LI) in a predictive learning task with human participants. To facilitate LI, preexposure and acquisition with the target cues took place while participants performed a secondary task. Presentation of neither the target cues nor the target outcome was anticipated based on the instructions. Experiment 1 demonstrated the LI effect in the new experimental preparation. Experiment 2 analyzed the impact on LI of different activities that participants performed during the interval between preexposure and acquisition. Experiment 3 assessed LI as a function of changes in the secondary task cues made between preexposure and acquisition, namely presenting novel cues and reversing the cue-outcome contingencies. All of the manipulations in Experiments 2 and 3 resulted in a decrease in LI. The attenuation of LI by these manipulations challenges most current theories of learning and is best accommodated by Conditioned Attention Theory (Lubow, Weiner, & Schnur, 1981).