Evaluation of two methods of prompting drivers to use specific exits on conflicts between vehicles at the critical exit

The Florida Department of Transportation used a series of changeable-message signs that functioned as freeway guide signs to divert traffic to Universal Theme Park via one of two eastbound exits based on traffic congestion at the first of the two exits. An examination of crashes along the entire route indicated a statistically significant increase in crashes at the first eastbound exit following the actuation of the system. Furthermore, all of the crashes occurred in close proximity to the exit gore (the crosshatched area at exits that drivers are not supposed to enter or traverse) at the first exit. In Experiment 1, behavioral data were collected using an alternating treatments design. These data revealed that reassigning the exit signs was effective in producing a change in the percentage of drivers using each of the two exits. These data also showed that the reassignment of the theme park exit was associated with an increase in the percentage of motor vehicle conflicts that consisted of vehicles cutting across the exit gore. An analysis revealed that the method used for switching the designated or active theme park exit on the series of changeable-message signs led to the presentation of conflicting messages to some motorists, thus resulting in erratic driving behavior (cutting across the exit gore). In Experiment 2, the treatment evaluated the use of a phased method of switching the designated theme park exit to eliminate the delivery of conflicting messages. The new method for switching the designated theme park exit was not associated with an increase in motorists cutting across the exit gore.     

The effects of directive and nondirective prompts on noncompliant vocal behavior exhibited by a child with autism

Results of an analogue functional analysis indicated that noncompliant vocal behavior exhibited by a young girl with autism was maintained by negative reinforcement. Follow-up analyses suggested that the immediate escape contingency assessed in the demand condition did not appear to maintain the behavior. Instead, noncompliant vocal behavior occurred in response to directive prompts. Nondirective prompts reduced noncompliant vocal behavior to near zero.     

Early mother-infant interaction during breast- and bottle-feeding

Thirty-two primiparous mothers with their neonates, 20 breast-fed and 12 bottle-fed, were videotaped during feeding longitudinally (at 3, 10 days, 1 and 3 months) in order to investigate whether patterns of mother-infant interaction observed during breast- and bottle-feeding differ also for behavior not directly related to sucking. Infant state, sucking behavior, mother behavior and mother-infant interaction were analyzed by both sequential and non sequential analysis. Results suggest that the method of feedings affects mother-infant interaction observed during and just after feeding also for some behavior not directly related to sucking. The percentage of mutual touch, tactile stimulation and mother's gaze to infant was significantly more elevated during breast-feeding. Independently of the feeding mode, significant sequential dependencies between infant state of alertness and auditory stimulation, and auditory stimulation and mutual gaze were found.     

Generalization of a tactile stimulus in horses.

Using horses, we investigated the control of operant behavior by a tactile stimulus (the training stimulus) and the generalization of behavior to six other similar test stimuli. In a stall, the experimenters mounted a response panel in the doorway. Located on this panel were a response lever and a grain dispenser. The experimenters secured a tactile-stimulus belt to the horse's back. The stimulus belt was constructed by mounting seven solenoids along a piece of burlap in a manner that allowed each to provide the delivery of a tactile stimulus, a repetitive light tapping, at different locations (spaced 10.0 cm apart) along the horse's back. Two preliminary steps were necessary before generalization testing: training a measurable response (lip pressing) and training on several reinforcement schedules in the presence of a training stimulus (tapping by one of the solenoids). We then gave each horse two generalization test sessions. Results indicated that the horses' behavior was effectively controlled by the training stimulus. Horses made the greatest number of responses to the training stimulus, and the tendency to respond to the other test stimuli diminished as the stimuli became farther away from the training stimulus. These findings are discussed in the context of behavioral principles and their relevance to the training of horses.     

不同感觉功能对抑郁的影响及其神经机制

大脑通过视觉、听觉、嗅觉、味觉和触觉等感官通道接收来自外界的信息。不同感觉功能受损涉及抑郁发生的中枢机制,而基于不同感官通道进行适当刺激以及多感官联合干预也可能发挥显著的抑郁治疗作用。笔者以症状-脑区-机制-治疗为逻辑主线,首次系统梳理了五种主要感觉障碍人群的抑郁临床症状、抑郁神经机制以及基于感觉刺激的抗抑郁治疗。结果表明,不同感觉功能障碍对抑郁相关神经机制的影响可能表征了不同的抑郁病理,涉及神经元电活动(某些神经元放电和神经环路激活等)和神经生化改变(神经可塑性和神经发生、炎症免疫和HPA轴、神经激素和神经递质等),且主要发生在边缘系统及其附近脑区,涉及岛叶、颞叶、额叶等。因此,未来研究可聚焦于机体对不同感觉信息的提取,这将为人类抑郁的病因和治疗提供新的研究视角。     

Effects of training, prompting, and self-monitoring on staff behavior in a classroom for students with disabilities

This study extended the limited research on the utility of tactile prompts and examined the effects of a treatment package on implementation of a token economy by instructional assistants in a classroom for students with disabilities. During baseline, we measured how accurately the assistants implemented a classroom token economy based on the routine training they had received through the school system. Baseline was followed by brief in-service training, which resulted in no improvement of token-economy implementation for recently hired instructional assistants. A treatment package of prompting and self-monitoring with accuracy feedback was then introduced as a multiple baseline design across behaviors. The treatment package was successfully faded to a more manageable self-monitoring intervention. Results showed visually significant improvements for all participants during observation sessions.     

Increasing social initiations in children with autism: effects of a tactile prompt

An ABAB design was used to assess the effects of a tactile prompting device (i.e., a vibrating pager) as a prompt for the social initiations of 3 children with autism during free-play activities with typically developing peers. Results indicated that the tactile prompt was effective in increasing verbal initiations for all 3 children, and responses to peers' initiations were higher for 2 participants when the tactile prompt was used. Efforts to reduce the frequency of prompts while still maintaining rates of initiations were partially successful for 1 participant.     

Increasing motorist compliance and caution at stop signs.

This study evaluated strategies to improve motorist compliance and caution at three stop‐sign‐controlled intersections with a history of motor vehicle crashes. The primary intervention was a light‐emitting diode (LED) sign that featured animated eyes scanning left and right to prompt drivers to look left and right for approaching traffic. Data were scored from videotape on the percentage of drivers coming to a complete stop and the percentage of drivers looking right before entering the intersection. Observational data were collected on the percentage of right‐angle conflicts (defined as braking suddenly or swerving from the path to avoid an intersection crash). The introduction of the LED sign according to a multiple baseline across the three intersections was associated with an increase in the percentage of vehicles coming to a complete stop at all three intersections and a small increase in the percentage of drivers looking right before entering the intersections. Conflicts between vehicles on the major and minor road were also reduced following the introduction of the animated eyes prompt.     

类比比较样例对物理综合题学习迁移效果的影响

研究通过三个实验,比较了普通样例和类比比较样例在学习物理综合题中的效果,并在此基础上,进一步分析两种不同类型的类比比较样例对物理综合题学习的迁移效果以及“提示”这一样例设计方法的促进作用。结果发现:(1)通过类比比较样例学习物理综合题的效果优于普通样例;(2)相比于单综概念类比比较样例,综合概念类比比较样例能更好地提高物理综合题学习的近迁移成绩,但未提高其远迁移成绩;(3)提示能明显促进类比比较样例在物理综合题学习中的作用,但不同提示类型的影响无显著差异。该结果表明:类比比较样例是学习物理综合题的有效样例形式,而其中综合概念类比比较样例效果最佳;开放式提示和支架式提示均能较好地促进类比比较样例的学习。     

A FURTHER EVALUATION OF PICTURE PROMPTS DURING AUDITORY‐VISUAL CONDITIONAL DISCRIMINATION TRAINING

This study was a systematic replication and extension of Fisher, Kodak, and Moore (2007 ), in which a picture prompt embedded into a least‐to‐most prompting sequence facilitated acquisition of auditory‐visual conditional discriminations. Participants were 4 children who had been diagnosed with autism; 2 had limited prior receptive skills, and 2 had more advanced receptive skills. We used a balanced design to compare the effects of picture prompts, pointing prompts, and either trial‐and‐error learning or a no‐reinforcement condition. In addition, we assessed the emergence of vocal tacts for the 2 participants who had prior tact repertoires. Picture prompts enhanced acquisition for all participants, but there were no differential effects on tact emergence. The results support a generality of the effect reported by Fisher et al. and suggest that a variety of learners may benefit from the incorporation of picture prompts into auditory‐visual conditional discrimination training.