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At least 1,711 records · Page 95Linked to original sources
PubMed1982

Predicting helplessness in human subjects.

A group of 340 college students was administered a 140-item "helplessness" inventory. From this group, 90 were selected as subjects: 30 with extreme high scores, 30 with extreme low scores, and 30 scoring at the mean. Prior to Task 1, they were assigned to one of three experimental conditions: in Condition 1 they received a series of eight solvable Wechsler block designs; in Condition 2 they received a similar task, except that the designs were unsolvable; in Condition 3 they were given an unrelated article to read for the duration of Task 1. Following Task 1, all subjects were transferred to a second task which involved the learning of a 10-choice point-stylus maze. Significance was attained for personality type, experimental treatment, and blocks of Task 2 trials.

Adult↗
PubMed2005

Analysis of the learned irrelevance effect in appetitive pavlovian conditioning.

In Experiments 1 and 2 rats received uncorrelated presentations of a light conditioned stimulus (CS) and a food unconditioned stimulus (US) on each day of a preexposure phase. Control subjects received the same number of USs during the first half of preexposure and the same number of CSs during the second. Uncorrelated preexposure retarded inhibitory conditioning. Experiment 3 showed, however, that the different patterns of US preexposure experienced by the two groups could in itself influence the course of subsequent inhibitory conditioning. When this factor was equated by restricting the uncorrelated treatment to the first half of the pre-exposure phase (Experiment 2) or by extending the control treatment throughout the phase (Experiment 4) it was found that uncorrelated preexposure retarded excitatory conditioning, but facilitated inhibitory conditioning. This outcome challenges an interpretation in terms of the concept of learned irrelevance, which predicts that uncorrelated preexposure should retard both forms of conditioning.

Animals↗
PubMed1986

Effects of early and late transection of the corpus callosum in children. A study of tactile and tactuomotor transfer and integration.

Five children, aged 6 to 16 years, were tested for unilateral discrimination and interhemispheric transfer of tactile information as well as tactuomotor learning at various intervals before and after therapeutic callosotomy. Comparison of preoperative and postoperative capacities revealed that younger children are considerably less affected by the interruption of callosal transmission than older children. Bilateral organization of speech and participation of the anterior commissure can largely be excluded as possible compensatory mechanisms. The most plausible explanation for the excellent preservation of interhemispheric integration of tactile functions in the younger patients appears to be continued reliance on ipsilateral pathways. The relatively greater deficits observed in the older children, on the other hand, suggest that sensorimotor functions come to depend more extensively on contralateral pathways as the corpus callosum reaches functional maturity.

Adolescent↗
PubMedDate not supplied

Toward a scientific pedagogy of learning disabilities: a sameness in the message.

The development of a scientific pedagogy of learning disabilities as called for by Kirk and Bateman (1962) requires the rendering of a science of learning disabilities and a pedagogy derived from that science. But such a pedagogy is necessarily incomplete if it fails to recognize that the structure of the curriculum significantly shapes the act of teaching students identified as learning disabled. The current thinking about curricula is that the universe of information that a curriculum program comprises need only be organized around subject area topics (e.g., mathematics, reading, language arts, science, social studies) and hierarchically arranged in a scope and sequence that has as its main characteristic the general ordering of skills from simple to complex. For all practical purposes, information is viewed as raw material (Kaufman et al., 1990) that can be nominally organized and readily packaged. The information is then consumed as curriculum that requires little or no transformation of its form or structure. The articles in this series of the Journal of Learning Disabilities provide examples of how transforming information by identifying and developing curricula around structural samenesses can lead to a pedagogy that is efficient and effective. The development of a scientific pedagogy of learning disabilities requires that the field acknowledge the importance of curriculum structure and the complexity of information. The field must also examine the intricacies of designing curricula with the same kind of commitment and passion it has demonstrated in the last 30 years in investigating the etiology and organic basis of learning disabilities.(ABSTRACT TRUNCATED AT 250 WORDS)

Achievement↗
PubMed1997

Scripted sequences of teacher interaction. A versatile, low-impact procedure for increasing appropriate behavior in a nursery school.

Sequences of managerial statements delivered by a teacher during supervised playtime were identified, and a scripting procedure was used to modify these sequences while retaining the overall structure of teacher-student interactions. Five preschool-age children participated in the study. Following an initial assessment phase, the alternative sequence of scripted interactions was implemented first by an experimenter using an ABAB reversal design and then by the classroom teacher. The scripted interaction sequence was effective in increasing levels of appropriate play behavior in all five children, and these levels were maintained when control of the procedure was transferred to the teacher. Moreover, the teacher quickly learned to implement the procedure, did so with a high degree of integrity, and judged it to be moderately acceptable. The value of scripted interactions as an effective yet flexible management strategy that can be used in teacher training is discussed.

Behavior Therapy↗
PubMed1974

All-or-none-acquisition in matching-to-sample and a test of two models.

Three pigeons learned to match three colors in a matching-to-sample procedure. The sample hue was presented on the center one of three keys, and the comparison hues were presented on the side keys. Forty responses on the center key produced the stimuli on the side keys and left the sample on the center key. A single response on the correct side key produced 3-sec access to grain, which was followed by a 25-sec intertrial interval. A correction procedure was employed when an error was committed. Before attaining asymptotic levels, there was no evidence of learning, responses were independent of the preceding response, and distributions of errors in four-trial blocks were binomial. Distributions of error runs, runs of various lengths, autocorrelations of errors of several lags, alternations of correct responses and errors, etc., were shown to fit Bower's (1961) all-or-none model better than a gradual learning model of Bush and Sternberg (1959). A transfer test employing a novel color showed only transitory degradation of performance.

Journal Article↗
PubMed1983

Effects of three experimental conditions on preschool children's ability to coordinate visual perspectives.

60 3-, 4-, and 5-yr.-old children were asked to coordinate visual perspectives in three conditions: (1) Piaget and Inhelder's "Three Mountain Task," (2) identify objects a doll could see against the side of two intersecting walls, and (3) choose a picture which represented which objects the doll could see. Both condition and age effects were significant. For all age groups there were significant differences between the "Three Mountain Task" and the other two tasks, with significantly more children responding correctly on the two object-identification conditions. No significant differences between the two object-identification conditions were found. While 5-yr.-olds performed significantly better on both object-identification conditions, no differences were found between the 3- and 4-yr.-olds on these tasks. No age effect was found on the "Three Mountain Task." Children of all groups found this task too difficult. 3-, 4-, and 5-yr.-olds seem better at coordinating visual perspectives than suggested earlier. Greater success on present tasks may be due to the reduced number of visual cues that represented alternate visual perspectives. Differences in cognitive demands of each condition were analyzed.

Child Development↗
PubMed1999

Evidence for abstract, schematic knowledge of three spatial diagram representations.

Spatial diagram representations such as hierarchies, matrices, and networks are important tools for thinking. Our data suggest that college students possess abstract schemas for these representations that include at least rudimentary information about their applicability conditions. In Experiment 1, subjects were better able to select the appropriate spatial diagram representation for a problem when cued to use general category information in memory about those representations than when cued to use specific example problems given during the experiment. The results of Experiment 2 showed that the superior performance in the general category condition was not based on a comparison of the test problems with examples in memory. The results of Experiment 3 showed that the superior performance was not due to learning that occurred during the experiment or to transfer appropriate processing. The General Discussion section considers the nature of students' representation schemas and the question of why college students have only rudimentary schemas for common and widely applicable diagrammatic representations.

Female↗