Multiple determinants of transfer of evaluative function after conditioning with free-operant schedules of reinforcement     

Dack C  Reed P  McHugh L 《Learning & behavior》2010,38(4):348-366

The aim of the four present experiments was to explore how different schedules of reinforcement influence schedule-induced behavior, their impact on evaluative ratings given to conditioned stimuli associated with each schedule through evaluative conditioning, and the transfer of these evaluations through derived stimulus networks. Experiment 1 compared two contrasting response reinforcement rules (variable ratio [VR], variable interval [VI]). Experiment 2 varied the response to reinforcement rule between two schedules but equated the outcome to response rate (differential reinforcement of high rate [DRH] vs. VR). Experiment 3 compared molar and molecular aspects of contingencies of reinforcement (tandem VIVR vs. tandem VRVI). Finally, Experiment 4 employed schedules that induced low rates of responding to determine whether, under these circumstances, responses were more sensitive to the molecular aspects of a schedule (differential reinforcement of low rate [DRL] vs. VI). The findings suggest that the transfer of evaluative functions is determined mainly by differences in response rate between the schedules and the molar aspects of the schedules. However, when neither schedule was based on a strong response reinforcement rule, the transfer of evaluative judgments came under the control of the molecular aspects of the schedule.  相似文献   

The Science of Pizza: The Molecular Origins of Cheese,Bread, and Digestion Using Interactive Activities for the General Public     

Amy C. Rowat  Daniel Rosenberg  Kathryn A. Hollar  Howard A. Stone 《Journal of Food Science Education》2010,9(4):106-112

Abstract: We describe a presentation on the science of pizza, which is designed for the general public including children ages 6 and older. The presentation focuses on the science of making and digesting cheese and bread. We highlight 4 major scientific themes: (1) how macromolecules such as carbohydrates and proteins are composed of atoms and small molecules; (2) how macromolecules interact to form networks in bread and cheese; (3) how microbes contribute to the texture of bread; and (4) how enzymes break down macromolecules during digestion. Using live demonstrations and interactive exercises with children in the audience, we provide simple explanations of the scientific principles related to these themes that are essential for understanding how to make pizza, and what happens when we eat it. This general approach can be adapted to a variety of informal and classroom settings focused on sharing the excitement of scientific discovery and understanding with students and the public.  相似文献   

Psychosocial development through Masters sport: What can be gained from youth sport models?     

Rylee A. Dionigi  Rachael C. Stone  Amy M. Gayman 《Journal of sports sciences》2018,36(13):1533-1541

Although sport participation is encouraged throughout the lifespan, little research has been conducted on the role of sport in development later in life. This qualitative study explored adults’ experiences of development within the context of Masters sport. We interviewed 14 adults (nine men and five women) aged 46–61 years involved in Masters sport. Data was interpreted drawing upon frameworks from youth sport (i.e., Personal Assets Framework for Sport; Côté, J., Bruner, M., Strachan, L., Erickson, K., & Fraser-Thomas, J. (2010). Athletes’ development and coaching. In J. Lyle & C. Cushion (Eds.), Sport coaching: Professionalism and practice (pp. 63–83). Oxford, UK: Elsevier, Côté, J., Turnnidge, J., & Evans, M. B. (2014). The dynamic process of development through sport. Kinesiologia Slovenica, 20(3), 14–26, Côté, J., Turnnidge, J., & Vieerima, M. (2016). A personal assets approach to youth sport. In K. Green & A. Smith (Eds.), Routledge handbook of youth sport (pp. 243–255). New York, NY: Routledge; 4/5Cs of positive youth development; Lerner, R. M., Fisher, C. B., & Weinberg, R. A. (2000). Toward a science for and of the people: Promoting civil society through the application of developmental science. Child Development, 71(1), 11–20. doi:10.1111/1467-8624.00113; Vierimaa, M., Erickson, K., Côté, J., & Gilbert, W. (2012). Positive youth development: A measurement framework for sport. International Journal of Sports Science & Coaching, 7(3), 601–614. doi:10.1260/1747-9541.7.3.601), combined with past research on mid-life and older athletes. Six key themes emerged as contributing to adults’ personal development through sport: competence and confidence, character, commitment, connection, cognition, and challenge. Masters sport contexts appeared to facilitate changes in assets (i.e., 6Cs) similar to those within youth sport, but assets often held different meanings within the context of later life. Applying frameworks from youth sport and developmental psychology to Masters sport contexts appears useful. The current findings support the modification of existing models and highlight their potential in identifying lifelong developmental outcomes of sport participation.  相似文献   

Effectiveness of delacato treatment with kindergarten children     

Mark Stone  N. L. Pielstick 《Psychology in the schools》1969,6(1):63-68

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Performance support for knowledge workers: Practical strategies based on research and practice     

Deborah L. Stone  Steven W. Villachica 《Performance Improvement》1997,36(3):6-12

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Using six‐sigma to change and measure improvement     

Karl G. Feld  William K. Stone 《Performance Improvement》2002,41(9):20-26

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