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The advancement of inclusive educational provision in the Asia‐Pacific region has been guided by international research. As one example, Hong Kong has developed a unique and cultural response to inclusive practice within the region. This paper reviews Hong Kong's development of inclusive education practice for children with autism spectrum disorder (ASD). It provides an account of how services in education have developed for Chinese children with ASD, from diagnosis to school placement, and how the students are supported. A number of challenges for the region are discussed including those related to pedagogy, mentoring, placement, support and the need for culturally appropriate professional learning. 相似文献
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The present research examined the temporal distribution of responding in a lick suppression paradigm. In Experiment 1, rats were trained with either a 30- or a 120-s conditioned stimulus (CS), which was followed either by a footshock (unconditioned
stimulus [US]) or nothing. Licking during the CS was suppressed only in the former condition. Suppression was more pronounced
early in the CS. In Experiment 2, rats were exposed to two 30-s or two 120-s CSs, with delivery of the shock being contingent on CS1 for half of the animals
and on CS2 for the other half. For both the paired and the unpaired conditions, suppression at the beginning of CS1 was observed
for all the groups. By discounting the possibility of generalization between CS1 and CS2, it appears that this initial suppression
was not a conditioned response to the CS, but an unconditioned one due to mere exposure to the shock US. 相似文献
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In a Pavlovian conditioning situation, an initially neutral stimulus may be made excitatory by nonreinforced presentations
in compound with an established conditioned excitor [i.e., second-order conditioning (SOC)]. The established excitor may be
either a punctate cue or the training context. In four conditioned suppression experiments using rats, we investigated whether
SOC phenomena parallel other cue interaction effects. In Experiment 1, we found that the response potential of a target stimulus
was directly related to the intertrial interval when SOC was mediated by a punctate cue, and inversely related to the intertrial
interval when SOC was mediated by the training context. Experiment 2 demonstrated that punctate- and context-mediated SOC
are oppositely affected by posttraining context extinction, and Experiments 3 and 4 demonstrated that context- and punctate-mediated
SOC are differentially affected by conditioned stimulus (Experiment 3) and unconditioned stimulus (Experiment 4) preexposure
treatments. These findings parallel phenomena in conditioned inhibition and cue competition situations. 相似文献
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John W. Keller Ph.D. Nina Mattie Stephen J. Vodanovich Chris Piotrowski 《Innovative Higher Education》1991,15(2):177-184
This article compares traditional college students' perceptions of effective teaching behaviors with nontraditional students' perceptions. A 15-item questionnaire was completed by undergraduates at a small Southeastern university. Nontraditional students viewed personality and interaction behaviors as more indicative of effective teaching, whereas traditional students focused on behaviors that potentially would enhance grades. The implications of the findings are discussed in light of techniques and approaches that facilitate the needs of both types of students.His major areas of interest include testing and counseling. Nina Mattie, M.A. is a recent graduate of the University of West Florida in the area of school psychology. Stephen J. Vodanovich, Ph.D. is an assistant professor in the psychology department at the University of West Florida. His major areas of interest are social psychology and industrial/organizational psychology. Chris Piotrowski, M.A. is a consultant in forensic psychology. His major areas of interest are personality assessment and online database searching. 相似文献
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In four Pavlovian conditioned lick-suppression experiments, rats had two conditioned stimuli (CSs X and A) independently paired with footshock, followed by pairings of a compound of A and X with the footshock. On subsequent tests with CS X, less conditioned suppression was observed than in control subjects that lacked the compound AX→footshock trials. Thisoverexpectation effect was reversed through posttraining extinction of CS A, a result consistent with both performance- and acquisition-focused models of retrospective revaluation. However, only performance-focused models could account for how posttraining increases or decreases in the A-footshock temporal interval attenuate the overexpectation effect. 相似文献