Acquisition of schedule-induced polydipsia by rats in proximity to upcoming food delivery     

López-Crespo G  Rodríguez M  Pellón R  Flores P 《Learning & behavior》2004,32(4):491-499

Food-deprived rats that receive intermittent delivery of small amounts of food develop excessive drinking--specifically, schedule-induced polydipsia (SIP). A main characteristic of SIP is its occurrence at the beginning of interfood intervals. The purpose of this study was to demonstrate that SIP can be developed toward the end of interfood intervals, in closer proximity to upcoming than to preceding food delivery. In Experiment 1, two groups were exposed to a fixed-time (FT) 30-sec food schedule with water available during the first or the last 15 sec of each interfood interval. Two additional groups, which had access to water throughout, were exposed to FT 30-sec or FT 15-sec schedules of food presentation. The FT 30-sec group with free access to water developed the highest level of intake; similar and intermediate levels were induced in all the remaining groups. In Experiment 2, three groups of rats were exposed to an FT 90-sec food schedule with water available during the first, the second, or the last 30 sec of each interfood interval. One additional group with access to water throughout was exposed to the FT 90-sec schedule of food presentation. The group with free access to water developed a higher level of consumption than did the other groups, but by the end of training none of the four groups showed statistical differences in polydipsic drinking. Results show that adjunctive drinking can be developed in proximity to upcoming food delivery even with long interfood intervals.  相似文献   

Immunization to learned helplessness in appetitive noncontingent contexts     

Pilar Ferrándiz  Antonio Pardo 《Learning & behavior》1990,18(3):252-256

We examined immunization against learned helplessness in 36 dogs. The experiment consisted of five phases: (1) appetitive contingent training, (2) immunization training, (3) inescapable noise training, (4) recovery, and (5) an appetitive noncontingent test. There were six groups: (1) a group immunized by controllable and predictable noise, (2) a group immunized by controllable but unpredictable noise, (3) a group immunized by uncontrollable but predictable noise, (4) a group given uncontrollable and unpredictable noise during immunization training, (5) a group not submitted to any treatment during the immunization phase, followed by uncontrollable noise, and (6) a group not submitted to any treatment. The immunization effect was assessed by measuring the acquisition of an appetitive response when food was not contingent upon responding. Our results demonstrate that the immunization effect can be observed in a noncontingent appetitive context. The effects of escapable noises that ensure immunization against the motivational deficit and predictable noises that immunize against the associative deficit seem to be additive.  相似文献   

V + H: Hybrid architecture for DSS and OLTP     

María del Pilar Angeles  Victor González Castro 《International Journal of Information Management》2013,33(6):940-947

Previous research has been done to identify the best pragmatic approach that DBMSs must follow to manage different workloads. Some approaches have followed the “One size fits all” approach, trying to incorporate all features in a row-oriented DBMS (also called horizontal) to manage both OLTP and DSS workloads. Additionally, there have been specialized DBMS, following a columnar approach (also called vertical), that focuses on the growing demand to efficiently manage DSS workloads. This paper proposes a combination of both vertical and horizontal DBMS to best manage OLTP and DSS workloads. We have used mature, commercially available products from a single vendor and developed a custom middleware Decision Query Module that identifies the best option for most efficient execution of a query. This V + H architecture also offers the functionality of a mirrored DB without paying twice for storage.  相似文献   

Funciones del logopeda en un centro de educación especial     

Pilar Fitor  Miguel Puyuelo  Estela Vicuña 《Infancia y Aprendizaje》2013,36(6):56-69

RESUMEN

La complejidad de los trastornos del habla y las alteraciones del lenguaje que presentan los deficientes mentales requiere un tratamiento terapéutico especializado por parte del logopeda en su medio natural, que deberá desarrollarse en colaboración con la familia y profesores, con el fin de que el trabajo se realice en una misma dirección. Estos niños presentan desfases de comprensión y expresión verbal, desfases que aumentan con la edad. Por ello un diagnóstico adecuado en colaboración con otros profesionales es imprescindible para realizar una intervención lo más temprana posible. La escuela es un medio adecuado para su tratamiento por utilizarse el lenguaje como medio de comunicación. Se aconseja un tratamiento grupal para favorecer la comunicación y la sociabilidad de estos niños. Sin embargo, aquellos con algún problema específico deben recibir atención individualizada.  相似文献   

Lo individual y lo social en la construcción del conocimiento     

Carmen Gómez-Granell  Pilar Moreno 《Infancia y Aprendizaje》2013,36(59-60):159-183

Resumen

En este trabajo se explican los principales principios y teóricos y metodologicos de una línea de investigación que tiene como objetivo el estudio del papel del contexto en la adquisición de ciertos contenidos específicos.

Para ilustrar dicha opción se presentan dos tipos de trabajos. En primer lugar se describe la trayectoria seguida en los trabajos sobre adquisición del lenguaje matemático que hemos venido realizando en los últimos años. En segundo lugar se presentan algunos datos de un trabajo realizado recientemente y orientado a analizar el discurso y la práctica en el aula.  相似文献   

Pupitres y aceras: ¿alternativas para la educación? Comentarios a: «Tres pies al gato: significado,sentido y cultura cotidiana en educación», ponencia de P. del Río y A. Alvarez     

Pilar Lacasa 《Infancia y Aprendizaje》2013,36(59-60):63-72

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Aspiraciones profesionales en alumnos de EGB     

Luis Hornero  Pilar Aymerich 《Infancia y Aprendizaje》2013,36(24):3-17

Resumen

En este artículo, los autores estudian las aspiraciones profesionales de un grupo de alumnos de EGB, con especial referencia a tres niveles—ideal, real, rechazo—y presentan el programa de orientación profesional que, a partir de dicho estudio, han elaborado.  相似文献   

El desarrollo de la comprensión del contexto de la expresión emocional     

Pilar Carrera  María José Mallo  José M. Fernández Dols 《Infancia y Aprendizaje》2013,36(42):65-80

Resumen

Uno de los problemas más interesantes en la investigación actual sobre reconocimiento de emociones se centra en el trabajo con niños. En concreto, los investigadores obtienen resultados contradictorios a la hora de establecer un patrón de desarrollo en la utilización de indicios expresivos e indicios contextuales para reconocer una emoción. La solución se halla, probablemente, en una mejor caracterización de los contextos que acompañan a la expresión. El propósito de este trabajo es logar un primer acercamiento a dicha caracterización.  相似文献   

Analysis of measures for attention to diversity in Compulsory Secondary Education: the case of the Region of Murcia,Spain     

Pilar Arnaiz  Rogelio Martínez  Remedios de Haro  Andrés Escarbajal 《Journal of Research in Special Educational Needs》2013,13(3):189-197

In this paper, we present an analysis of the implementation of measures of attention to diversity for students with special educational support needs studying Compulsory Secondary Education (12–16 years) in the Region of Murcia, Spain. Our aim is to learn about the organisational and curricular structures implemented in five secondary education schools with a total of 1967 students. These structures are used to deal with student diversity through common and specific measures of attention to diversity and are established by law. We intend to verify and assess whether these are properly and effectively implemented, providing a quality educational response in conformity with the discourse on inclusion and social cohesion. A review of existing legislation suggests that it may be advisable to apply common measures before specific ones in the event that a student has educational support needs and, if possible, in the usual context, that is, within the regular classroom.  相似文献   

Understanding as a dialogic process: voices from the classroom     

María Pilar Jiménez Aleixandre 《Studies in Science Education》2013,49(1):192-197

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