Temporal patterns of schedule-induced drinking and pawgrooming in rats exposed to periodic food     

Cindy P. Lawler  Perrin S. Cohen 《Learning & behavior》1992,20(3):266-280

Five rats were exposed to fixed-time food schedules, ranging from 30 to 480 sec. Three rats displayed a postfood pattern of schedule-induced drinking, with short latencies from food delivery to drinking at all interfood interval durations. In contrast, drinking for the other 2 subjects tended to occur at lower overall levels, and drinking bouts frequently began in the middle of the interfood interval, such that the latency from food delivery to drinking increased dramatically as the interfood interval increased. Observation of these 2 subjects revealed that another form of licking-pawgrooming-occurred reliably after food delivery and before drinking bouts. A between subject comparison of the 3 postfood drinkers and the 2 pawgroomers revealed that, in addition to a common topography (repetitive licking), pawgrooming and drinking were similar with respect to their temporal locus, relation to the interfood interval, and extinction baseline levels. These similarities suggest that drinking and pawgrooming are induced by a common mechanism. Cohen, Looney, Campagnoni, and Lawler’s (1985) two-state model of reinforcer-induced motivation provides a useful framework for the interpretation of these results.  相似文献   

Teaching Quality Across School Settings     

Julie Cohen  Michelle Brown 《The New Educator》2016,12(2):191-218

Districts are increasingly making personnel decisions based on teachers’ impact on student-achievement gains and classroom observations. In some schools, however, a teacher’s practices and their students’ achievement may reflect not just individual but collaborative efforts. In other settings, teachers’ instruction benefits less from the insights and support of their colleagues. This article analyzes multiple measures of teacher and teaching quality for 24 language arts teachers in New York City who teach in different types of school environments. Teachers in different value-added quartiles were observed and scored using two protocols, PLATO and CLASS. Schools were categorized as more and less functional using Department of Education environment grades. To compare the practices of higher and lower value-added teachers in more and less functional schools, we conduct MANOVAs of observation scores and use qualitative coding of field notes. We find value-added measures and observation protocols provide confirmatory information in less functional schools but provide contradictory information about teacher quality in more functional schools. Implications for teacher education, policy, and future research are discussed.  相似文献   

To the president of my university     

Carl Cohen 《Academic Questions》2006,19(4):78-82

  相似文献   

Educating students with mild disabilities in general education classrooms: Minnesota alternatives   总被引：1，自引：0，他引：1  

S Deno  G Maruyama  C Espin  C Cohen 《Exceptional children》1990,57(2):150-161

This article reports two major data collection efforts conducted during successive years. Study 1 examined the relationship between the school effectiveness variables identified in the Minnesota Educational Effectiveness Project (MEEP), and the attitudes and achievement of students in 31 MEEP schools. Study 2, which focused on 11 of the Study 1 schools, compared the instructional programs provided to students with mild disabilities in three integrated programs in these 11 schools, with those provided by conventional resource "pull-out" programs in three other schools. We not only contrasted program characteristics, but analyzed differences between program characteristics and cognitive and affective outcomes. Results do not provide a strong basis for concluding that general efforts at school improvement will provide the framework for improved outcomes among low-achieving students.  相似文献   

Organization of attack and other behaviors of White King pigeons exposed to intermittent water presentations     

F. R. Campagnoni  P. S. Cohen  B. C. Yoburn 《Learning & behavior》1981,9(4):491-500

Six water-deprived pigeons were exposed to a fixed-time 90-sec water schedule with and without a conspecific target available. Target contacts and the pigeon’s location in the test chamber during the interreinforcement interval were recorded, and the results were compared with those previously obtained with food reinforcement. Prior to target introduction, water-reinforced birds spent more total time in the front near the reinforcer dispenser and less in the rear than food-reinforced birds and, unlike food-reinforced birds, exhibited postreinforcement drinking-like behaviors near the reinforcer dispenser before moving away from that area. With the target available, the level, topography, and duration of target-directed biting pecks were comparable for food- and water-reinforced pigeons. In contrast, the temporal organization of target pecks reflected the different temporal and spatial organizations of behavior prior to target introduction. For both food- and water-reinforced birds, the time between reinforcers at which a bird was spatially situated halfway between the front and rear of the chamber prior to target presentation was positively correlated with the time at which maximum target contact subsequently occurred.  相似文献   

Concept acquisition in the human infant.   总被引：1，自引：0，他引：1  

L B Cohen  M S Strauss 《Child development》1979,50(2):419-424

The ability of 18-, 24-, and 30-week-old infants to learn conceptual categories regarding adult female faces was examined using a habituation paradigm. Little evidence for conceptual categorization occurred at 18 or 24 weeks, but at 30 weeks infants learned to respond to "a specific female face regardless of orientation" and to "female faces in general."  相似文献   

Early Relationship Quality From Home to School: A Longitudinal Study     

Joan I. Vondra  Daniel S. Shaw  Laure Swearingen  Meredith Cohen  Elizabeth B. Owens 《Early education and development》1999,10(2):163-190

The aim of this investigation was to examine the role of social relationships in the home as predictors of social functioning in the first years of school. Longitudinal data gathered on 156 children from urban, low-income families were used to examine the unique contributions of mother-child attachment classification at ages 1 and 2 years, the child's relationship with another adult caregiver, the child's closeness to a sibling, and the child's status in the family relative to siblings between ages 3 and 4 years, to teacher reports of their own relationship to the child and the child's social skills in the classroom and peer relations. The role of family-based relationships as possible protective factors for children at social or demographic risk for problems in school was also tested. Results indicate that quality of different family relationships provides relatively independent and complementary information about early social functioning in school, with more limited evidence for compensatory or protective processes at work.  相似文献   

The role of trial tracking in rats’ working memory     

J. S. Cohen  M. Njegovan 《Learning & behavior》1999,27(2):211-220

The experiments reported in the present study tested whether decreasing intertrial intervals (ITIs) intensifies the disruptive effects of increasing retention intervals (RIs) in a delayed conditional discrimination by decreasing the animal’s trial tracking accuracy (Cohen & Armstrong, 1996; Cohen & Roberts, 1996). Rats responded on a fixed ratio (FR) 1 or fixed interval (FI) 10-sec reinforcement schedule at a second light or tone stimulus, S2, when the first light or tone stimulus, S1, had signaled an FI 10-sec or FR 1 schedule, respectively. RIs between S1 and S2 were increased from 3 to 24 sec and never exceeded ITIs that were reduced from 24 to 6 sec. For some rats, the trials were separated from each other by extending the lever at S1 and retracting it at the end of S2 (ITI lever-retracted group). For other, control rats, the lever remained extended throughout the session (lever-extended group, Experiment 1) or was extended and retracted with the onset and offset of each stimulus (RI/ITI lever-retracted group, Experiment 2). The rats under all trial conditions learned to delay leverpressing on the FI 10-sec schedule. Latency to begin leverpressing on the FI 10-sec schedule declined as RIs were increased, but this effect was attenuated in the ITI lever-retracted groups in both experiments, as would be predicted by thetrial tracking hypothesis. Decreasing ITIs from 24 to 6 sec intensified the disruptive effects of increasing RIs from 3 to 6 sec in the RI/ITI lever-retracted group (Experiment 2), as would be predicted by the trial tracking hypothesis.  相似文献   

Between Structure and Subjectivity: Life-histories and Lifelong Learning     

Antikainen  Ari 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(2-3):215-234

International Review of Education - This article deals with lifelong learning in the perspective of individual life-histories. The author examines examples of learning experiences which have shaped...  相似文献   

Making Sense of Number Words and Arabic Digits: Does Order Count More?     

Francesco Sella  Daniela Lucangeli  Roi Cohen Kadosh  Marco Zorzi 《Child development》2020,91(5):1456-1470

The ability to choose the larger between two numbers reflects a mature understanding of the magnitude associated with numerical symbols. The present study explores how the knowledge of the number sequence and memory capacity (verbal and visuospatial) relate to number comparison skills while controlling for cardinal knowledge. Preschool children’s (N = 140, M_{age-in-months} = 58.9, range = 41–75) knowledge of the directional property of the counting list as well as the spatial mapping of digits on the visual line were assessed. The ability to order digits on the visual line mediated the relation between memory capacity and number comparison skills while controlling for cardinal knowledge. Beyond cardinality, the knowledge of the (spatial) order of numbers marks the understanding of the magnitude associated with numbers.  相似文献