Reinstatement-induced recovery of a taste-LiCl association following extinction     

Todd R. Schachtman  Andrea M. Brown  Ralph R. Miller 《Learning & behavior》1985,13(3):223-227

Water-deprived rats were given a single exposure to saccharin and LiCl, either paired or unpaired. Half the subjects then received three saccharin-only exposures (extinction) in the training enclosure, followed by a single LiCl-only presentation (unconditioned stimulus reinstatement) 8 days after conditioning. The remaining subjects received six saccharin-only exposures, followed by LiCl reinstatement 13 days after conditioning. In both cases LiCl reinstatement occurred outside the training/test context. Appreciable recovery from extinction was observed after the partial loss of taste aversion obtained with three extinction sessions and the 8-day conditioning-reinstatement interval, but not after the asymptotic loss of taste aversion obtained with six extinction sessions and the 13-day conditioning-reinstatement interval. Conditioned taste aversions appear to be similar to more traditional associations with respect to both extinction and reinstatement-induced recovery from extinction. The results are discussed with reference to the event-memory, contextual-conditioning, and facilitated-retrieval hypotheses of postextinction reinstatement effects.  相似文献   

School Learning Resources The need for systematic evaluation of educational instructional materials     

Rudolph P. Miller  Scott D. Miller 《TechTrends》1988,33(3):24-26

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Online or Face-to-Face: Do Mission-Related Student Learning Outcomes Differ?     

Charlotte S. Lang  Gwetheldene Holzmann  Hallett Hullinger  Mary Lou Miller  Timothy D. Norton 《Christian Higher Education》2019,18(3):177-187

This study investigated how an authentic assessment program was used to examine student learning outcomes within the context of a Christian university’s institutional mission, core values, and distinctive qualities. For the purposes of this study, an authentic assessment program is defined as assessing student-produced work within the context of the institutional mission. A sample of 1,814 undergraduate students taking one or more general education courses at the university during the 2007–2009 academic years was examined for any significant differences in student learning outcomes. A univariate analysis of covariance (ANCOVA) indicated the Student Assessment System (SAS) scores for the online students were not significantly different from the SAS scores for the face-to-face (F2F) students after controlling for course grade. These results suggest that online students achieved the same critical mission-related educational outcomes that the university required of its F2F students. An implication of this finding is that the university just as effectively articulated its faith-based mission and vision to the online students as it did to its students taking classes F2F.  相似文献   

Renewal of Pavlovian conditioned inhibition     

Lisa M. Fiori  Robert C. Barnet  Ralph R. Miller 《Learning & behavior》1994,22(1):47-52

Prior research has demonstrated renewal, which is the ability of contextual cues to modulate excitatory responding to a Pavlovian conditioned stimulus (CS). In the present research, conditioned lick suppression in rats was used to examine similar contextual modulation of Pavlovian conditioned inhibition. After Pavlovian conditioned inhibition training with a CS in one context, subjects were exposed to pairings of the CS with an unconditioned stimulus (US) either in the same or in a second context. Results indicated that, when the CS was paired with the US in the second context, the CS retained its inhibitory control over behavior, provided that testing occurred in the context used for inhibition training. However, when the CS-US pairings occurred in the inhibition training context, the CS subsequently proved to be excitatory regardless of where testing occurred. These observations indicate that conditioned inhibition is subject to renewal.  相似文献   

Relevance of Resilience to Individuals with Learning Disabilities     

Maurice Miller 《International Journal of Disability, Development & Education》1996,43(3):255-269

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Social Analysis of Education: after the new sociology     

Henry Miller  Richard Smith 《British Journal of Sociology of Education》1988,9(4):485-492

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Associative structure of second-order conditioning in humans     

Paul Craddock  Jessica S. Wasserman  Cody W. Polack  Thierry Kosinski  Charlotte Renaux  Ralph R. Miller 《Learning & behavior》2018,46(2):171-181

Second-order conditioning (SOC; i.e., conditioned responding to S2 as a result of S1–US pairings followed by S2–S1 pairings) is generally explained by either a direct S2→US association or by an associative chain (i.e., S2→S1→US). Previous research found that differences in responses to S2 after S1 was extinguished often depended on the nature of the S2–S1 pairings (i.e., sequential or simultaneous). In two experiments with human participants, we examined the possibility that such differences result from S1 evoking S2 during extinction of S1 following simultaneous but not sequential S2–S1 pairings. This evocation of S2 by S1 following simultaneous pairings may have paired the evoked representation of S2 with absence of the outcome, thereby facilitating mediated extinction of S2. Using sequential S2-S1 pairings, both Experiments 1 and 2 failed to support this account of how extinction of S1 reduced responding to S2. Experiment 1 found that extinguishing S1 reduced responding to S2, while extinguishing S2 had little effect on responses to S1, although forward evocation of S1 during extinction of S2 paired the evoked representation of S1 with absence of the outcome. In Experiment 2, evocation of S2 during S1 nonreinforced trials was prevented because S2–S1 pairings followed (rather than proceeded) S1-alone exposures. Nevertheless, responding to S2 at test mimicked S1 responding. Responding to S2 was high in the context in which S1 had been reinforced and low in the context in which S1 had been nonreinforced. Collectively, these experiments provide additional support for the associative-chain account of SOC.  相似文献   

Mental health professionals' experiences reporting suspected child abuse and maltreatment     

Weinstein B  Levine M  Kogan N  Harkavy-Friedman J  Miller JM 《Child abuse & neglect》2000,24(10):1317-1328

OBJECTIVE: The purpose of this study was to provide systematic data on the experiences of mental health professionals (e.g., psychiatrists, psychologists, and social workers) who reported cases of suspected child abuse and maltreatment concerning their clients. METHOD: Mail surveys were completed by 258 mental health professionals known to have reported a case of suspected child abuse and maltreatment to the New York State Central Register (NYSCR) in 1993. Subjects were asked to complete a survey describing their experience with making reports, referring to a specific case they reported. RESULTS: About 40% did not inform the client about the limits of confidentiality until reportable material came up. Most clinicians reported that informing clients about the limits of confidentiality did not deter them from entering treatment. Many clinicians learned about abuse/maltreatment after approximately 3 months into therapy. Even very experienced clinicians usually consulted with others before making the report. Clinicians most typically informed the client about the report directly and before it was made, but did not call the NYSCR in the presence of the client. Following the report, most clinicians performed additional activities such as calling clients and scheduling additional sessions. When clients evidenced resistance to continuing therapy, it usually dissipated after a brief period of time. In over 72% of the cases, making the report did not disrupt the relationship and in many instances it was helpful in the therapeutic process; about 27% were continuously resistant or terminated therapy shortly after the report was made. CONCLUSIONS: Implications for practice, training, program development, and research are discussed.  相似文献   

Use of an orton-gillingham approach to teach a foreign language to dyslexic/learning-disabled students: Explicit teaching of phonology in a second language     

Richard L. Sparks  Leonore Ganschow  Silvia Kenneweg  Karen Miller 《Annals of dyslexia》1991,41(1):96-118

Recent research findings suggest that students who have difficulty learning a second language have weaknesses in oral and written native-language skills which affect their performance in the foreign-language classroom. These weaknesses involve understanding the phonological, syntactic, and semantic codes of language. Evidence suggests that dyslexic/learning-disabled and other “at risk” students who struggle in the second language classroom exhibit particular difficulty with the phonological and syntactic codes of the language. The Orton-Gillingham method, a multisensory, structured language approach which adheres to the direct and explicit teaching of phonology, is presented as an alternative to the “natural” communication approaches recently developed by foreign-language educators to teach a second language. A method for adapting this approach for teaching Spanish is described.  相似文献   

Timing in retroactive interference     

Escobar M  Miller RR 《Learning & behavior》2003,31(3):257-272

Retroactive interference is conventionally viewed as attenuated retrieval of a target association due to the training of a second association between training and testing of the target association. In three experiments in which water-deprived rats were used as subjects, we manipulated the durations of the time between cue termination and outcome onset (Experiment 1), the durations of the target and the interfering cues (Experiment 2), and the durations of the outcome used during target and interfering training (Experiment 3). Greater interference was consistently observed between associations bearing a high degree of similarity in their temporal structure, which suggests that interference occurs between complex representations that encode not only the physical attributes of the stimuli, but also their temporal characteristics.  相似文献