Simians in the Shape School: A comparative study of executive attention     

Kristin French  Michael J. Beran  Kimberly Andrews Espy  David A. Washburn 《Learning & behavior》2018,46(3):281-293

Executive functions (EF) have been studied extensively in children and adults. However, EF tasks for young children can be difficult to administer and interpret. Espy (1997, Developmental Neuropsychology, 13, 495–499) designed the Shape School task to measure inhibition and switching in preschool-aged children. Shape School presents cartoon-like characters that children must flexibly name by their color, their shape, or both, depending on cues that indicate the appropriate rule. Shape School has been found to be age sensitive as well as predictive of performance on other EF tasks. We presented a computerized analogue of Shape School to seven rhesus macaques. Monkeys were trained to categorize characters by color or shape, or to inhibit this response, depending on whether the characters had eyes open, eyes closed, or wore hats. Monkeys performed above chance on the inhibition and switching components of the task. Long runs of a single classification rule and long runs of noninhibition trials had no significant impact on performance when the rule changed or inhibition was required. This nonverbal adaptation of Shape School can measure EF in nonhuman animals and could be used in conjunction with other EF tasks to provide a clearer picture of both human and nonhuman executive functions.  相似文献   

Rural Iowa youth: A descriptive summary of postsecondary persistence five years after high school     

Kimberly A. Schonert  Judi P. Elliott  David B. Bills 《Research in higher education》1991,32(3):269-288

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The pedagogical benefits of enacting positive psychology practices through a student–faculty partnership approach to academic development     

Alison Cook-Sather  Joel Alden Schlosser  Abigail Sweeney  Laurel M. Peterson  Kimberly Wright Cassidy  Ana Colón García 《International Journal for Academic Development》2018,23(2):123-134

Academic development that supports the enactment of positive psychology practices through student–faculty pedagogical partnership can increase faculty confidence and capacity in their first year in a new institution. When student partners practice affirmation and encouragement of strengths-based growth, processes of faculty acclimation and self-authoring can be accelerated. This article presents a student–faculty pedagogical partnership program and positive psychology practices that focus on faculty strengths and capacities as the foundation for reinforcing and revising existing pedagogical strategies and for sustaining energy for continued development. It combines collaborative autoethnographic and comparative case study approaches to investigate the pedagogical benefits of these practices.  相似文献   

The GlobalEd Project: Gender differences in a problem-based learning environment of international negotiations     

Brown  Scott W.  Boyer  Mark A.  Mayall  Hayley J.  Johnson  Paula R.  Meng  Lin  Butler  Michael J.  Weir  Kimberly  Florea  Natalie  Hernandez  Magnolia  Reis  Sally 《Instructional Science》2003,31(4-5):255-276

The GlobalEd Project employs a technology richenvironment for high school students who wishto participate in a simulation of internationalrelations and negotiation. A simulationconsists of negotiations on a variety ofinternational policy issues conducted bystudents from 10–15 schools through anInternet-based interface. This study reportsthe findings of 234 high school participants'changes in academic and technologyself-efficacy skills, as well as knowledge,attitudes and behaviors related to academicpreparation and performance, the use ofeducational technology, and associated outcomesfrom participating in a simulation ofinternational relations. The results arediscussed in terms of the current literature onself-efficacy and gender differences incognitive process.  相似文献   

Student Assessment of Self-Efficacy and Practice Readiness Following Simulated Instruction in an Undergraduate Social Work Program     

Kimberly Carter  Jayme Swanke  Jessica Stonich  Stephanie Taylor  Morgan Witzke  Michael Binetsch 《Journal of Teaching in Social Work》2018,38(1):28-42

ABSTRACT

The use of simulated instruction is a growing trend in social work education. This study examined the effectiveness of simulated instruction with undergraduate social work students. In this mixed methods study, the extent to which simulated instruction improved self-efficacy and practice readiness was assessed. Results of the study suggest that simulated instruction helps improve key practice skills and increases recognition of diversity in practice. Moreover, students self-reported increased mastery in interviewing, managing emotions, and engaging in culturally competent practice.  相似文献   

Self-control in the monkeymacaca fascicularis     

Henry Tobin  A. W. Logue  John J. Chelonis  Kimberly T. Ackerman  Jack G. May 《Learning & behavior》1996,24(2):168-174

Two experiments tested two cynomolgus monkeys’ self-control—choice of a longer, more delayed reinforcer over a shorter, less delayed reinforcer. In Experiment 1, subjects exhibited significant selfcontrol in a procedure in which reinforcer amounts and delays were held constant throughout a condition. In Experiment 2, subjects exhibited significantly greater sensitivity to variation in reinforcer amount than to variation in reinforcer delay in a procedure in which the reinforcer delay associated with the self-control alternative was adjusted until each macaque was indifferent between the two alternatives. Both experiments indicated that, in laboratory paradigms in which humans show self-control and pigeons and rats show impulsiveness, macaques show self-control. These results are inconsistent with the hypothesis that species differences in self-control are a function of language ability or of specific types of prior training. The results are consistent with the hypothesis that species differences in self-control are related to the ratio of brain size to body weight (a possible indicator of general cognitive ability) or to shared phylogeny.  相似文献   

A Multidisciplinary,Team-Based Teleconsultation Approach to Enhance Child Mental Health Services in Rural Pediatrics     

Kate Margolis  Kimberly Kelsay  Ayelet Talmi  Heidi McMillan  M. Cecile Fraley  John F. Fred Thomas 《Journal of educational and psychological consultation》2018,28(3):342-367

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Accumbens D2: Raters of the Loss Outcome     

Andrew T. Marshall  Kimberly Kirkpatrick 《Learning & behavior》2017,45(1):3-4

Zalocusky et al. (Nature 531:642–646, 2016) recently showed that activity in D2R+ cells in the nucleus accumbens is associated with loss sensitivity to prior outcomes and reduced subsequent risky choice, and that optogenetic stimulation of these cells decreased risky choices in risk-prone rats. While their findings are important for understanding trait-level risk-taking, future research should aim to examine the neuronal mechanisms of a broader range of facets of gain and loss processing with respect to different potential reference points.  相似文献   

The Structure and Substance of Teachers’ Opportunities to Learn about Teacher Evaluation Reform: Promise or Pitfall for Equity?     

Morgaen L. Donaldson  Sarah Woulfin  Kimberly LeChasseur  Casey D. Cobb 《Equity & Excellence in Education》2016,49(2):183-201

Despite growing momentum to overhaul teacher evaluation policies and practices, scant research examines how educators at the street level of such reform—principals and teachers—make sense of them, and almost no research examines the implications of current evaluation reforms for equity. This article provides findings based on a study of 14 districts implementing a new teacher evaluation policy in Connecticut. It focuses on how principals shaped teachers’ opportunities to learn about the new policy. We find that the majority of teachers’ opportunities to learn were formal and in whole group or one-on-one formats. We find important differences in the quantity and quality of learning opportunities at the district level, with districts serving greater shares of low-income students, students of color, and English language learners generally offering teachers fewer and lower quality opportunities to learn about the new reform than their counterparts. As such, this article builds on prior research illustrating the potential of new evaluation systems to exacerbate inequities and raises important cautions regarding the extent to which the unprecedented teacher evaluation reforms (currently underway) may exacerbate inequities among school districts.  相似文献   

Discriminating between reward-produced memories: Effects of differences in reward magnitude     

E. J. Capaldi  Suzan Alptekin  Kimberly Birmingham 《Learning & behavior》1997,25(2):171-176

The greater the dissimilarity between exteroceptive stimuli, the easier it is to discriminate between them. To determine whether a similar relationship holds for memories produced by reward events, rats in three runway investigations received trials in pairs, the number of food pellets (0.045 g) occurring on Trial 1 indicating whether reward or nonreward would occur on Trial 2. In each investigation, discriminative responding on Trial 2 was better the larger the difference in reward magnitude on Trial 1. This finding was obtained under a wide variety of conditions: for example, when the larger of two reward magnitudes on Trial 1 signaled nonreward on Trial 2 (Experiment 1, 10 vs. 2 pellets); when the smaller of two reward magnitudes on Trial 1 signaled nonreward on Trial 2 (Experiment 2, 10 vs. 2 pellets); and when the same magnitude of reward on Trial 1 signaled nonreward on Trial 2 (Experiment 3, either 5 pellets or 0 pellets). The findings obtained here indicate that the greater the dissimilarity between reward magnitudes, the greater the dissimilarity between the memories they produced and, thus, the easier it is to discriminate between them. It is suggested that the present results may provide a basis for understanding findings obtained in other instrumental learning investigations in which reward magnitude is varied.  相似文献