Mechanics of the cambered brake-beam     

Irving P. Church 《Journal of The Franklin Institute》1898,146(3):215-234

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Brain Engagement During a Cognitive Flexibility Task Relates to Academic Performance in English Learners     

Tehila Nugiel  Mackenzie E. Mitchell  Damion V. Demeter  AnnaCarolina Garza  Paul T. Cirino  Arturo E. Hernandez  Jenifer Juranek  Jessica A. Church 《Mind, Brain, and Education》2023,17(2):149-160

English Learners (ELs), students from non-English-speaking backgrounds, are a fast-growing, understudied, group of students in the U.S. with unique learning challenges. Cognitive flexibility—the ability to switch between task demands with ease—may be an important factor in learning for ELs as they have to manage learning in their non-dominant language and access knowledge in multiple languages. We used functional MRI to measure cognitive flexibility brain activity in a group of Hispanic middle school ELs (N = 63) and related it to their academic skills. We found that brain engagement during the cognitive flexibility task was related to both out-of-scanner reading and math measures. These relationships were observed across the brain, including in cognitive control, attention, and default mode networks. This work suggests the real-world importance of cognitive flexibility for adolescent ELs, where individual differences in brain engagement were associated with educational outcomes.  相似文献   

Discrimination of the number of sequential events by rats     

Donna M. Fernandes  Russell M. Church 《Learning & behavior》1982,10(2):171-176

Ten rats were trained to press a right lever following two successive sounds and to press a left lever following four successive sounds. Three sound sequences were used in initial discrimination training, such that reliable classification could not be based on the duration of each sound, the interval between sounds, or the total duration of the sound sequence. Classification of seven novel sound sequences suggested that the animals were either using number or the sum of sound durations in a sequence as the relevant cue. When this total sound duration was put in conflict with number, rats classified by number. The conclusion was that rats can discriminate number, even when temporal cues are controlled.  相似文献   

Symmetrical and asymmetrical sources of variance in temporal generalization     

Russell M. Church  Kevin D. Miller  Warren H. Meck  John Gibbon 《Learning & behavior》1991,19(3):207-214

Ten rats were trained in a temporal generalization task (the peak procedure) with variations in the time of reinforcement, the intertrial interval, and the mean and variance of the duration of nonfood trials. There were three types of asymmetry in the temporal generalization gradients: positive skew, secondary rise, and positive asymptote. Asymmetrical gradients can occur as a result of asymmetrical sources of variance, multiplicative combinations of symmetrical sources of variance, and effects of anticipation of the end of a trial and the conditions of the next trial. Ten additional rats were trained with a single time of reinforcement, a limited time of reinforcement availability, long and fixed durations of nonfood trials, and a nonresponse requirement for ending a trial. These conditions markedly reduced all asymmetrical sources of variance and led to very symmetrical gradients. These results demonstrate that none of the asymmetrical sources of variance necessarily has a substantial influence on observed temporal generalization gradients.  相似文献   

Serial pattern learning of temporal intervals     

Russell M. Church  Donna M. Lacourse 《Learning & behavior》1998,26(3):272-289

The problem was to determine how rats adjust the times of their lever responses to repeating sequences of interfood intervals. In Experiment 1, rats were trained on an interval schedule of reinforcement with a 12-element Fleshler-Hoffman series with a mean of 60 sec; the order was as follows: ascending, random with repetition, random with replacement, random without replacement. In Experiment 2, rats were trained with a 10-element ascending or descending series (from 2⁰ to 2⁹ sec), and in a ramp procedure in which these intervals increased and then decreased repeatedly. In the ascending, descending, and ramp conditions (but not in the random conditions), postreinforcement pause (PRP) was a function of the interval. PRP was most highly correlated with an interval later in the series. Theories of conditioning and timing based on the averaging of past experience must be modified to account for such anticipatory behavior.  相似文献   

教会是反犹的元凶吗     

臧丕文 《开封教育学院学报》2002,22(1):43-44

笔者在对犹太问题的研究中,惊奇地发现,中世纪反犹运动的发起者和领导者并不是传统上所指认的基督教会的教皇和主教,而是那些愚昧保守的中下层教士.正是他们为显示自己对基督的忠诚才把反犹哄炒成为运动而弥漫西欧的.由于反对富有的犹太人的运动迎合了基督教欧洲各个阶层的心理,因而得以如火如荼地展开.在反犹运动中,教皇和主教竭力保护犹太人,至多要求犹太人改教受洗,但这也是出于保护犹太人生命安全的无奈之举.  相似文献   

CoRE: A conceptual model for incorporating conflict resolution into teacher education     

Nina Yssel  Jayne R. Beilke  Kathy L. Church  Jay S. Zimmerman 《The Teacher Educator》2013,48(4):295-305

Abstract

School districts throughout the United States have responded in different ways to recent acts of violence. Responses vary from external security measures, which include metal detectors, see‐through backpacks, and fences, to programs that train teachers and students to recognize potentially dangerous threats and behavior. Literature indicates that teacher education programs have generally failed to address this issue in preservice teacher education. The purpose of this article is to present a conceptual model for incorporating conflict resolution in preservice teacher education. The CoRE model offers teachers conflict resolution/ peer mediation skills in a four‐level approach: Foundational Knowledge, Integration, Contextual, and Implementation.  相似文献   

The pattern of responding after extensive extinction     

Guilhardi P  Church RM 《Learning & behavior》2006,34(3):269-284

Extensive extinction greatly reduces response rate and increases the relative frequency of short interresponse times, but does not affect temporal learning or operant response rate. In each of two experiments, 24 rats were trained in a multiple cued interval procedure with three stimuli (noise, light, and clicker) at three intervals (30, 60, and 120 sec). In Experiment 1, after 50 sessions of extinction, response rate decreased from about 25 to 0.5 responses/min, but temporal discriminations were maintained and the initial response gradients in reacquisition had a pattern that corresponded with the original (rather than current) training conditions. In Experiment 2, these results were replicated and extended by examination of the effect of stimulus duration on response patterns during extinction, but its lack of effect on reacquisition. The similarity of the initial performance in reacquisition to the asymptotic performance in acquisition was presumably due to the similarity of context. The individual subject data may be downloaded from www.psychonomic.org/archive.  相似文献   

The composition of California lemons     

E.M. Chace  C.P. Wilson  C.G. Church 《Journal of The Franklin Institute》1921,192(6):813

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The determinants of random choice     

Donna Bryant  Russell M. Church 《Learning & behavior》1974,2(4):245-248

The purpose of the present experiment was to describe a pattern of reinforcement sufficient to produce an unpredictable pattern of choice response by rats. On each trial two levers were inserted into an experimental chamber. If the reinforcement was always contingent upon single alternation (a simple pattern), Ss learned to alternate at significantly better than chance level; if reinforcement was contingent upon alternation on 50% of the trials (an insoluble pattern), Ss developed a position preference. To produce apparently random responding, the less preferred response (an alternation) was differentially reinforced on 75% of the trials. A simple stochastic model adequately described the results.  相似文献