title: Operant Methodology Out Of The Lab and Applied To Enrichment With Captive Chimpanzees (Pan Troglodytes)

authors: Vivian, Melanie

subjects: operant methodology

abstract: A group of socially-housed chimpanzees, maintained in a zoo facility, were given the opportunity to access each of several purpose-designed and built enrichment items. Each item was made freely available in the chimpanzees' regular setting, with their normal activities available. The time members of the group spent engaging with each item gave an assessment of their relative preference for the items. The group were shown to have the greatest preference for a foraging enrichment item (Screwfeeder) and the least preference for an audiovisual enrichment item (TV/Video). Individual preferences for the items were evident. The chimpanzees were then taught to operate a weighted lever to get access to an item. Once all chimpanzees had operated the lever for access to the items, the number of lever operations required for access to each item was systematically doubled over a series of 3 hr sessions until the chimpanzees did not gain any access to that item for two consecutive sessions. One item was presented for two series of increases. The group response rates for an item increased with increased response requirement and then decreased with further increases, reflecting data from individuals in other research. The highest response requirement that maintained the group behaviour differed over the items. The number of times an item was accessed (consumption) was plotted against the response requirement (price) on logarithmic coordinates. Lines fitted to the data (demand functions) were shallowest for a foraging enrichment (Screwfeeder) and steepest for the audio enrichment (Musicbox). There were not enough data points to fit a function for the audiovisual enrichment. Differences in individual's demand within the group were evident. In general, the rank order of preference for the items and the rank order based on the parameters of the demand functions (slope or elasticity and initial intensity) was broadly the same. Three individual chimpanzees were exposed to two series of increasing response requirement for access to the Screwfeeder whilst housed alone, in one hour sessions. Response rates were again bitonic and the linear demand functions for these individuals were steeper (more elastic) than the functions fitted to data for group responding and differed idiosyncratically from the data for these individual when responding as part of the group. Thus the change of social setting had a different impact on the behaviour of each of the individuals. These results show that an animals‟ demand for a commodity is altered by the environment in which it is tested.
ii
Overall the research provides the first example of operant methodology in a zoo setting with a group of chimpanzees. It is also the first research to show differential responding for access to different enrichment items by a group and how this relates to their preference (based on time allocation) for those items.

text: Operant Methodology Out Of The Lab and Applied To Enrichment With Captive Chimpanzees (Pan Troglodytes) A group of socially-housed chimpanzees, maintained in a zoo facility, were given the opportunity to access each of several purpose-designed and built enrichment items. Each item was made freely available in the chimpanzees' regular setting, with their normal activities available. The time members of the group spent engaging with each item gave an assessment of their relative preference for the items. The group were shown to have the greatest preference for a foraging enrichment item (Screwfeeder) and the least preference for an audiovisual enrichment item (TV/Video). Individual preferences for the items were evident. The chimpanzees were then taught to operate a weighted lever to get access to an item. Once all chimpanzees had operated the lever for access to the items, the number of lever operations required for access to each item was systematically doubled over a series of 3 hr sessions until the chimpanzees did not gain any access to that item for two consecutive sessions. One item was presented for two series of increases. The group response rates for an item increased with increased response requirement and then decreased with further increases, reflecting data from individuals in other research. The highest response requirement that maintained the group behaviour differed over the items. The number of times an item was accessed (consumption) was plotted against the response requirement (price) on logarithmic coordinates. Lines fitted to the data (demand functions) were shallowest for a foraging enrichment (Screwfeeder) and steepest for the audio enrichment (Musicbox). There were not enough data points to fit a function for the audiovisual enrichment. Differences in individual's demand within the group were evident. In general, the rank order of preference for the items and the rank order based on the parameters of the demand functions (slope or elasticity and initial intensity) was broadly the same. Three individual chimpanzees were exposed to two series of increasing response requirement for access to the Screwfeeder whilst housed alone, in one hour sessions. Response rates were again bitonic and the linear demand functions for these individuals were steeper (more elastic) than the functions fitted to data for group responding and differed idiosyncratically from the data for these individual when responding as part of the group. Thus the change of social setting had a different impact on the behaviour of each of the individuals. These results show that an animals‟ demand for a commodity is altered by the environment in which it is tested.
ii
Overall the research provides the first example of operant methodology in a zoo setting with a group of chimpanzees. It is also the first research to show differential responding for access to different enrichment items by a group and how this relates to their preference (based on time allocation) for those items.

year: 2008

title: Student perceptions of the impact of student-generated feedback in formative essay writing in the English classroom

authors: Hill, Lee Roberta

subjects: feedback

abstract: Student-generated feedback is an Assessment for Learning practice which, when used well, can lead to strong student engagement and self-regulation. In the New Zealand context high value is placed on the principles of Assessment for Learning, yet teachers struggle to implement strategies successfully. In order to evaluate the impact of the use of student-generated feedback practices in essay writing in the English classroom student perceptions have been sought. This practitioner research has used a mixed methods approach to gather students’ perceptions by means of a Likert scale questionnaire, one-on-one semi-structured interviews, a teacher diary and feedback artefacts. The results show that students perceived student-generated feedback practices to be beneficial for themselves and their learning. There is evidence that these practices led to significant student engagement, as well as the development of student self-regulation. When seen from a social constructivist perspective, student-generated feedback practices created new identities for students and the teacher in the classroom, impacting on power dynamics and classroom culture. While the teacher continued to be a valuable guide and contributor to learning, students saw themselves as agents of their own learning, in an apprentice-like relationship with their teacher. The findings of this study are relevant to teachers who want to improve their practice by using student-generated feedback as part of a broader picture of partnership with students. This is becoming increasingly important for all teachers as our education system moves away from a traditional top-down, teacher-led style of teaching and learning towards a student–teacher collaborative approach.

text: Student perceptions of the impact of student-generated feedback in formative essay writing in the English classroom Student-generated feedback is an Assessment for Learning practice which, when used well, can lead to strong student engagement and self-regulation. In the New Zealand context high value is placed on the principles of Assessment for Learning, yet teachers struggle to implement strategies successfully. In order to evaluate the impact of the use of student-generated feedback practices in essay writing in the English classroom student perceptions have been sought. This practitioner research has used a mixed methods approach to gather students’ perceptions by means of a Likert scale questionnaire, one-on-one semi-structured interviews, a teacher diary and feedback artefacts. The results show that students perceived student-generated feedback practices to be beneficial for themselves and their learning. There is evidence that these practices led to significant student engagement, as well as the development of student self-regulation. When seen from a social constructivist perspective, student-generated feedback practices created new identities for students and the teacher in the classroom, impacting on power dynamics and classroom culture. While the teacher continued to be a valuable guide and contributor to learning, students saw themselves as agents of their own learning, in an apprentice-like relationship with their teacher. The findings of this study are relevant to teachers who want to improve their practice by using student-generated feedback as part of a broader picture of partnership with students. This is becoming increasingly important for all teachers as our education system moves away from a traditional top-down, teacher-led style of teaching and learning towards a student–teacher collaborative approach.

year: 2016

title: Te Ahurei a Rangatahi sexual health programme: An evaluation

authors: Nikora, Linda Waimarie

subjects: youth

abstract: The Maori and Psychology Research Unit was engaged in August 2001 to evaluate a
sexual health programme delivered by Te Ahurei a Rangatahi. Established in 1997,
Te Ahurei a Rangatahi is a community based charitable trust that delivers a variety of
programmes to Rangatahi.

text: Te Ahurei a Rangatahi sexual health programme: An evaluation The Maori and Psychology Research Unit was engaged in August 2001 to evaluate a
sexual health programme delivered by Te Ahurei a Rangatahi. Established in 1997,
Te Ahurei a Rangatahi is a community based charitable trust that delivers a variety of
programmes to Rangatahi.

year: 2001-12-01