title: Resurgence and order effects in humans

authors: Iddles, Lea-Renee

subjects: Resurgence

abstract: Latent behaviours are learned behaviours that have not been recently observed in an individual’s behavioural history. These behaviours can reappear under many different conditions. Resurgence refers to the reappearance of latent behaviour during extinction. Resurgence is one of the behavioural effects which increases behavioural variability during extinction. This increase in behavioural variability contributes to the complex responses produced in problem solving situations. In typical resurgence research there are three phases: a training phase, an alternative reinforcement phase and a resurgence phase. However, in real-life situations, people often have more extensive learning histories and multiple behaviours may reappear when extinction occurs. The aim of this study was to research whether the order that behaviours were acquired in, for either three or four behaviours, would affect their prevalence during extinction. University students were randomly assigned into one of two groups. The first group took part in a four-phase resurgence procedure and learnt three responses sequentially before transitioning to the extinction phase. The second group learnt an additional response before transitioning to the extinction phase.  A primacy and recency effect was found in the three response group; the first trained response and the last trained response were the most prevalent trained responses during extinction. This was consistent with previous research. The behaviours of the participants in the second, four-response, group were more idiosyncratic and no order effects were observed. This study contributes to the research of how different aspects of an individual’s behavioural history can affect resurgence.

text: Resurgence and order effects in humans Latent behaviours are learned behaviours that have not been recently observed in an individual’s behavioural history. These behaviours can reappear under many different conditions. Resurgence refers to the reappearance of latent behaviour during extinction. Resurgence is one of the behavioural effects which increases behavioural variability during extinction. This increase in behavioural variability contributes to the complex responses produced in problem solving situations. In typical resurgence research there are three phases: a training phase, an alternative reinforcement phase and a resurgence phase. However, in real-life situations, people often have more extensive learning histories and multiple behaviours may reappear when extinction occurs. The aim of this study was to research whether the order that behaviours were acquired in, for either three or four behaviours, would affect their prevalence during extinction. University students were randomly assigned into one of two groups. The first group took part in a four-phase resurgence procedure and learnt three responses sequentially before transitioning to the extinction phase. The second group learnt an additional response before transitioning to the extinction phase.  A primacy and recency effect was found in the three response group; the first trained response and the last trained response were the most prevalent trained responses during extinction. This was consistent with previous research. The behaviours of the participants in the second, four-response, group were more idiosyncratic and no order effects were observed. This study contributes to the research of how different aspects of an individual’s behavioural history can affect resurgence.

year: 2020

title: Supporting primary student independence in virtual learning: Investigating the role of school-based support staff

authors: Whalley, Rick

abstract: This paper reports on the emerging findings of a small qualitative study investigating the role of school based support staff (hereafter referred to as SBSS) in supporting students to become independent virtual learners in the Virtual Learning Network Primary School (VLNP). The VLNP is a collaboration of schools throughout New Zealand providing virtual learning opportunities for their students in subjects that are not available in their own schools. The SBSS are staff members in the student’s home school who support and mentor the student during their time in the VLNP. Students that learn through the VLNP have varying levels of academic, technical and independent skills. In some schools SBSS assist students, however the expectations and degree of support varies from school to school. Two schools within the VLNP were used in this study. An interpretive qualitative methodology was adopted using individual semi-structured online interviews with the teachers, eteachers, principals and students at each of the case study sites. Grounded Theory was used to analyse the data. Eight key themes emerged to highlight the multiple roles that the SBSS importantly play in the VLNP. These include developing critical thinking, providing a wrap around approach, removing barriers to learning, providing opportunities, tuakana/teina: learning from each other, allowing students to take responsibility for their own learning, monitoring teaching and learning, and having administrative/managerial processes in place. The key findings in this study are of distributed support by all stakeholders and the importance of the role of the SBSS in coordinating this support.

text: Supporting primary student independence in virtual learning: Investigating the role of school-based support staff This paper reports on the emerging findings of a small qualitative study investigating the role of school based support staff (hereafter referred to as SBSS) in supporting students to become independent virtual learners in the Virtual Learning Network Primary School (VLNP). The VLNP is a collaboration of schools throughout New Zealand providing virtual learning opportunities for their students in subjects that are not available in their own schools. The SBSS are staff members in the student’s home school who support and mentor the student during their time in the VLNP. Students that learn through the VLNP have varying levels of academic, technical and independent skills. In some schools SBSS assist students, however the expectations and degree of support varies from school to school. Two schools within the VLNP were used in this study. An interpretive qualitative methodology was adopted using individual semi-structured online interviews with the teachers, eteachers, principals and students at each of the case study sites. Grounded Theory was used to analyse the data. Eight key themes emerged to highlight the multiple roles that the SBSS importantly play in the VLNP. These include developing critical thinking, providing a wrap around approach, removing barriers to learning, providing opportunities, tuakana/teina: learning from each other, allowing students to take responsibility for their own learning, monitoring teaching and learning, and having administrative/managerial processes in place. The key findings in this study are of distributed support by all stakeholders and the importance of the role of the SBSS in coordinating this support.

year: 2016

title: Whakatautika: Generating balance in the business and activity of fishing at Moana New Zealand - A case study on Indigenising the blue economy in Aotearoa

authors: Mika, Jason

abstract: This report sets out the results of a case study on Moana New Zealand, an iwi (tribal) owned fishing company formed out of the Treaty of Waitangi fisheries settlement and a whānau (family) owned inshore fishing enterprise known as The Rawlinson Group (TRG). The research is part of an Indigenising the blue economy project funded by Ngā Moana Whakauka Sustainable Seas National Science Challenge. This case study draws on the knowledge and experience of Moana New Zealand and TRG to understand relationships between iwi and whānau scale enterprises in the Māori marine economy (MME). TRG is a Māori-owned family inshore fishing business which has been operating for 30 years. As first-generation fishers, the Rawlinson whānau have prioritised both strategic and family decisions that have established their business and assured their role in Aotearoa New Zealand’s commercial fishing industry. The case study sought to learn how Māori marine-based enterprises apply mātauranga Māori to achieve multidimensional wellbeing, human potential, and relational balance with Tangaroa.

text: Whakatautika: Generating balance in the business and activity of fishing at Moana New Zealand - A case study on Indigenising the blue economy in Aotearoa This report sets out the results of a case study on Moana New Zealand, an iwi (tribal) owned fishing company formed out of the Treaty of Waitangi fisheries settlement and a whānau (family) owned inshore fishing enterprise known as The Rawlinson Group (TRG). The research is part of an Indigenising the blue economy project funded by Ngā Moana Whakauka Sustainable Seas National Science Challenge. This case study draws on the knowledge and experience of Moana New Zealand and TRG to understand relationships between iwi and whānau scale enterprises in the Māori marine economy (MME). TRG is a Māori-owned family inshore fishing business which has been operating for 30 years. As first-generation fishers, the Rawlinson whānau have prioritised both strategic and family decisions that have established their business and assured their role in Aotearoa New Zealand’s commercial fishing industry. The case study sought to learn how Māori marine-based enterprises apply mātauranga Māori to achieve multidimensional wellbeing, human potential, and relational balance with Tangaroa.

year: 2024