title: Sub-Optimal Choice Behaviour by Possums

authors: Hancox, Victoria Leigh

abstract: This study aimed to investigate sub-optimal choice using six brushtail possums (Trichosurus vulpecula.).  Experiment 1 replicated Zentall and Stagner’s (2011) procedure where the possums were required to choose between two alternating alternatives; The low probability alternative (sub-optimal) was a discriminative stimuli signalling 3.5-s reinforcement on 20% of the trials, and non-reinforcement on 80% of the trials; the high probability alternative (optimal) was a non-discriminative stimuli signalling 1-s reinforcement 100% of the time regardless of the stimulus presented.  This was unsuccessful as the possums showed a clear indifference to the alternatives.
  Due to these ambiguous results, we replicated two conditions of Stagner and Zentall’s (2010) procedures to achieve sub-optimal responding in possums. Experiment 2 was similar to Experiment 1, however the alternation was removed and the high probability alternative was a non-discriminative stimuli associated with 50% reinforcement regardless of the stimulus presented.  Sub-optimal responding was not achieved, however the possums now showed a preference for the optimal alternative.
   Alternation may have affected Experiment 1 and to examine this theory, Experiment 3 was replicated without alternation. Interestingly, we found a preference for the high probability alternative. Experiment 4 replicated Experiment 3; however the length of time for reinforcement was altered to attenuate sub-optimal responding. A preference for the high probability alternative which provided an overall greater net payoff was found. The possums changed from indifference to choosing optimally. It appears that possums do not have a preference for the sub-optimal choice the same as pigeons.

text: Sub-Optimal Choice Behaviour by Possums This study aimed to investigate sub-optimal choice using six brushtail possums (Trichosurus vulpecula.).  Experiment 1 replicated Zentall and Stagner’s (2011) procedure where the possums were required to choose between two alternating alternatives; The low probability alternative (sub-optimal) was a discriminative stimuli signalling 3.5-s reinforcement on 20% of the trials, and non-reinforcement on 80% of the trials; the high probability alternative (optimal) was a non-discriminative stimuli signalling 1-s reinforcement 100% of the time regardless of the stimulus presented.  This was unsuccessful as the possums showed a clear indifference to the alternatives.
  Due to these ambiguous results, we replicated two conditions of Stagner and Zentall’s (2010) procedures to achieve sub-optimal responding in possums. Experiment 2 was similar to Experiment 1, however the alternation was removed and the high probability alternative was a non-discriminative stimuli associated with 50% reinforcement regardless of the stimulus presented.  Sub-optimal responding was not achieved, however the possums now showed a preference for the optimal alternative.
   Alternation may have affected Experiment 1 and to examine this theory, Experiment 3 was replicated without alternation. Interestingly, we found a preference for the high probability alternative. Experiment 4 replicated Experiment 3; however the length of time for reinforcement was altered to attenuate sub-optimal responding. A preference for the high probability alternative which provided an overall greater net payoff was found. The possums changed from indifference to choosing optimally. It appears that possums do not have a preference for the sub-optimal choice the same as pigeons.

year: 2016

title: Relational pedagogy and the arts.

authors: Fraser, Deborah

abstract: This article explores the notion of “relational pedagogy” in the Arts (drama, dance, music, and visual art) starting with the teacher–child relationship, peer relationships, and building communities of enquiry.

text: Relational pedagogy and the arts. This article explores the notion of “relational pedagogy” in the Arts (drama, dance, music, and visual art) starting with the teacher–child relationship, peer relationships, and building communities of enquiry.

year: 2007

title: Pakeha students and a pro-Treaty analysis: Teaching issues in a diploma of clinical psychology programme

authors: Yensen, Helen

subjects: Maori

abstract: We ran Treaty/biculturalism workshops for the Diploma on an ad hoc basis in 1990, 1991, and 1992. This year we have contracted for a fuller package which involves work with first and second years and staff. Next year this will continue with third year students. We believe biculturalism training for non-Maori has two major aspects and, although they overlap in various ways we think that it is useful to separate them: the first one is awareness of Maori cultural practices, values, etc, which can perhaps be called ‘cultural sensitivity training’. This needs to be under the control of Maori and have major input from Maori. The second aspect is where our focus is, and that is awareness of the effect on the Maori world of the loss of sovereignty by Maori; of their marginalisation over the last one hundred and fifty years by Pakeha; of their oppressed status; loss of economic base, and the implications for change that flow from those events. We believe that, at least initially, Pakeha have the responsibility for educating themselves and other pakeha in this area.

text: Pakeha students and a pro-Treaty analysis: Teaching issues in a diploma of clinical psychology programme We ran Treaty/biculturalism workshops for the Diploma on an ad hoc basis in 1990, 1991, and 1992. This year we have contracted for a fuller package which involves work with first and second years and staff. Next year this will continue with third year students. We believe biculturalism training for non-Maori has two major aspects and, although they overlap in various ways we think that it is useful to separate them: the first one is awareness of Maori cultural practices, values, etc, which can perhaps be called ‘cultural sensitivity training’. This needs to be under the control of Maori and have major input from Maori. The second aspect is where our focus is, and that is awareness of the effect on the Maori world of the loss of sovereignty by Maori; of their marginalisation over the last one hundred and fifty years by Pakeha; of their oppressed status; loss of economic base, and the implications for change that flow from those events. We believe that, at least initially, Pakeha have the responsibility for educating themselves and other pakeha in this area.

year: 1993