ethanporcaro/eric-fulltext-meta huggingface dataset:
Reinforcing Saccadic Amplitude Variability
Author: Paeye, Celine
Date: 2011-03-00
Type: Journal Articles
Subjects: Human Body,Eye Movements,Perceptual Motor Learning,Operant Conditioning,Hypothesis Testing,Experiments,Reinforcement,Control Groups,Visual Impairments,Stimuli,Intervals,Experimental Groups,Statistical Distributions,Correlation

Saccadic endpoint variability is often viewed as the outcome of neural noise occurring during sensorimotor processing. However, part of this variability might result from operant learning. We tested this hypothesis by reinforcing dispersions of saccadic amplitude distributions, while maintaining constant their medians. In a first experiment we reinforced the least frequent saccadic amplitudes to increase variability, and then reinforced the central part of the amplitude distributions to reduce variability. The target was placed at a constant distance from the fovea after the saccade to maintain the postsaccadic visual signal constant and an auditory reinforcement was delivered depending on saccadic amplitude. The second experiment tested the effects of the contingency. We reinforced high levels of variability in 4 participants, whereas 4 other participants were assigned to a yoked control group. On average, saccadic amplitude standard deviations were doubled while the medians remained mostly unchanged in the experimental participants in both experiments, and variability returned to baseline level when low variability was reinforced. In the control group no consistent changes in amplitude distributions were observed. These results, showing that variability can be reinforced, challenge the idea of a stochastic neural noise. We instead propose that selection processes constrain saccadic amplitude distributions. (Contains 4 figures.)
Effects of Acute and Chronic Flunitrazepam on Delay Discounting in Pigeons
Author: Eppolito, Amy K.
Date: 2011-03-00
Type: Journal Articles
Subjects: Animals,Delay of Gratification,Reinforcement,Responses,Drug Use,Food,Experimental Psychology,Behavioral Science Research

Delay to delivery of a reinforcer can decrease responding for that reinforcer and increase responding for smaller reinforcers that are available concurrently and delivered without delay; acute administration of drugs can alter responding for large, delayed reinforcers, although the impact of chronic treatment on delay discounting is not well understood. In this experiment, the effects of repeated administration of the benzodiazepine flunitrazepam were studied in 6 pigeons responding on one key to receive food that was delivered immediately and on a second key to receive a larger amount of food that was delivered following delays which increased across a single session. Pigeons responded predominantly for the large reinforcer when there were no delays and when delays were short; however, as delays increased, responding for the large reinforcer decreased. Acutely, flunitrazepam (0.32, 1.0 and 3.2mg/kg) dose-dependently increased responding for the large reinforcer, shifting the discounting curve rightward and upward. Repeated administration of flunitrazepam (0.32, 1.0 and 3.2mg/kg, each for six sessions, separated by one session during which vehicle was administered) did not markedly alter its effects on responding for the large reinforcer, indicating that the development of tolerance to this effect of flunitrazepam is modest under these conditions. (Contains 5 figures and 4 tables.)
Modeling the Effect of Reward Amount on Probability Discounting
Author: Myerson, Joel
Date: 2011-03-00
Type: Journal Articles
Subjects: Rewards,Probability,College Students,Prediction,Higher Education,Undergraduate Students,Psychology,Statistical Distributions

The present study with college students examined the effect of amount on the discounting of probabilistic monetary rewards. A hyperboloid function accurately described the discounting of hypothetical rewards ranging in amount from $20 to $10,000,000. The degree of discounting increased continuously with amount of probabilistic reward. This effect of amount was not due to changes in the rate parameter of the discounting function, but rather was due to increases in the exponent. These results stand in contrast to those observed with the discounting of delayed monetary rewards, in which the degree of discounting decreases with reward amount due to amount-dependent decreases in the rate parameter. Taken together, this pattern of results suggests that delay and probability discounting reflect different underlying mechanisms. That is, the fact that the exponent in the delay discounting function is independent of amount is consistent with a psychophysical scaling interpretation, whereas the finding that the exponent of the probability-discounting function is amount-dependent is in consistent with such an interpretation. Instead, the present results are consistent with the idea that the probability-discounting function is itself the product of a value function and a weighting function. This idea was first suggested by Kahneman and Tversky (1979), although their prospect theory does not predict amount effects like those observed. The effect of amount on probability discounting was parsimoniously incorporated into our hyperboloid discounting function by assuming that the exponent was proportional to the amount raised to a power. The amount-dependent exponent of the probability-discounting function maybe viewed as reflecting the effect of amount on the weighting of the probability with which the reward will be received. (Contains 7 figures.)
Effects of a History of Differential Reinforcement on Preference for Choice
Author: Karsina, Allen
Date: 2011-03-00
Type: Journal Articles
Subjects: Reinforcement,Undergraduate Students,Higher Education,Games,Experiments,Stimuli,Probability,Psychology,Computers

The effects of a history of differential reinforcement for selecting a free-choice versus a restricted-choice stimulus arrangement on the subsequent responding of 7 undergraduates in a computer-based game of chance were examined using a concurrent-chains arrangement and a multiple-baseline-across-participants design. In the free-choice arrangement, participants selected three numbers, in any order, from an array of eight numbers presented on the computer screen. In the restricted-choice arrangement, participants selected the order of three numbers preselected from the array of eight by a computer program. In initial sessions, all participants demonstrated no consistent preference or preference for restricted choice. Differential reinforcement of free-choice selections resulted in increased preference for free choice immediately and in subsequent sessions in the absence of programmed differential outcomes. For 5 participants, changes in preference for choice were both robust and lasting, suggesting that a history of differential reinforcement for choice may affect preference for choice. (Contains 6 figures, 2 tables, and 1 footnote.)
Extended Pausing by Humans on Multiple Fixed-Ratio Schedules with Varied Reinforcer Magnitude and Response Requirements
Author: Williams, Dean C.
Date: 2011-03-00
Type: Journal Articles
Subjects: Experiments,Experimental Psychology,Reinforcement,Animals,Food,Time Factors (Learning),Stimuli,Mental Retardation,Adults,Behavior Patterns,Computer Assisted Instruction,Comparative Analysis

We conducted three experiments to reproduce and extend Perone and Courtney's (1992) study of pausing at the beginning of fixed-ratio schedules. In a multiple schedule with unequal amounts of food across two components, they found that pigeons paused longest in the component associated with the smaller amount of food (the lean component), but only when it was preceded by the rich component. In our studies, adults with mild intellectual disabilities responded on a touch-sensitive computer monitor to produce money. In Experiment 1, the multiple-schedule components differed in both response requirement and reinforcer magnitude (i.e., the rich component required fewer responses and produced more money than the lean component.) Effects shown with pigeons were reproduced in all 7 participants. In Experiment 2, we removed the stimuli that signaled the two schedule components, and participants' extended pausing was eliminated. In Experiment 3, to assess sensitivity to reinforcer magnitude versus fixed-ratio size, we presented conditions with equal ratio sizes but disparate magnitudes and conditions with equal magnitudes but disparate ratio sizes. Sensitivity to these manipulations was idiosyncratic. The present experiments obtained schedule control in verbally competent human participants and, despite procedural differences, we reproduced findings with animal participants. We showed that pausing is jointly determined by past conditions of reinforcement and stimuli correlated with upcoming conditions. (Contains 6 figures and 4 tables.)
The Role of Common Motor Responses in Stimulus Categorization by Preschool Children
Author: Mahoney, Amanda M.
Date: 2011-03-00
Type: Journal Articles
Subjects: Preschool Children,Psychomotor Skills,Experiments,Classification,Evaluation Methods,Maps,Data Collection,Stimuli,Training,Student Behavior

The purpose of this study was to assess the role of common motor responses as the "speaker" behavior on stimulus class formation,and the emergence of functional classes. Experiment 1 examined whether training one motor response to a set of three stimuli and a second motor response to another set of three stimuli would result in correct category-sort responses for 5 typically developing preschool children. Three of the children passed the categorization tests. Experiment 2 examined whether the classes formed in Experiment 1 were functional classes, and whether participants who did not pass categorization tests in Experiment 1 would do so following common vocal tact training. The 2 participants who failed categorization tests in Experiment 1 passed these tests in Experiment 2, although none of the participants passed the tests for functional classes. The results of the current study did not unequivocally support the naming hypothesis. Future research should therefore evaluate other possible sources of control that aid in stimulus categorization. (Contains 5 figures and 4 tables.)
Stakeholder Input in Establishing an Evaluation Plan for Tobacco Counter-Marketing Campaigns
Author: Murphy-Hoefer, Rebecca
Date: 2011-00-00
Type: Journal Articles
Subjects: Smoking,Marketing,Health Promotion,Prevention,Interviews,Health Education,Guidelines,Communication (Thought Transfer),Strategic Planning

Background: Maine was one of eight states to consistently meet funding recommendations for tobacco control from the Centers for Disease Control and Prevention (CDC) and one of three states to experience 45%-60% reductions in youth smoking rates since 1999. Purpose: The state's tobacco control coalition, Partnership for a Tobacco-Free Maine, sought to develop an evaluation plan based on the framework from the CDC's Introduction to Program Evaluation for Comprehensive Tobacco Control Programs and the integration of the CDC's Designing and Implementing an Effective Tobacco-Counter-Marketing Campaign. Methods: The coalition conducted key informant interviews and then met with stakeholders in Maine to address the design, management, implementation and evaluation of the state's tobacco counter-marketing campaigns. Results: The priorities identified included the need to improve communication among all stakeholders, to synchronize local and state campaigns, to elicit audience insights among specific populations and to link program inputs with outcomes through evaluation. Meeting participants noted that lessons learned should be shared through internal mechanisms and external publications. Discussion: We describe the practical application of state and national expertise and resources to the development of Maine's tobacco counter-marketing campaign evaluation. Translation to Health Education Practice: This article may help other public health programs to work with stakeholders to identify program and evaluation needs in the development of a health communication evaluation. (Contains 2 figures.)
Development of a Comprehensive Heart Disease Knowledge Questionnaire
Author: Bergman, Hannah E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Heart Disorders,Diseases,Knowledge Level,Questionnaires,Undergraduate Students,Factor Analysis,Scores,Correlation,Validity,Reliability,Measures (Individuals),Health Education,Program Development,Health Promotion,Risk,Patients

Background: Heart disease is the number one killer of both men and women in the United States, yet a comprehensive and evidence-based heart disease knowledge assessment is currently not available. Purpose: This paper describes the two-phase development of a novel heart disease knowledge questionnaire. Methods: After review and critique of the existing literature, a questionnaire addressing five central domains of heart disease knowledge was constructed. In Phase I, 606 undergraduates completed an 82-item questionnaire. In Phase II, 248 undergraduates completed a revised 74-item questionnaire. In both phases, item clarity and difficulty were evaluated, along with the overall factor structure of the scale. Results: Exploratory and confirmatory factor analyses were used to reduce the scale to 30 items with ft statistics, CFI = 0.82, TLI = 0.88, and RMSEA = 0.03. Scores were correlated moderately positively with an existing scale and weakly positively with a measure of health literacy, thereby establishing both convergent and divergent validity. Discussion: The finalized 30-item questionnaire is a concise, yet discriminating instrument that reliably measures participants' heart disease knowledge levels. Translation to Health Education Practice: Health professionals can use this scale to assess their patients' heart disease knowledge so that they can create a tailored program to help their patients reduce their heart disease risk. (Contains 3 tables.)
Drinking to Get Drunk among Incoming Freshmen College Students
Author: Boekeloo, Bradley O.
Date: 2011-00-00
Type: Journal Articles
Subjects: College Freshmen,Alcohol Abuse,Drinking,Games,Dormitories,Drug Use,Correlation,Health Education,Intention,Risk,Program Development

Background: The consumption of alcohol is ubiquitous on many college and university campuses. For some freshmen students, drinking may even be considered a "right of passage." Purpose: This study examined college freshmen who intentionally drink alcohol to get drunk (DTGD). Methods: Survey data from 307 incoming freshmen college students living in freshmen residence halls who reported drinking alcohol in the last 30 days were analyzed. Results: The majority (76.9%) of these self-reported drinkers reported DTGD.  Relative to other freshmen drinkers, those who reported DTGD were significantly more likely to have consumed alcohol before going out to a party or bar, participated in a drinking game, drank heavily on a non-school night but not on a school night, used liquor, used beer, combined alcohol and drugs, experienced a hangover, vomited, passed out, and/or blacked out. Discussion: The associations support DTGD as a measure of pre-meditated, controlled and intentional consumption of alcohol to reach a state of inebriation. Translation to Health Education Practice: Common intentional drunkenness as observed in this study population may have implications for college alcohol risk reduction programs. (Contains 2 tables.)
Effective Lifestyle Habits and Coping Strategies for Stress Tolerance among College Students
Author: Welle, Paul D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Coping,College Students,Stress Variables,Health,College Freshmen,Gender Differences,Racial Differences,Life Style,Measures (Individuals),Symptoms (Individual Disorders),Statistical Analysis,Correlation,Sleep,Anxiety,Health Education,Intervention

Background: Stress among college students is a major problem, impacting their overall health. Students, especially freshmen, are expected to handle difficult academic workloads at a faster pace while adapting to new social situations. In addition, findings from new stress data purport that stress responses might vary by gender and race. Purpose: The purpose of this study was to determine effectiveness of lifestyle habits and coping strategies on stress tolerance among college students, specific to race and gender. Methods: College students (N=459) completed a stress inventory, which was comprised of three established surveys of stressors, symptoms and coping strategies. Stress tolerance ratios (STRs) were calculated, and subjects divided into high or low stress tolerance groups. Statistical differences were determined by chi-square estimates and odds ratio calculations (95%CI). Results: Seven lifestyle/coping factors (out of 20) were significantly associated with high stress tolerance (HST) for males, 13 for females, and five were commonly shared (P less than 0.05). Whites had 13 significantly factors associated with HST while Blacks had only three (P less than 0.05). Discussion: The findings of this study support those from previous research studies wherein it was found that college students are "overwhelmed," "suffer from emotional ups and downs," "have difficulty falling asleep," and "feelings of anxieties." Translation to Health Education Practice: Differences in effectiveness of coping strategies among students strongly suggest that genders and races cope differently and that "one size fits all" health education stress intervention programs may not be effective for college students. (Contains 5 tables.)
Breastfeeding and Blogging: Exploring the Utility of Blogs to Promote Breastfeeding
Author: West, Joshua
Date: 2011-00-00
Type: Journal Articles
Subjects: Web Sites,Electronic Publishing,Nutrition,Infants,Internet,Social Networks,Consciousness Raising,Health Education

Background: People are increasingly using the Internet and social networking sites for behavior support. Almost no literature exists exploring the utility of these sites for supporting breastfeeding behavior. Purpose: The purpose of this study was to determine the extent to which blogs are currently being used to support breastfeeding behavior. Methods: Data for this study came from a sample of 32 active blogs, resulting in 354 posts and 881 comments for analysis. Evidence of intent to support behavior was determined by the presence of theoretical behavior support constructs from the Integrated Behavioral Model. Results: In posts, attitudes (28.5%), behavioral cues (23.8%), and consciousness-raising (25.3%) appeared frequently. Praise (43.3%), behavioral cues (37.4%), and attitudes (30.4%) were the most prominent constructs in comments. More behavior support appeared on industry-affiliated blogs than on private blogs. Posts that presented mostly information only were least effective at eliciting behavior support. Discussion: Blogs are being used to support breastfeeding behavior, and blogs with industry affiliation appear to offer more support. Translation to Health Education Practice: Health educators wishing to support breastfeeding may use blogs and may want to partner with industry. Such efforts might also focus on functional content knowledge aimed at supporting breastfeeding behavior. (Contains 5 tables.)
Teachers' Strategies to Positively Connect Students to School
Author: Vidourek, Rebecca A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Student School Relationship,Risk,Elementary School Teachers,Middle School Teachers,Multivariate Analysis,Internet,Surveys,Educational Strategies,Role Models,Classroom Techniques,Health Education,Teacher Attitudes

Background: School connectedness is a leading school-based protective factor against youth engagement in risky behaviors. Research on teachers' individual practices in fostering school connections with their students is currently lacking. Purpose: The purpose of the present study was to address gaps in the research by examining elementary and middle school teachers' use of specific strategies to positively connect students to school. Methods: An electronic survey was completed by 419 (60% response rate) elementary and middle school teachers. Results: On average, teachers reported using connection-building strategies at least once a week. The most frequently used strategies were acting like a positive role model for students and calling students by their first names. MANOVAs were conducted and found teachers who most frequently reported using connection-building strategies were elementary school teachers, those who had received training on school connectedness outside of/after college, and those working at a school with connection-building as a leading priority. Discussion: Training teachers on positively connecting students to school was associated with increased use of connection-building techniques in the classroom. Translation to Health Education Practice: Findings have implications for health education professionals interested in increasing school connectedness among students through teacher practices and school priorities. (Contains 5 tables.)
Core Values as Our Compass
Author: Anderson, Scott
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Values,College Admission,Selective Admission,Equal Education,Social Responsibility,Cooperation,Trust (Psychology),Admission Criteria,Counselors

A single innovation within a community can elicit completely opposite reactions from members who, in good faith, are all working toward the same goal. If this assumption is true--if one person's solution has the potential to be another person's problem--then how does one determine whose interests prevail? As members of National Association for College Admission Counseling (NACAC), the authors look to the Statement of Principles of Good Practice (SPGP) for guidance, but even this is problematic. The SPGP, for all the guidance and protections it affords, is, at 15 pages, an unwieldy document. Its multiple sections--each of which serves an important purpose--can be intimidating and confusing to colleagues who do not interact with it regularly. However, the individual practices are the proverbial trees within an otherwise elegant forest. The overarching themes of the SPGP rest on the association's six Core Values: (1) Professionalism; (2) Education; (3) Fairness and Equity; (4) Social Responsibility; (5) Collaboration; and (6) Trust. This article has two goals. First, the authors aim to suggest a practical and objective framework for evaluating difficult issues that is based on the Core Values. Second, the authors seek to reinforce that these clearly-defined Core Values are precisely what allow the profession to evolve in a thoughtful, deliberative manner. Three controversial issues from the profession's past and present as seen through the lens of the Core Values are discussed.