Place Versus Response Learning Revisited: Tests of Blocking on the Radial Maze.

Neurobiological and behavioral research indicates that place learning and response learning occur simultaneously, in parallel. Such findings seem to conflict with theories of associative learning in which different cues compete for learning. The authors conducted place + response training on a radial maze and then tested place learning and response learning separately by reconfiguring the maze in various ways. Consistent with the effects of manipulating place and response systems in the brain (M. G. Packard & J. L. McGaugh, 1996), well-trained rats showed strong place learning and strong response learning. Three experiments using associative blocking paradigms indicated that prior response learning interferes with place learning. Blocking and related tests can be used to better understand how memory systems interact during learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Effects of Hippocampal Lesions on Response, Direction, and Place Learning in Rats.

Rats with hippocampal or sham lesions were trained to find food on a T maze located at 2 positions. Response rats were required to make a right or left turn. Direction rats were required to go in a consistent direction (east or west). Place rats were required to go to a consistent location, relative to room cues. One place group had distinguishable start points at the 2 maze positions, whereas another place group had start points facing the same side of the room. Controls took longer to solve a place problem than the response and direction problems when the start points were not distinguishable. Rats with hippocampal lesions were not different than controls on the response problem but were impaired on the direction and place problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive-Behavioral and Humanistic Group Treatment for Children With Learning Disabilities: A Comparison of Outcomes and Process.

The authors of this study examined the outcomes and processes of 2 types of group treatment--cognitive-behavioral treatment groups (CBTG) and humanistic group therapy (HGT)--offered to 200 elementary schoolchildren in a center for students with learning disabilities in Israel. Results indicated that the addition of either type of group treatment to individual academic assistance was more effective than the latter alone on most measures. In fact, on the majority of measures, group treatment without academic assistance was more effective than just individual assistance. Finally, HGT was more effective than CBTG on most measures. Most of the outcomes were sustained at follow-up, and some even increased from termination to follow-up, although effect sizes were quite low. Process measures included the Client Behavior System and the therapist Helping Skills System, which were measured at 5 points in time. Differences between the 2 treatment types were revealed on both process measures, including differences in the growth curve of these behaviors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Experiences of Autonomy and Control Among Chinese Learners: Vitalizing or Immobilizing?

Various cross-cultural researchers state that autonomy is not valued in Eastern cultures and, hence, is unlikely to predict optimal study functioning and well-being. In contrast, self-determination theory (SDT; R. M. Ryan & E. L. Deci, 2000) maintains that autonomous or volitional study motivation is universally important and should predict better learning and higher well-being, even among Chinese students. Two studies were conducted to shed light on this controversial issue. Findings from both studies indicated that autonomous study motivation positively predicts adaptive learning attitudes, academic success, and personal well-being, whereas controlled motivation was associated with higher drop-out rates, maladaptive learning attitudes, and ill-being. In addition, Study 2 revealed that parental autonomy support versus psychological control is related to more adaptive learning strategies and higher well-being and that these effects were mediated by students' relative autonomy for studying. The importance of defining autonomy as an intraindividual, phenomenological experience versus an interpersonal, culturally bounded value is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceived Facial Expressions of Emotion as Motivational Incentives: Evidence From a Differential Implicit Learning Paradigm.

Participants (N = 216) were administered a differential implicit learning task during which they were trained and tested on 3 maximally distinct 2nd-order visuomotor sequences, with sequence color serving as discriminative stimulus. During training, 1 sequence each was followed by an emotional face, a neutral face, and no face, using backward masking. Emotion (joy, surprise, anger), face gender, and exposure duration (12 ms, 209 ms) were varied between participants; implicit motives were assessed with a picture-story exercise. For power-motivated individuals, low-dominance facial expressions enhanced and high-dominance expressions impaired learning. For affiliation-motivated individuals, learning was impaired in the context of hostile faces. These findings did not depend on explicit learning of fixed sequences or on awareness of sequence-face contingencies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Test Accommodations for Postsecondary Students: The Quandary Resulting From the ADA's Disability Definition.

Legal wrangling precipitated by the Americans With Disabilities Act (ADA) has resulted in courts adopting a narrow view of disability. This narrow categorical disability definition is in conflict with current mental health and educational practice that presumes an inclusive view of disability. Test accommodations for licensing exams based on learning impairments provide an example of the conflict generated by legal versus mental health views of disability. Mental health practitioners often support test accommodation requests for students who do not meet the ADA's strict threshold for disability determination. Mental health practitioners must understand the ADA definition of disability, and test organizations need to examine goals and alter standard practice in a manner that is fair and equitable independent of learning impairments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence-based parent and family interventions in school psychology: Overview and procedures.

This special issue, entitled "Evidence-Based Parent and Family Interventions in School Psychology," examines the data that support the use of interventions as methods for changing children's school-related behavior and learning problems. Taken together, the articles reflect the work of the Parent and Family Intervention domain of the Evidence-Based Interventions in School Psychology Task Force. Across the articles in this special issue, the categories of coding criteria in the Manual were used to organize the presentation of results. Six review articles on the evidence base for parent and family intervention appear next; these are followed by commentary from distinguished scholars and a brief reflective comment from the special issue editors. Parent intervention is the exclusive focus of the reviews of parent education and parent consultation. Two reviews focus on the home-school relationship including the articles on parent involvement and home-school collaboration. Two reviews include both parent and family treatments: early childhood family-focused interventions and parent training and family systems interventions. Commentary was sought from the current co-chairs of the Task Force, an expert in evidence-based practice in child clinical psychology, a researcher in family-school linkages and parent consultation, and a methodologist. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Reinforcer devaluation in palatability-based learned flavor preferences.

Rats exposed to simultaneous compounds of 1 neutral flavor with dilute (2%) sucrose and a 2nd flavor with dilute (2%) maltodextrin subsequently consumed both flavors in preference to a 3rd flavor that was never paired with a palatable taste. Brief training exposure under ad lib food and water minimized the postingestive effects of nutrients, emphasizing the contribution of palatability to these preferences. Devaluation of sucrose or maltodextrin by pairing with illness (Experiment 1) or sensory-specific satiety (Experiment 2) selectively reduced the preference for the flavor previously paired with the devalued reinforcer. Such reinforcer-specific devaluation effects suggest that palatability-based learned flavor preferences are underpinned by a Pavlovian process whereby the cue flavor is associated with the taste of the concurrently consumed palatable reinforcer. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Associative Learning Improves Visual Working Memory Performance.

The ability to remember visual stimuli over a short delay period is limited by the small capacity of visual working memory (VWM). Here the authors investigate the role of learning in enhancing VWM. Participants saw 2 spatial arrays separated by a 1-s interval. The 2 arrays were identical except for 1 location. Participants had to detect the difference. Unknown to the participants, some spatial arrays would repeat once every dozen trials or so for up to 32 repetitions. Spatial VWM performance increased significantly when the same location changed across display repetitions, but not at all when different locations changed from one display repetition to another. The authors suggest that a major role of learning in VWM is to mediate which information gets retained, rather than to directly increase VWM capacity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Category Representation for Classification and Feature Inference.

This research's purpose was to contrast the representations resulting from learning of the same categories by either classifying instances or inferring instance features. Prior inference learning research, particularly T. Yamauchi and A. B. Markman (1998), has suggested that feature inference learning fosters prototype representation, whereas classification learning encourages exemplar representation. Experiment 1 supported this hypothesis. Averaged and individual participant data from transfer after inference training were better fit by a prototype than by an exemplar model. However, Experiment 2, with contrasting inference learning conditions, indicated that the prototype model was mimicking a set of label-based bidirectional rules, as determined by the inference learning task demands in Experiment 1. Only the set of rules model accounted for all the inference learning conditions in these experiments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)