Summation and retardation test performance following extinction or Pavlovian conditioned inhibition training

2020 ◽  
Vol 71 ◽  
pp. 101642
Author(s):  
Rachel A. Richardson ◽  
Paige N. Michener ◽  
Courtney L. Gann ◽  
Isabella M. North ◽  
Todd R. Schachtman
Keyword(s):  
Test Performance ◽  
Conditioned Inhibition ◽  
Retardation Test ◽  
Conditioned Inhibition Training ◽  
Inhibition Training

scholarly journals The ability of an extinguished CS and a CS given conditioned inhibition training to pass tests for inhibition

2019 ◽  
Author(s):  
◽  
Rachel Anne Richardson
Keyword(s):  
Conditioned Stimulus ◽  
Conditioned Inhibition ◽  
Conditioning Procedure ◽  
Wagner Model ◽  
Common Procedure ◽  
The Us ◽  
The Subject ◽  
Conditioned Inhibition Training ◽  
Inhibition Training ◽  
Classical Conditioning Procedure

Conditioned inhibition (CI) is a classical conditioning procedure that results in a conditioned stimulus (CS) that predicts the absence of an unconditioned stimulus (US). A procedure known as Pavlovian conditioned inhibition training is the most common procedure for producing CI. In this procedure, a nontarget CS (CS A) is paired with the US and then CS A is presented with the target CS (CS X) without the US. Therefore, AUS trials and AX-noUS trials are given. CS X acquires inhibitory properties during these AX trials. Research has shown that extinction also produces CI. Extinction occurs when a CS (CS X) is paired with the US during conditioning and then this CS is presented alone without the US. The Rescorla-Wagner model predicts that the two CSs during AX-noUS trials will compete for learning and this should lead to slow and limited learning about those cues (a loss of excitation for CS A and inhibition acquired for CS X) due to this competition. During extinction trials, CS X does not compete for learning, so the subject should learn rapidly about the CS. The following experiments found that extinction produced less inhibition than Pavlovian conditioned inhibition training.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

A Comparison of Four Adolescent Language Tests

1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem
Keyword(s):  
Test Performance ◽  
Sixth Grade ◽  
Significant Discrepancy ◽  
Language Impaired ◽  
Language Functions ◽  
Language Tests ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Selection Of

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.

244 Derivation and validation of a clinical risk-model in heart failure based on 6-min walk test performance and NT-proBNP status

2007 ◽  
Vol 6 (1) ◽  
pp. 46-46
Author(s):  
L FRANKENSTEIN ◽  
L INGLE ◽  
A REMPPIS ◽  
D SCHELLBERG ◽  
C SIGG ◽  
...  
Keyword(s):  
Heart Failure ◽  
Test Performance ◽  
Risk Model ◽  
Walk Test ◽  
Clinical Risk

The Role of Test Anticipation in the Link Between Performance-Approach Goals and Academic Achievement

2016 ◽  
Vol 75 (3) ◽  
pp. 123-132 ◽  
Author(s):  
Marie Crouzevialle ◽  
Fabrizio Butera
Keyword(s):  
Learning Strategies ◽  
Test Performance ◽  
Longitudinal Design ◽  
Study Strategies ◽  
High Achievers ◽  
Course Content ◽  
And Mathematics ◽  
Set Up ◽  
Approach Goals ◽  
Goal Endorsement

Abstract. Performance-approach goals (i.e., the desire to outperform others) have been found to be positive predictors of test performance, but research has also revealed that they predict surface learning strategies. The present research investigates whether the high academic performance of students who strongly adopt performance-approach goals stems from test anticipation and preparation, which most educational settings render possible since examinations are often scheduled in advance. We set up a longitudinal design for an experiment conducted in high-school classrooms within the context of two science, technology, engineering, and mathematics (STEM) disciplines, namely, physics and chemistry. First, we measured performance-approach goals. Then we asked students to take a test that had either been announced a week in advance (enabling strategic preparation) or not. The expected interaction between performance-approach goal endorsement and test anticipation was moderated by the students’ initial level: The interaction appeared only among low achievers for whom the pursuit of performance-approach goals predicted greater performance – but only when the test had been scheduled. Conversely, high achievers appeared to have adopted a regular and steady process of course content learning whatever their normative goal endorsement. This suggests that normative strivings differentially influence the study strategies of low and high achievers.

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