Rationalization and internalization

2001 ◽  
Vol 60 (4) ◽  
pp. 215-230 ◽  
Author(s):  
Jean-Léon Beauvois
Keyword(s):  
Phase 1 ◽  
Facilitatory Effect ◽  
Phase 2 ◽  
Causal Explanations ◽  
Reduction Effect ◽  
Dissonance Reduction

After having been told they were free to accept or refuse, pupils aged 6–7 and 10–11 (tested individually) were led to agree to taste a soup that looked disgusting (phase 1: initial counter-motivational obligation). Before tasting the soup, they had to state what they thought about it. A week later, they were asked whether they wanted to try out some new needles that had supposedly been invented to make vaccinations less painful. Agreement or refusal to try was noted, along with the size of the needle chosen in case of agreement (phase 2: act generalization). The main findings included (1) a strong dissonance reduction effect in phase 1, especially for the younger children (rationalization), (2) a generalization effect in phase 2 (foot-in-the-door effect), and (3) a facilitatory effect on generalization of internal causal explanations about the initial agreement. The results are discussed in relation to the distinction between rationalization and internalization.

scholarly journals Attention in Discrimination Learning: a Stimulus Control Approach to the Intradimensional-Extradimensional Shift Paradigm

2021 ◽  
Author(s):  
◽  
Lynne Whitney
Keyword(s):  
Phase I ◽  
Stimulus Control ◽  
Irrelevant Dimension ◽  
Phase 1 ◽  
Two Dimensions ◽  
Relevant Dimension ◽  
Facilitatory Effect ◽  
Two Dimensional ◽  
Phase 2 ◽  
Extradimensional Shift

<p>In the present thesis, the intradimensional-extradimensional shift effect was treated as a problem of two-dimensional stimulus control. Factors determining stimulus control in the ID-ED shift were explored over six experiments. In Experiment 1 adult students were trained to discriminate between successively presented stimuli that differed in both line length and orientation. For half the subjects the length dimension was relevant (ie: different stimuli on that dimension were correlated with different outcomes) and for half the subjects orientation was relevant (phase 1). All subjects were then shifted to a second discrimination between new line lengths and orientations (Phase 2). For half, this constituted an intradimensional (ID) shift in that the previously relevant dimension remained relevant; for the remaining subjects the previously irrelevant dimension was made relevant in an extradimensional (ED) shift. The ID shift required significantly fewer trials to establish strong stimulus control by the relevant dimension in Phase 2 than did the ED shift. Experiments 1 and 2 further established that such differences were not attributable to a dominance relationship between dimensions or to specific cue values. Experiment 3 examined the development of stimulus control by the two dimensions over trials in Phase 2. In the ED shift, two-dimensional generalisation gradients showed a systematic weakening and strengthening of control by the Phase 1 relevant and Phase 2 relevant dimensions respectively. In the ID shift there was no change in stimulus control by either dimension. Experiment 4 established that transfer to the orientation dimension following differential training on length (ED shift) was superior to orientation following non-differential training on length (PD shift). Learning that differences on an extradimensional dimension were relevant in Phase I therefore had a facilitatory effect on control by orientation. Experiments 5 and 6 investigated the effects of manipulating the number of cues on the irrelevant Phase 1 dimension (orientation) and/or the irrelevant phase 2 dimension (length), in an ED shift where orientation was relevant in Phase 2. Both orientation and length (Experiment 5) or orientation alone (Experiment 6) were varied in the generalisation test. The ED shift in Phase 2 was retarded by the irrelevant dimension in Phase 1. It was concluded that in general the phase I relevant dimension must lose control in Phase 2, and the phase 1 irrelevant dimension must gain control in Phase 2 (Experiment 3). However, the inverse relation between loss of control by one dimension and gaining of control by the other does not occur in a way consistent with the Inverse Hypothesis of some selective attention theories. In addition, the previously relevant dimension in an ED shift facilitates control by the new relevant dimension in phase 2 re1ative to non-differential training, consistent with attentional enhancement. The major factor found to be slowing down the development of control by the new relevant dimension in an ED shift is the presence of the irrelevant dimension in Phase 1, (Experiment 5). This is probably a 'learned irrelevance' effect.</p>

scholarly journals Attention in Discrimination Learning: a Stimulus Control Approach to the Intradimensional-Extradimensional Shift Paradigm

2021 ◽  
Author(s):  
◽  
Lynne Whitney
Keyword(s):  
Phase I ◽  
Stimulus Control ◽  
Irrelevant Dimension ◽  
Phase 1 ◽  
Two Dimensions ◽  
Relevant Dimension ◽  
Facilitatory Effect ◽  
Two Dimensional ◽  
Phase 2 ◽  
Extradimensional Shift

<p>In the present thesis, the intradimensional-extradimensional shift effect was treated as a problem of two-dimensional stimulus control. Factors determining stimulus control in the ID-ED shift were explored over six experiments. In Experiment 1 adult students were trained to discriminate between successively presented stimuli that differed in both line length and orientation. For half the subjects the length dimension was relevant (ie: different stimuli on that dimension were correlated with different outcomes) and for half the subjects orientation was relevant (phase 1). All subjects were then shifted to a second discrimination between new line lengths and orientations (Phase 2). For half, this constituted an intradimensional (ID) shift in that the previously relevant dimension remained relevant; for the remaining subjects the previously irrelevant dimension was made relevant in an extradimensional (ED) shift. The ID shift required significantly fewer trials to establish strong stimulus control by the relevant dimension in Phase 2 than did the ED shift. Experiments 1 and 2 further established that such differences were not attributable to a dominance relationship between dimensions or to specific cue values. Experiment 3 examined the development of stimulus control by the two dimensions over trials in Phase 2. In the ED shift, two-dimensional generalisation gradients showed a systematic weakening and strengthening of control by the Phase 1 relevant and Phase 2 relevant dimensions respectively. In the ID shift there was no change in stimulus control by either dimension. Experiment 4 established that transfer to the orientation dimension following differential training on length (ED shift) was superior to orientation following non-differential training on length (PD shift). Learning that differences on an extradimensional dimension were relevant in Phase I therefore had a facilitatory effect on control by orientation. Experiments 5 and 6 investigated the effects of manipulating the number of cues on the irrelevant Phase 1 dimension (orientation) and/or the irrelevant phase 2 dimension (length), in an ED shift where orientation was relevant in Phase 2. Both orientation and length (Experiment 5) or orientation alone (Experiment 6) were varied in the generalisation test. The ED shift in Phase 2 was retarded by the irrelevant dimension in Phase 1. It was concluded that in general the phase I relevant dimension must lose control in Phase 2, and the phase 1 irrelevant dimension must gain control in Phase 2 (Experiment 3). However, the inverse relation between loss of control by one dimension and gaining of control by the other does not occur in a way consistent with the Inverse Hypothesis of some selective attention theories. In addition, the previously relevant dimension in an ED shift facilitates control by the new relevant dimension in phase 2 re1ative to non-differential training, consistent with attentional enhancement. The major factor found to be slowing down the development of control by the new relevant dimension in an ED shift is the presence of the irrelevant dimension in Phase 1, (Experiment 5). This is probably a 'learned irrelevance' effect.</p>

PENERAPAN MODEL QUANTUM LEARNING UNTUK MENINGKATKAN HASIL BELAJAR AUTOCAD SISWA KELAS X TEKNIK PEMESINAN SMK NEGERI 1 STABAT

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Abdul Hasan Saragih
Keyword(s):  
Positive Response ◽  
Phase 1 ◽  
First Grade ◽  
Learning Model ◽  
Second Phase ◽  
Phase 2 ◽  
Phase 3 ◽  
The Third ◽  
Third Phase ◽  
Quantum Learning

This classroom research was conducted on the autocad instructions to the first grade of mechinary class of SMK Negeri 1 Stabat aiming at : (1) improving the student’ archievementon autocad instructional to the student of mechinary architecture class of SMK Negeri 1 Stabat, (2) applying Quantum Learning Model to the students of mechinary class of SMK Negeri 1 Stabat, arising the positive response to autocad subject by applying Quantum Learning Model of the students of mechinary class of SMK Negeri 1 Stabat. The result shows that (1) by applying quantum learning model, the students’ achievement improves significantly. The improvement ofthe achievement of the 34 students is very satisfactory; on the first phase, 27 students passed (70.59%), 10 students failed (29.41%). On the second phase 27 students (79.41%) passed and 7 students (20.59%) failed. On the third phase 30 students (88.24%) passed and 4 students (11.76%) failed. The application of quantum learning model in SMK Negeri 1 Stabat proved satisfying. This was visible from the activeness of the students from phase 1 to 3. The activeness average of the students was 74.31% on phase 1,81.35% on phase 2, and 83.63% on phase 3. (3) The application of the quantum learning model on teaching autocad was very positively welcome by the students of mechinary class of SMK Negeri 1 Stabat. On phase 1 the improvement was 81.53% . It improved to 86.15% on phase 3. Therefore, The improvement ofstudent’ response can be categorized good.

In situ deteriorating patient simulation in general practice

2020 ◽  
Vol 70 (suppl 1) ◽  
pp. bjgp20X711425
Author(s):  
Joanna Lawrence ◽  
Petronelle Eastwick-Field ◽  
Anne Maloney ◽  
Helen Higham
Keyword(s):  
Life Support ◽  
Early Recognition ◽  
Phase 1 ◽  
Patient Simulation ◽  
Medical Emergency ◽  
Phase 2 ◽  
Action Plans ◽  
Integrated Simulation ◽  
Deteriorating Patient

BackgroundGP practices have limited access to medical emergency training and basic life support is often taught out of context as a skills-based event.AimTo develop and evaluate a whole team integrated simulation-based education, to enhance learning, change behaviours and provide safer care.MethodPhase 1: 10 practices piloted a 3-hour programme delivering 40 minutes BLS and AED skills and 2-hour deteriorating patient simulation. Three scenarios where developed: adult chest pain, child anaphylaxis and baby bronchiolitis. An adult simulation patient and relative were used and a child and baby manikin. Two facilitators trained in coaching and debriefing used the 3D debriefing model. Phase 2: 12 new practices undertook identical training derived from Phase 1, with pre- and post-course questionnaires. Teams were scored on: team working, communication, early recognition and systematic approach. The team developed action plans derived from their learning to inform future response. Ten of the 12 practices from Phase 2 received an emergency drill within 6 months of the original session. Three to four members of the whole team integrated training, attended the drill, but were unaware of the nature of the scenario before. Scoring was repeated and action plans were revisited to determine behaviour changes.ResultsEvery emergency drill demonstrated improved scoring in skills and behaviour.ConclusionA combination of: in situ GP simulation, appropriately qualified facilitators in simulation and debriefing, and action plans developed by the whole team suggests safer care for patients experiencing a medical emergency.

Clinical Drug Development for the Treatment of Pulmonary Arterial Hypertension: Collaboration With the Pharmaceutical Industry and Regulatory Agencies

2010 ◽  
Vol 9 (4) ◽  
pp. 214-219
Author(s):  
Robyn J. Barst
Keyword(s):  
Clinical Trials ◽  
Pulmonary Arterial Hypertension ◽  
Drug Development ◽  
Phase 1 ◽  
Preclinical Studies ◽  
Phase 2 ◽  
Phase 3 ◽  
Preclinical Testing ◽  
New Drug ◽  
Pulmonary Arterial

Drug development is the entire process of introducing a new drug to the market. It involves drug discovery, screening, preclinical testing, an Investigational New Drug (IND) application in the US or a Clinical Trial Application (CTA) in the EU, phase 1–3 clinical trials, a New Drug Application (NDA), Food and Drug Administration (FDA) review and approval, and postapproval studies required for continuing safety evaluation. Preclinical testing assesses safety and biologic activity, phase 1 determines safety and dosage, phase 2 evaluates efficacy and side effects, and phase 3 confirms efficacy and monitors adverse effects in a larger number of patients. Postapproval studies provide additional postmarketing data. On average, it takes 15 years from preclinical studies to regulatory approval by the FDA: about 3.5–6.5 years for preclinical, 1–1.5 years for phase 1, 2 years for phase 2, 3–3.5 years for phase 3, and 1.5–2.5 years for filing the NDA and completing the FDA review process. Of approximately 5000 compounds evaluated in preclinical studies, about 5 compounds enter clinical trials, and 1 compound is approved (Tufts Center for the Study of Drug Development, 2011). Most drug development programs include approximately 35–40 phase 1 studies, 15 phase 2 studies, and 3–5 pivotal trials with more than 5000 patients enrolled. Thus, to produce safe and effective drugs in a regulated environment is a highly complex process. Against this backdrop, what is the best way to develop drugs for pulmonary arterial hypertension (PAH), an orphan disease often rapidly fatal within several years of diagnosis and in which spontaneous regression does not occur?

scholarly journals A phase 1 and randomized controlled phase 2 trial of the safety and efficacy of the combination of gemcitabine and docetaxel with ontuxizumab (MORAb‐004) in metastatic soft‐tissue sarcomas

Cancer ◽  
2019 ◽  
Vol 125 (14) ◽  
pp. 2445-2454 ◽  
Author(s):  
Robin L. Jones ◽  
Sant P. Chawla ◽  
Steven Attia ◽  
Patrick Schöffski ◽  
Hans Gelderblom ◽  
...  
Keyword(s):  
Soft Tissue ◽  
Phase 1 ◽  
Soft Tissue Sarcomas ◽  
Phase 2 ◽  
Safety And Efficacy ◽  
Randomized Controlled ◽  
Phase 2 Trial

scholarly journals Quantitative Checklist for Autism in Toddlers (Q-CHAT). A population screening study with follow-up: the case for multiple time-point screening for autism

2021 ◽  
Vol 5 (1) ◽  
pp. e000700
Author(s):  
Carrie Allison ◽  
Fiona E Matthews ◽  
Liliana Ruta ◽  
Greg Pasco ◽  
Renee Soufer ◽  
...  
Keyword(s):  
Phase 1 ◽  
Autism Spectrum ◽  
Population Screening ◽  
Diagnostic Assessment ◽  
Test Accuracy ◽  
Multiple Time ◽  
Phase 2 ◽  
Time Points ◽  
Screening Study

ObjectiveThis is a prospective population screening study for autism in toddlers aged 18–30 months old using the Quantitative Checklist for Autism in Toddlers (Q-CHAT), with follow-up at age 4.DesignObservational study.SettingLuton, Bedfordshire and Cambridgeshire in the UK.Participants13 070 toddlers registered on the Child Health Surveillance Database between March 2008 and April 2009, with follow-up at age 4; 3770 (29%) were screened for autism at 18–30 months using the Q-CHAT and the Childhood Autism Spectrum Test (CAST) at follow-up at age 4.InterventionsA stratified sample across the Q-CHAT score distribution was invited for diagnostic assessment (phase 1). The 4-year follow-up included the CAST and the Checklist for Referral (CFR). All with CAST ≥15, phase 1 diagnostic assessment or with developmental concerns on the CFR were invited for diagnostic assessment (phase 2). Standardised diagnostic assessment at both time-points was conducted to establish the test accuracy of the Q-CHAT.Main outcome measuresConsensus diagnostic outcome at phase 1 and phase 2.ResultsAt phase 1, 3770 Q-CHATs were returned (29% response) and 121 undertook diagnostic assessment, of whom 11 met the criteria for autism. All 11 screened positive on the Q-CHAT. The positive predictive value (PPV) at a cut-point of 39 was 17% (95% CI 8% to 31%). At phase 2, 2005 of 3472 CASTs and CFRs were returned (58% response). 159 underwent diagnostic assessment, including 82 assessed in phase 1. All children meeting the criteria for autism identified via the Q-CHAT at phase 1 also met the criteria at phase 2. The PPV was 28% (95% CI 15% to 46%) after phase 1 and phase 2.ConclusionsThe Q-CHAT can be used at 18–30 months to identify autism and enable accelerated referral for diagnostic assessment. The low PPV suggests that for every true positive there would, however, be ~4–5 false positives. At follow-up, new cases were identified, illustrating the need for continued surveillance and rescreening at multiple time-points using developmentally sensitive instruments. Not all children who later receive a diagnosis of autism are detectable during the toddler period.

scholarly journals Evaluation of health system readiness and coverage of intermittent preventive treatment of malaria in infants (IPTi) in Kambia district to inform national scale-up in Sierra Leone

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Maria Lahuerta ◽  
Roberta Sutton ◽  
Anthony Mansaray ◽  
Oliver Eleeza ◽  
Brigette Gleason ◽  
...  
Keyword(s):  
Sierra Leone ◽  
Phase 1 ◽  
Scale Up ◽  
Intermittent Preventive Treatment ◽  
Vaccine Dose ◽  
Preventive Treatment ◽  
Household Survey ◽  
Register Data ◽  
Phase 2 ◽  
Pentavalent Vaccine

Abstract Background Intermittent preventive treatment of malaria in infants (IPTi) with sulfadoxine-pyrimethamine (SP) is a proven strategy to protect infants against malaria. Sierra Leone is the first country to implement IPTi nationwide. IPTi implementation was evaluated in Kambia, one of two initial pilot districts, to assess quality and coverage of IPTi services. Methods This mixed-methods evaluation had two phases, conducted 3 (phase 1) and 15–17 months (phase 2) after IPTi implementation. Methods included: assessments of 18 health facilities (HF), including register data abstraction (phases 1 and 2); a knowledge, attitudes and practices survey with 20 health workers (HWs) in phase 1; second-generation sequencing of SP resistance markers (pre-IPTi and phase 2); and a cluster-sample household survey among caregivers of children aged 3–15 months (phase 2). IPTi and vaccination coverage from the household survey were calculated from child health cards and maternal recall and weighted for the complex sampling design. Interrupted time series analysis using a Poisson regression model was used to assess changes in malaria cases at HF before and after IPTi implementation. Results Most HWs (19/20) interviewed had been trained on IPTi; 16/19 reported feeling well prepared to administer it. Nearly all HFs (17/18 in phase 1; 18/18 in phase 2) had SP for IPTi in stock. The proportion of parasite alleles with dhps K540E mutations increased but remained below the 50% WHO-recommended threshold for IPTi (4.1% pre-IPTi [95%CI 2–7%]; 11% post-IPTi [95%CI 8–15%], p < 0.01). From the household survey, 299/459 (67.4%) children ≥ 10 weeks old received the first dose of IPTi (versus 80.4% for second pentavalent vaccine, given simultaneously); 274/444 (62.5%) children ≥ 14 weeks old received the second IPTi dose (versus 65.4% for third pentavalent vaccine); and 83/217 (36.4%) children ≥ 9 months old received the third IPTi dose (versus 52.2% for first measles vaccine dose). HF register data indicated no change in confirmed malaria cases among infants after IPTi implementation. Conclusions Kambia district was able to scale up IPTi swiftly and provide necessary health systems support. The gaps between IPTi and childhood vaccine coverage need to be further investigated and addressed to optimize the success of the national IPTi programme.

Monte-Carlo interpretation of the JANUS Phase 1, Phase 2 and Phase 4 shielding experiments with TRIPOLI-4®

2021 ◽  
Vol 159 ◽  
pp. 108333
Author(s):  
Amine Hajji ◽  
Christine Coquelet-Pascal ◽  
Patrick Blaise
Keyword(s):  
Monte Carlo ◽  
Phase 1 ◽  
Phase 2

scholarly journals PSVI-3 Dietary supplementation with coated omega-3 fatty acids has positive effects on growth performance and nutrients digestibility in weaned pigs

2020 ◽  
Vol 98 (Supplement_3) ◽  
pp. 196-197
Author(s):  
Woo Jung Seok ◽  
Je min Ahn ◽  
Jing Hu ◽  
Dexin Dang ◽  
Yanjiao Li ◽  
...  
Keyword(s):  
Fatty Acids ◽  
Growth Performance ◽  
Phase 1 ◽  
Dietary Supplementation ◽  
Basal Diet ◽  
Phase 2 ◽  
Omega 3 ◽  
Phase 3 ◽  
Linear Effect ◽  
Weaning Pigs

Abstract The objective of this study was to evaluate the effects of dietary supplementation of coated omega-3 fatty acid (n-3 CFA) by corn cob power silica on performance of weaning pigs. A total of 200 weaned pigs [(Landrace x Yorkshire) x Duroc, average initial body weight at 6.97 ± 1.22 kg] were randomly assigned to four experimental treatments in a 6-week experiment in 3 phases as follows: CON, basal diet; 2) 0.3CFA, CON + phase 1(0.3% n-3CFA), phase 2(0.2% n-3CFA), phase 3(0.1% n-3CFA); 3) 0.6CFA, CON + phase 1(0.6% n-3CFA), phase 2(0.4% n-3CFA), phase 3(0.2% n-3CFA); 4) 0.9CFA, CON + phase 1(0.9% n-3CFA), phase 2(0.6% n-3CFA), phase 3 (0.3% n-3CFA). Each treatment had 10 replicates with 5 pigs (three gilts and two barrows) per replicate. The data were analyzed using the GLM procedure of SAS as a randomized complete block design. Pen served as the experimental unit. Linear, quadratic and cubic polynomial contrasts were used to examine effect of dietary treatment with coated n-3FA in the basal diet. Variability in the data was expressed as the standard error of means and P&lt; 0.05 was considered to statistically significant. Increasing the level of n-3CFA in the diet linearly increased ADG and G/F of pigs (Table 1). Increasing the level of n-3CFA showed a linear increment in the digestibility of DM (83.59, 84.38, 85.13, 85.89 %) whereas nitrogen digestibility (81.79, 82.38, 82.96, 83.64 %) showed a trend (linear effect, p=0.0594) at the end of experiment. The fecal lactobacillus count was increased (7.22, 7.27, 7.33, 7.35 log10cfu/g) with the increase in the supplemental level of n-3CFA (linear effect; p&lt; 0.05). However, there were no differences in the concentration of serum haptoglobin, or fecal E. coli, Clostridium and Salmonella counts despite the increase in n-3CFA levels in the diet. Supplementation of the diet with coated n-3 fatty acids positively affected growth performance and digestibility of dry matter and nitrogen, and enhanced the count of lactobacillus in weaning pigs.

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