Learned Helplessness in Shuttlebox-Avoidance Behavior

1982 ◽  
Vol 51 (1) ◽  
pp. 215-221 ◽  
Author(s):  
M. M. Cotton ◽  
A. Benger ◽  
L. Fyfe ◽  
K. Moorehouse ◽  
R. Russell
Keyword(s):  
Learned Helplessness ◽  
Avoidance Behavior ◽  
Prior Experience ◽  
Control Group ◽  
Avoidance Task ◽  
Shuttlebox Avoidance ◽  
Skinner Box ◽  
Helplessness Hypothesis ◽  
Better Than

Three groups of rats ( n = 6) were given prior experience in a Skinner box before being trained in a two-way shuttlebox-avoidance task. Subjects experiencing controllable shock (avoidable or escapable) performed significantly better than a yoked control group which had no control over shocks in the Skinner box and better than a control group which experienced no shock in the Skinner box. Results can be interpreted adequately in terms of the learned helplessness hypothesis proposed by Maier, Seligman, and Solomon.

Effect of Prior Runway Experience on Avoidance Learning

1963 ◽  
Vol 13 (2) ◽  
pp. 575-582 ◽  
Author(s):  
Norman D. Henderson
Keyword(s):  
Avoidance Learning ◽  
Avoidance Behavior ◽  
Prior Experience ◽  
Early Experience ◽  
Learning Task ◽  
Critical Periods ◽  
Or Practice ◽  
Practice Trials ◽  
Better Than

Mice were given 30 practice trials or 30 arbitrary shocks in a runway at 17, 23, 40, or 55 days of age. Performance was directly related to age, with adult Ss showing the greatest improvement during the 30 trials. At 85 days of age, Ss were run to criterion in the same runway. Results indicated that (1) groups receiving prior shock or practice in the runway were significantly better than controls with no prior runway experience; (2) Ss receiving prior practice were not significantly different from Ss receiving equal amounts of shock without practice; (3) animals receiving prior experience at 23 days of age were superior to other groups on the adult avoidance learning task. Critical periods for learning and implications of a multi-factor theory to account for the effects of early experience on avoidance behavior are discussed.

Overshadowing in a Two-Way Shuttlebox

1983 ◽  
Vol 53 (2) ◽  
pp. 367-373
Author(s):  
M. M. Cotton
Keyword(s):  
Pavlovian Conditioning ◽  
Response Latency ◽  
Avoidance Behavior ◽  
Control Group ◽  
Light Control ◽  
Shuttlebox Avoidance ◽  
Response Frequency ◽  
Salient Stimulus ◽  
Experimental Group

A preliminary experiment established that a tone was a more salient stimulus than a light in promoting shuttlebox-avoidance behavior (Exp. 1). Exp. 2 was designed to detect the extent of overshadowing of the light by the tone. Two groups of subjects ( n = 10) were confined to one side of the shuttlebox and given Pavlovian conditioning trials to either the light (control group) or a tone-light compound (experimental group). On a series of test trials the tone overshadowed the light in terms of response latency and response frequency measures in a two-way shuttlebox.

Effect of Escapable versus Inescapable Shock on Avoidance Behavior in the Goldfish (Carassius Auratus)

1985 ◽  
Vol 57 (3_suppl) ◽  
pp. 1027-1030 ◽  
Author(s):  
Gary E. Brown ◽  
Paul J. Smith ◽  
R. Brian Peters
Keyword(s):  
Avoidance Response ◽  
Inescapable Shock ◽  
Learned Helplessness ◽  
Avoidance Behavior ◽  
Carassius Auratus ◽  
Avoidance Task ◽  
Goldfish Carassius Auratus ◽  
Task Differences ◽  
Avoidance Responses

Following exposure to either escapable, inescapable, or no shock, goldfish were tested on an avoidance task. Differences in latency consistent with the hypothesis that helplessness is learned were present only on the first block of five trials. While reliable differences in the number of trials to the first avoidance response supported an interpretation as learned helplessness, differences in the total number of avoidance responses did not.

Comparing the Mathematics Continuous Performance Test With Other Measures of Tests of Attention

2016 ◽  
Vol 32 (4) ◽  
pp. 291-297 ◽  
Author(s):  
Dubi Lufi ◽  
Shachar Pan
Keyword(s):  
Performance Test ◽  
Continuous Performance Test ◽  
Clinical Population ◽  
Control Group ◽  
Continuous Performance ◽  
Adhd Assessment ◽  
Research Reporting ◽  
Hyperactivity Disorder ◽  
Continuous Performance Tests ◽  
Better Than

Abstract. Several studies have shown that Continuous Performance Tests (CPT) can diagnose Attention Deficit Hyperactivity Disorder (ADHD) better than other tests. Research reporting comparisons of two or more CPT-type tests is scarce. The purpose of the study was to compare the Mathematics Continuous Performance Test (MATH-CPT) with another CPT-type test (CPT II) and a questionnaire (the Brown Scale). The comparison was carried out by looking at correlations among subscales and checking the precision of detecting ADHD. Ninety-five high school and college students participated in the study, 41 with ADHD were the research group and 54 were the control group. The participants performed the two tests and answered the questionnaire. The results showed that the MATH-CPT correctly identified 74.50% of the participants of both groups as compared to the 71.60% of the CPT II. Correlations between the two CPT-type tests were moderate; however, they were similar to correlations found in other studies comparing similar tools. The MATH-CPT, final attention formula, showed significant correlations with the Brown scales, while the CPT II, confidence index associated with ADHD assessment, showed nonsignificant correlations with the questionnaire. The study indicated that MATH-CPT can be used with a clinical population of ADHD and for research purposes.

In a Working Mood?

2008 ◽  
Vol 20 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Leonard Reinecke ◽  
Sabine Trepte
Keyword(s):  
Cognitive Task ◽  
Prior Experience ◽  
Computer Game ◽  
Control Group ◽  
Mood Management ◽  
Management Processes ◽  
Quasi Experimental ◽  
Personal Media ◽  
Experimental Group ◽  
Subsequent Task

Abstract. This quasi-experimental study examined the effects of exposure to a computer game on arousal and subsequent task performance. After inducing a state of low arousal, participants were assigned to experimental or control conditions via self-selection. Members of the experimental group played a computer game for five minutes; subjects in the control group spent the same amount of time awaiting further instructions. Participants who were exposed to the computer game showed significantly higher levels of arousal and performed significantly better on a subsequent cognitive task. The pattern of results was not influenced by the participants' prior experience with the game. The findings indicate that mood-management processes associated with personal media use at the workplace go beyond the alteration of arousal and affect subsequent cognitive performance.

PENGGUNAAN MODEL KOOPERATIF TIPE TEAM GAMES TOURNAMENT UNTUK MENINGKATKAN KEMAMPUAN SISWA SEKOLAH DASAR

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Muhammad Noor
Keyword(s):  
Problem Solving ◽  
Sampling Technique ◽  
Control Group ◽  
Control Group Design ◽  
Team Games ◽  
Conventional Models ◽  
Grade Material ◽  
Normalized Gain ◽  
Cooperative Models ◽  
Better Than

The purpose of this study was to obtain empirical evidence about the use of cooperative models of Team Games Tournament to increase the ability of students on solving problems with the summation material fractions. To achieve these objectives, the research carried out in the form of an experiment by comparing the problem solving ability of students to the material sum of fractions through the use cooperative model of TGT and students who received conventional learning. The design is a pretest-posttest control group design. The sampling technique used is purposive sampling technique. The instrument used is to use tests that pretest and posttest. The data were analyzed quantitatively for the results of the pretest, posttest, and normalized gain value. Based on data analysis in this study we concluded that there are differences in problem solving ability of students to the material sum of fractions through the use of cooperative models of Team Games Tournament with students who studied with conventional models, and improved problem solving abilities of students in the material that follows the fractional summation cooperative learning of TGT better than students who take the conventional learning model. Therefore, the ability of solving problems of students at grade material fractions summation cooperative modeled of TGT has increased quite good.

The Effect of Language Games with Audio Visual Aids on Students’ Speaking Competence at Fourth Graders of Tunas Daud Elementary School

2019 ◽  
Vol 3 (3) ◽  
pp. 185
Author(s):  
Susnawati. K ◽  
Marhaeni A.A.I.N ◽  
Ramendra D.P
Keyword(s):  
Elementary School ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Control Group ◽  
Language Games ◽  
Visual Aids ◽  
Fourth Grade Students ◽  
Post Test ◽  
Competence Test ◽  
Better Than

Study aimed to determine the effect of language games with audio visual aids on students' speaking competence at fourth grade students of Tunas Daud elementary school and to describe the implementation of language games with audio visual aids on students’ speaking competence. The design used in this research was a mixed method design. It was explanatory design since this research was started with quantitative design (experimental design with post test only control design) followed by qualitative design. The samples were 62 students; 31 students of the experimental group and 31 students of the control group of fourth grade Tunas Daud elementary students. The data were collected by using speaking competence test and analyzed by IBM SPSS 22 with independent t-test. The data were also collected through an observation sheet for observing the implementation of the language games with audio visual aids. The results showed there was a significant effect of the language games with audio visual aids on students' speaking competence in which the mean score of the students who were taught by using language games with audio visual aids is better than the students who were taught without language games with audio visual aids. For the implementation of the language games with audio visual aids, it can be seen that the implementation of the language games with audio visual aids were done in a very good way. The games was suitable for the students since it could give good impacts for the students. The students are active and confident to speak.

The Role of Chess in the Intellectual Development of Childrens from Primary School

2019 ◽  
pp. 58-62
Author(s):  
Vlad Stegariu ◽  
Simona Andreea Popușoi ◽  
Beatrice Abălașei ◽  
Nicolae Lucian Voinea ◽  
Ioan Stelescu ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Primary School ◽  
Intellectual Development ◽  
Resources Allocation ◽  
Control Group ◽  
Cognitive Resources ◽  
One Year ◽  
Better Than ◽  
Chess Playing

Chess playing has a significant role in participants’ resources allocation, both at a psychological level, but mostly concerning the cognitive resources. The aim of the present study was to examine the effect of chess playing on the intellectual development of primary-class students. 67 children were tested using the Raven Standard Progressive Matrices and were distributed in three different groups according to their experience with chess, namely: the control group (formed by students with no experience with chess playing), the beginners group (students with less than one year in chess playing training) and the advanced group (children with more than two years experience with chess). Results indicated that chess playing had a significant effect on the SPM performance, indicating that those in the advanced group performed significantly better than those in the control or in the beginners group. Conclusions of this study tap into the benefits of playing chess with a focus on the children’s’ cognitive development.

The clinical relevance of isolated lupus anticoagulant positivity in patients with thrombotic antiphospholipid syndrome

2020 ◽  
Author(s):  
Dong-mei Yin ◽  
Philip de Groot ◽  
Marisa Ninivaggi ◽  
Katrien M.J. Devreese ◽  
Bas de Laat
Keyword(s):  
Antiphospholipid Syndrome ◽  
Clinical Relevance ◽  
Antiphospholipid Antibodies ◽  
Odds Ratio ◽  
Lupus Anticoagulant ◽  
Solid Phase ◽  
Control Group ◽  
Domain I ◽  
Normal Controls ◽  
Better Than

Background: Patients positive for three types of antiphospholipid antibodies (aPLs) (triple positivity) have been identified at a high risk for thrombotic events. However, the clinical significance of isolated lupus anticoagulant (LAC) positivity is debated. Objectives: To investigate the clinical relevance of isolated LAC. Patients/Methods 456 patients were enrolled in this study; 66 antiphospholipid syndrome patients and 390 control patients. The control group existed of autoimmune patients (n=91), patients with thrombosis but without aPLs (n=127) and normal controls (n=172). The criteria LAC, anti-cardiolipin (anti-CL) and anti-beta2glycoprotein I (anti-β2GPI) IgG and IgM and the non-criteria IgA anti-CL and anti-β2GPI, anti-domain I (anti-DI) of β2GPI IgG and anti-phosphatidylserine/prothrombin (anti-PS/PT) IgG and IgM were detected according to the ISTH guidelines for solid phase assays. Results: 70 patients were positive for LAC, of which 44 were negative for both anti-β2GPI and anti-CL. We found that isolated LAC proved to be strongly associated with vascular thrombosis (Odds ratio (OR) (95% CI) 7.3 (3.3-16.1)), even better than triple positive samples (OR 4.3 (1.6-12.2)). The titers of the anti-PS/PT IgG and IgM were significantly higher in triple positivity samples compared to samples with isolated LAC positivity. The majority of single LAC positives were anti-PS/PT negative. We observed that LAC positivity was weaker in isolated LAC positive patients compared to LAC activity in triple positive patients. Conclusions: Isolated LAC was highly associated with thrombosis. The presence of anti-PS/PT could not explain LAC positivity in isolated LAC. Isolated LAC showed a weaker LAC activity compared to triple positive patients.

scholarly journals Effect of Antibacterial Root Canal Sealer on Persistent Apical Periodontitis

Antibiotics ◽  
2021 ◽  
Vol 10 (6) ◽  
pp. 741
Author(s):  
Zheng Wang ◽  
Ge Yang ◽  
Biao Ren ◽  
Yuan Gao ◽  
Xian Peng ◽  
...  
Keyword(s):  
Enterococcus Faecalis ◽  
Therapeutic Effect ◽  
Root Canal ◽  
Apical Periodontitis ◽  
Control Group ◽  
Root Canal Sealer ◽  
Root Canal Filling ◽  
First Time ◽  
Cone Beam Computer Tomography ◽  
Better Than

The infection of Enterococcus faecalis and its interacting microorganisms in the root canal could cause persistent apical periodontitis (AP). Antibacterial root canal sealer has favorable prospects to inhibit biofilms. The purpose of this study was to investigated the antibacterial effect of root canal sealer containing dimethylaminododecyl methacrylate (DMADDM) on persistent AP in beagle dogs for the first time. Persistent AP was established by a two-step infection with Enterococcus faecalis and multi-bacteria (Enterococcus faecalis, Lactobacillus acidophilus, Actinomycesnaeslundii, Streptococcus gordonii). Root canal sealer containing DMADDM (0%, 1.25%, 2.5%) was used to complete root canal filling. The volume of lesions and inflammatory grade in the apical area were evaluated by cone beam computer tomography (CBCT) and hematoxylin-eosin staining. Both Enterococcus-faecalis- and multi-bacteria-induced persistent AP caused severe apical destruction, and there were no significant differences in pathogenicity between them. DMADDM-modified sealer significantly reduced the volume of periapical lesion and inflammatory grade compared with the control group, among them, the therapeutic effect of the 2.5% group was better than the 1.25% group. In addition, E.faecalis-induced reinfection was more sensitive to the 2.5% group than multi-bacteria reinfection. This study shows that root canal sealer containing DMADDM had a remarkable therapeutic effect on persistent AP, especially on E. faecalis-induced reinfection.

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