Core concepts in physiology: teaching homeostasis through pattern recognition

Homeostasis is a core concept in systems physiology that future clinicians and biomedical professionals will apply in their careers. Despite this, many students struggle to transfer the principles governing homeostasis to concrete examples. Precourse assessments conducted on 72 undergraduate biology students enrolled in an introductory systems physiology course at the University of Belgrade during the February–May semester of 2021 revealed that students had a vague, fragmentary understanding of homeostasis and its related concepts that was often conflated with topics touched on during their previous coursework. We formalized and implemented an approach to teaching homeostasis that focused heavily on consistent reinforcement of physiological reflex patterns throughout the course. To that end, we employed a variety of activities aimed at getting students to view organ system integration holistically. After the semester, postcourse assessment demonstrated that students were better able to provide concrete examples of organ system contributions to homeostasis and were more adept at applying basic principles to novel physiological scenarios. Comparison of final grades with previous semesters revealed that students outperformed their peers who had taken the course previously. In this article, we summarize the findings of pre- and postcourse assessments, describe the general approach we took to teaching homeostasis as well as the specific techniques used in the classroom, and compare student performance with previous semesters.

Management Control Systems and Innovation: a levers of control analysis in an innovative company

Purpose Building on the growing body of research that has addressed management control systems and innovation, the purpose of this study is to assess the extent and nature of the use of controls in an innovative setting and how they work together unveiling the relationships and tensions amongst the Simons’ levers. Design/methodology/approach This study resorts to an in-depth and single case study in a company that has both a strong orientation to innovation and stable control practices in place. Evidence was collected from 32 interviews, visits to the company and internal documentation. Findings At the case company, it was possible to find the presence of controls according to all the levers of control. Likewise, joint effects of controls used according to interactive and beliefs approaches and diagnostic and boundary controls showed a consistent reinforcement that push the organization in a single direction. Signs of some countervailing reinforcement between these pairs were also detected, creating tensions. This in general shows that innovation can be weighed against the necessity of goal achievement taking place within fields in which the company can exploit the effort developed. Originality/value This study documents the collective use of controls in a context in which innovation is needed and how the combination of the levers of control with their inner workings and tensions allow the company to have a corporate environment of innovation that is friendly.

The Partial Reinforcement Extinction Effect Depends on Learning about Non-Reinforced Trials Rather than Reinforcement Rate

Conditioned responding extinguishes more slowly after partial (inconsistent) reinforcement than after consistent reinforcement. This Partial Reinforcement Extinction Effect (PREE) is usually attributed to learning about nonreinforcement during the partial schedule. An alternative explanation attributes it to any difference in the rate of reinforcement, arguing that animals can detect the change to nonreinforcement more quickly after a denser schedule than a leaner schedule. Experiments 1a and 1b compared extinction of magazine responding to a conditioned stimulus (CS) reinforced with one food pellet per trial and a CS reinforced with two pellets per trial. Despite the difference in reinforcement rate, there was no reliable difference in extinction. Both experiments did demonstrate the conventional PREE comparing a partial CS (50% reinforced) with a consistent CS. Experiments 2 and 3 tested whether the PREE depends specifically on learning about nonreinforced trials during partial reinforcement. Rats were trained with two CS configurations, A and AX. One was partially reinforced, the other consistently reinforced. When AX was partial and A consistent, responding to AX extinguished more slowly than to A. When AX was consistent and A was partial, there was no difference in their extinction. Therefore, pairing X with partial reinforcement allowed rats to show a PREE to AX that did not generalise to A. Pairing A with partial reinforcement meant that rats showed a PREE to A that generalised to AX. Thus, the PREE depends on learning about nonreinforced trials during partial reinforcement and is not due to any difference in per-trial probability of reinforcement

UP-C Session 5: Look at My Thoughts

Chapter 15 introduces the idea of flexible thinking. This session teaches children to recognize that their initial negative or threatening interpretation of an ambiguous situation may not be realistic or accurate. The parent session introduces the concept of cognitive flexibility, emphasizing that their child’s first interpretation of a situation may not be the most realistic or accurate. Parents learn about the four thinking traps covered in the child component of the session (jumping to conclusions, mind reading, thinking the worst, and ignoring the positive) so that they can help their children identify thinking distortions. This session also covers an additional emotional parenting behavior (inconsistency) and its opposite parenting behavior (consistent reinforcement and discipline).

Partisan Orientations over the Long Haul: Results from the Three-Wave Political Socialization Panel Study

The present study examines the dynamics of partisanship and voting behavior by utilizing national survey panel data gathered in 1965, 1973, and 1982 from two strategically situated generations—members of the high school senior class of 1965 and their parents. At the aggregate level, generational effects appeared in the persistently weaker partisan attachments of the younger generation. At the individual level, strong effects based on experience and habituation appeared in the remarkable gains occurring in the stability of partisan and other orientations among the young as they aged from their mid-20s to their mid-30s. Dynamic modeling of the relationship between partisanship and voting choice demonstrated that the younger voters had stabilized at an overall weaker level of partisanship, leading to more volatile voting behavior which, in turn, failed to provide the consistent reinforcement needed to intensify preexisting partisan leanings.

The operational analysis of psychological terms

The major contributions of operationism have been negative, largely because operationists failed to distinguish logical theories of reference from empirical accounts of language. Behaviorism never finished an adequate formulation of verbal reports and therefore could not convincingly embrace subjective terms. But verbal responses to private stimuli can arise as social products through the contingencies of reinforcement arranged by verbal communities.In analyzing traditional psychological terms, we need to know their stimulus conditions (“finding the referent”), and why each response is controlled by that condition. Consistent reinforcement of verbal responses in the presence of stimuli presupposes stimuli acting upon both the speaker and the reinforcing community, but subjective terms, which apparently are responses to private stimuli, lack this characteristic. Private stimuli are physical, but we cannot account for these verbal responses by pointing to controlling stimuli, and we have not shown how verbal communities can establish and maintain the necessary consistency of reinforcement contingencies.Verbal responses to private stimuli may be maintained through appropriate reinforcement based on public accompaniments, or through reinforcements accorded responses made to public stimuli, with private cases then occurring by generalization. These contingencies help us understand why private terms have never formed a stable and uniform vocabulary: It is impossible to establish rigorous vocabularies of private stimuli for public use, because differential reinforcement cannot be made contingent upon the property of privacy. The language of private events is anchored in the public practices of the verbal community, which make individuals aware only by differentially reinforcing their verbal responses with respect to their own bodies. The treatment of verbal behavior in terms of such functional relations between verbal responses and stimuli provides a radical behaviorist alternative to the operationism of methodological behaviorists.

Control of Fingertip Temperature Increases via Biofeedback in Learning-Disabled and Normal Children

Although considerable research has been done with biofeedback in adults, little is known of its effect in children of different ages or those with learning disabilities. This study assessed the effects of thermal biofeedback in 60 children (40 boys, 20 girls) aged 7 to 9 yr. ( Mage 8-6) half of whom were learning-disabled and half, normal children matched for age, sex, grade, race, socioeconomic status, and IQ. Training consisted of one 15-min. period daily for five days with three trials per period. Children (16 learning-disabled, 16 normals) received consistent reinforcement for digital temperature increases while 28 children (14 learning-disabled, 14 normals) received mixed reinforcement after Day 1, on which all children were consistently reinforced to yield a performance baseline. Feedback was provided by a variable intensity light and toy electric train. Learning was demonstrated only for the consistently reinforced group, which performed almost twice as well as those receiving mixed reinforcement. Learning-disabled children learned thermal control even better than normals, explained in terms of biofeedback reinforcing an internal steady state conducive to learning. Younger children did better than older children, and girls did somewhat better than boys. Post-training improvement in figure-ground discrimination and intersensory-integration was linked with performance and learning, respectively.

Does Delay of Reinforcement Produce Durable Persistence?

In a foru-phase experiment, phase I was runway training under four different reinforcement conditions: partial reinforcement (PRF), partial delayed reinforcement (PDR), constant delayed reinforcement (CDR), and consistent reinforcement (CRF). During phase 2 extinction, PRF and PDR groups did not differ; both groups were more persistent than group CDR, which was in turn superior to the CRF control. Phase 3 was CRF reacquisition for all groups. During phase 4 extinction, PRF group was more presistent than the other three groups which did not differ. A Pavlovian counter-conditioning hypothesis was proposed to account for the absence of durable persistence following PDR training.