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Training Procedures (training + procedure)
Selected AbstractsThe role of error-correction procedures in the reinforcement of errorsBEHAVIORAL INTERVENTIONS, Issue 3 2006Sandy K. Magee In Study 1 three different error-correction procedures and a trial-and-error procedure were implemented in a Japanese word/phrase receptive identification task. Training procedures differed in the specific type of error that evoked error-correction feedback. Outcomes indicated that when the error-correction consequence was contingent on incorrect responses, incorrect responses predominated initially. When this feedback consequence followed no response, non-responding initially prevailed. Task mastery was achieved in fewer trials with error-correction procedures than with the no prompt/trial-and-error. However, post-mastery probes 1 week after mastery indicated retention was greater for participants in the trial-and-error training condition. These patterns indicated that the feedback prompt itself could be functioning as a positive reinforcer. Demonstration of this effect would have been more definitive had individual participants been exposed to each experimental condition, and the limited number of participants in the trial-and-error group weakened conclusions from Study 1. These outcomes necessitated procedural replication. The initial question remained unanswered: if feedback were delivered contingent on trainee request and not contingent on errors, how would this affect errors and retention? Study 2, with a prompt-request (,Show me') answered this question. Copyright © 2006 John Wiley & Sons, Ltd. [source] A role for eukaryotic translation initiation factor 2B (eIF2B) in taste memory consolidation and in thermal control establishment during the critical period for sensory developmentDEVELOPMENTAL NEUROBIOLOGY, Issue 6 2007Sharon Tirosh Abstract All species exhibit critical periods for sensory development, yet very little is known about the molecules involved in the changes in the network wiring that underlies this process. Here the role of transcription regulation of the translation machinery was determined by evaluating the expression of eIF2B,, an essential component of translation initiation, in both taste-preference development and thermal control establishment in chicks. Analysis of the expression pattern of this gene after passive-avoidance training revealed clear induction of eIF2B, in both the mesopallium intermediomediale (IMM) and in the striatum mediale (StM). In addition, a correlation was found between the concentration of methylanthranilate (MeA), which was the malaise substrate in the passive-avoidance training procedure, the duration of memory, and the expression level of eIF2B,. Training chicks on a low concentration of MeA induced short-term memory and low expression level of eIF2B,, whereas a high concentration of MeA induced long-term memory and a high expression level of eIF2B, in both the IMM and StM. Furthermore, eIF2B, -antisense "knock-down" not only reduced the amount of eIF2B, but also attenuated taste memory formation. In order to determine whether induction of eIF2B, is a general feature of neuronal plasticity, we checked whether it was induced in other forms of neuronal plasticity, with particular attention to its role in temperature control establishment, which represents hypothalamic-related plasticity. It was established that eIF2B, -mRNA was induced in the preopotic anterior hypothalamus during heat conditioning. Taken together, these results correlate eIF2B, with sensory development. © 2007 Wiley Periodicals, Inc. Develop Neurobiol, 2007. [source] Event report training: An examination of the efficacy of a new intervention to improve children's eyewitness reports,APPLIED COGNITIVE PSYCHOLOGY, Issue 6 2010Elisa Krackow This study tested the efficacy of Event Report Training (ERT), a training procedure designed to improve children's memory reports and decrease suggestibility. Children (N,=,58) participated in two forensically relevant play events. Two weeks later, children received ERT or participated in control procedures, after which they received a memory interview. Results indicated that ERT decreased suggestibility to abuse-related questions in preschoolers; their responses were highly accurate and age differences were eliminated. ERT did not increase the amount of information preschoolers provided in response to open-ended questions. However, with ERT 7- to 8-year-olds reported 32% more information which included a 32% increase in actions, without an accompanying increase in incorrect information. Due to school-aged children's high accuracy rates, it was impossible to gauge the effectiveness of ERT in reducing suggestibility. The failure to obtain an effect of ERT in preschoolers' open-ended recall is discussed in terms of their cognitive-developmental limitations. Copyright © 2009 John Wiley & Sons, Ltd. [source] Weaning Chinese perch Siniperca chuatsi (Basilewsky) onto artificial diets based upon its specific sensory modality in feedingAQUACULTURE RESEARCH, Issue 2001X F Liang Abstract Chinese perch are one of the most valuable food fish in China, but the sole source of feed for intensive culture is live prey fish. Our previous studies on systematic sensory physiology revealed that this species have a mechanism for this peculiar feeding habit. In the present study, a specific training procedure was designed, and both experimental (initial body weight 171.0 g; 120 days) and commercial (initial body weight 52.4 g; 240 days) net-cage cultures were conducted to investigate the training success, growth performance and survival of the trained yearlings fed with nonlive or Oregon-type moist diet. The training successes of minced prey fish and the Oregon moist diet were 100 and 89.9%, respectively, in experimental culture, and 92.2 and 83.5% in commercial culture. In an experimental trial, the fish fed minced prey fish or the Oregon moist diet attained final body weights of 472.7 g or 344.7 g, although the specific growth rates of these groups were significantly lower than that of the fish fed live prey fish (final body weight 560.0 g). Mortality was not significantly related to dietary treatment. In commercial culture, the final body weights were as follows: 750 g on live prey fish, 705 g on minced prey fish and 651 g on the Oregon moist diet. Feed costs to produce 1 kg fish were estimated to be US$6.59 for live prey fish, US$1.76 for minced prey fish and US$2.07 for the Oregon moist diet. The results of the present study confirmed that sensory modality and associative learning appear to be critical factors in determining food discrimination of Chinese perch, indicating that both minced trash fish and Oregon-type moist diet can be substituted for live prey fish in intensive commercial production. [source] Rapid acquisition of operant conditioning in 5-day-old rat pups: A new technique articulating suckling-related motor activity and milk reinforcementDEVELOPMENTAL PSYCHOBIOLOGY, Issue 6 2007Carlos Arias Abstract Newborn rats are capable of obtaining milk by attaching to a surrogate nipple. During this procedure pups show a gradual increase in head and forelimb movements oriented towards the artificial device that are similar to those observed during nipple attachment. In the present study the probability of execution of these behaviors was analyzed as a function of their contingency with intraoral milk infusion using brief training procedures (15 min). Five-day-old pups were positioned in a smooth surface having access to a touch-sensitive sensor. Physical contact with the sensor activated an infusion pump which served to deliver intraoral milk reinforcement (Paired group). Yoked controls received the reinforcer when Paired neonates touched the sensor. Paired pups trained under a continuous reinforcement schedule emitted significantly more responses than Yoked controls following two (Experiment 1) or one training session (Experiment 2). These differences were also observed during an extinction session conducted immediately after training. The level of maternal deprivation before training (3 or 6 hr) or the volume of milk delivered (1.0 or 1.5 µl per pulse) did not affect acquisition or extinction performances. In addition, it was observed that the rate of responding of Paired pups during the early phase of the extinction session significantly predicted subsequent levels of acceptance of the reinforcer. These results indicate that the frequency of suckling-related behaviors can be rapidly modified by means of associative operant processes. The operant procedure here described represents an alternative tool for the ontogenetic analysis of self-administration or behavior processes of seeking. © 2007 Wiley Periodicals, Inc. Dev Psychobiol 49: 576-588, 2007. [source] Nonlinear experimental design using Bayesian regularized neural networksAICHE JOURNAL, Issue 6 2007Matthew C Coleman Abstract Novel criteria for designing experiments for nonlinear processes are presented. These criteria improve on a previous methodology in that they can be used to suggest a batch of new experiments to perform (as opposed to a single new experiment) and are also optimized for discovering improved optima of the system response. This is accomplished by using information theoretic criterion, which also heuristically penalize experiments that are likely to result in low (nonoptimal) results. While the methods may be applied to any type of nonlinear-nonparametric model (radial basis functions and generalized linear regression), they are here exclusively considered in conjunction with Bayesian regularized feedforward neural networks. A focus on the application of rapid process development, and how to use repeated experiments to optimize the training procedures of Bayesian regularized neural networks is shown. The presented methods are applied to three case studies. The first two case studies involve simulations of one and two-dimensional (2-D) nonlinear regression problems. The third case study involves real historical data from bench-scale fermentations generated in our laboratory. It is shown that using the presented criteria to design new experiments can greatly increase a feedforward neural network's ability to predict global optima. © 2007 American Institute of Chemical Engineers AIChE J, 2007 [source] Nursing staff attitudes towards patients with personality disorderPERSONALITY AND MENTAL HEALTH, Issue 2 2007Daniel Webb Background,The Gwylfa Therapy Service is a specialist outpatient personality disorder (PD) service within Gwent Healthcare NHS trust. Among its key functions, the service is required to develop training procedures that improve the attitudes and capabilities of mental health staff working with patients with PD. Aim,The aim was to assess Community Mental Health Team (CMHT) nurses' attitudes to patients with PD, using the Attitude to Personality Disorder Questionnaire (APDQ), and to compare their scores with published APDQ data for nurses and prison officers working with patients with PDs. Method,Participants were nurses recruited from CMHTs (n = 88) and those who volunteered to attend a PD awareness workshop (n = 29). They completed the APDQ. Results,CMHT nurses reported lower feelings of security, acceptance and purpose compared with all other groups, although at the same time they also reported higher levels of enjoyment in working with PD patients. CMHT nurses who volunteered to participate in an awareness workshop reported higher levels of enjoyment, security, acceptance and purpose when working with patients with PD compared to those who did not volunteer. Discussion,CMHT nursing staff require help to feel safer, more accepting and more purposeful when working with patients with PD. Some of these issues may be addressed through the formulation of policies and good practice procedures, but staff also need to be trained for working with people with PD. The next step is to design suitable training and evaluate its effectiveness with respect to how it changes knowledge, attitudes and skills, and, eventually, how this benefits patients. Copyright © 2007 John Wiley & Sons, Ltd. [source] INTEGRATING ERRORS INTO THE TRAINING PROCESS: THE FUNCTION OF ERROR MANAGEMENT INSTRUCTIONS AND THE ROLE OF GOAL ORIENTATIONPERSONNEL PSYCHOLOGY, Issue 2 2003DOERTE HEIMBECK Error management training explicitly allows participants to make errors. We examined the effects of error management instructions ("rules of thumb" designed to reduce the negative emotional effects of errors), goal orientation (learning goal, prove goal, and avoidance goal orientations) and attribute x treatment interactions on performance. A randomized experiment with 87 participants consisting of 3 training procedures for learning to work with a computer program was conducted: (a) error training with error management instructions, (b) error training without error management instructions; and (c) a group that was prevented from making errors. Results showed that short-and medium-term performance (near and far transfer) was superior for participants of the error training that included error management instructions, compared with the two other training conditions. Thus, error management instructions were crucial for the high performance effects of error training. Prove and avoidance goal orientation interacted with training conditions. [source] Training paraprofessionals to use behavioral strategies when educating learners with autism spectrum disorders across environmentsBEHAVIORAL INTERVENTIONS, Issue 1 2010Laura J. Hall Although the use of paraprofessionals in the education of young children with autism spectrum disorders (ASD) is a common practice, research on effective training procedures is scarce. The following study used a multiple-baseline design across settings replicated by five paraprofessionals to evaluate their use of behavioral strategies with young children with, or at risk for, autism spectrum disorder. A training package consisting of a workshop and performance feedback by their supervising special education teacher served as the intervention. Results revealed that even though the paraprofessionals demonstrated skills in the use of behavioral strategies at the workshop, there was either no transfer or generalization to the preschool or home environments where they worked, or their use of skills decreased over time. When performance feedback was provided to all participants, their correct use of strategies increased. The training model evaluated in this study provides an example of one that could be employed in a typical public school classroom or early intervention program. Copyright © 2009 John Wiley & Sons, Ltd. [source] | ||||||||||