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Visual cues have an important role in food preference for both rats and humans. Here, we aim to isolate the effects of numerosity, density, and surface area on food preference and running speed in rats, by using a forced-choice maze paradigm. In Experiment 1, rats preferred and ran faster for a group of multiple smaller pellets rather than a single large pellet, corroborating previous research (Capaldi, Miller, & Alptekin Journal of Experimental Psychology: Animal Behavior Processes, 15(1), 75–80, 1989). Further experiments tested the prevailing hypothesis that multiple food pieces are more reinforcing because they occupy a larger surface area. Experiment 2 controlled for numerosity by utilizing a continuous food: mashed potatoes flattened to cover a larger surface area or rounded into a ball. The rats preferred and ran faster for the flattened potatoes, suggesting surface area plays a role in quantity estimations. Finally, in Experiment 3, rats displayed no preference or difference in running speed between a group of scattered and clustered pellets when number of pellets were kept constant. Taken together, these results suggest that density has an important role in food perception—that is, the rewarding effect of higher numerosity or larger surface area is removed when the food does not fill out the entire space. Alternative explanations and implications for human diet are discussed. 相似文献
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Ayalon Michal Wilkie Karina J. Eid Katrin Hajjar 《Educational Studies in Mathematics》2022,110(1):23-48
Educational Studies in Mathematics - Argu mentative problem solving in mathematics classrooms is a crucial practice that supports important student learning goals via collaborative deliberation and... 相似文献
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Donald M. Wilkie 《Learning & behavior》1988,16(2):132-136
We have found proactive effects in pigeons’ timing behavior, a finding inconsistent with internal-clock models of timing that assume a resetable working-memory component. Six pigeons were trained to discriminate between 2- and 10-sec illuminations of a white light; choice of a red pecking key was correct and rewarded after presentation of the short stimulus whereas choice of a green key was correct and rewarded after presentation of the long stimulus. During training sessions, there were 60 trials separated by a 20-sec intertriai interval; short and long light occurred in a randomized order and correct choices were reinforced with 5-sec access to grain on a partial (75%) schedule. During test sessions, there were 120 trials separated by a 2-sec intertrial inter val. Light presentations occurred in a fixed order throughout these sessions: 2, 6, 10, 10, 6, 2 2, 6, 10 sec, and so forth. Choice of either red or green after 6 sec was not reinforced. However, red continued to be correct after 2 sec and green continued to be correct after 10 sec. Of central interest was how the subjects classified 6 sec of light in ascending (2, 6, 10) and descending (10. 6, 2) sequences of durations: Subjects chose the short alternative on 42% of the 6-sec trials in ascending series but only 29% in descending series, a result most plausibly interpreted as show ing that duration information from a preceding trial affects duration classifications on the cur rent trial. Such proactive effects should not occur according to working-memory models that as sume that stored information is cleared at the end of a trial. 相似文献
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Donald M. Wilkie 《Learning & behavior》1987,15(1):35-39
Five pigeons were trained to discriminate between 2- and 10-sec illuminations of a white light; choice of a red pecking key was correct and rewarded after presentation of the short stimulus, whereas choice of a green key was correct and rewarded after presentation of the long stimulus. On half the trials, the light was bright; on the others, it was dim. Durations of 4, 6, and 8 sec of both dim and bright light were also presented; choices on these trials were not rewarded. The probability of the pigeons’ choosing the short alternative decreased in a graded manner as duration of both bright and dim light increased from 2, to 4, to 6, to 8, and to 10 sec. However, the pigeons were more likely to choose the short alternative with longer durations of the dim light than the bright light, a result that implies that the perceived duration of a dim light was shorter than that of a bright light of equal length. One interpretation of this effect is that stimulus intensity affects the rate of the pacemaker in an internal clock mechanism subserving timing of event duration. 相似文献
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Willson and Wilkie (1993) developed a novel procedure for assessing pigeons’ memory for the spatial location of food. Only one of four locations (consisting of an illuminated pecking key and grain feeder) provided food each day. Over days, different locations provided food. The pigeons’ tendency to revisit the location that was profitable on the previous day demonstrated memory for food-spatiallocation associations over a period of 24 h, retention longer than previously reported for this species. This basic finding was replicated and extended in three experiments. Experiment 1 demonstrated that location-food discriminations were also remembered well when established with successive rather than concurrent procedures. Experiment 2 demonstrated that pigeons can remember two location-food associations over 24 h. Experiment 3 showed that the discrimination training inherent in this paradigm is important for retention; retention was impaired when only the rewarded location was presented. Overall, this research suggests that cross-species differences in spatial memory performance may be due to quantitative rather than qualitative differences in the memory system underlying performance. 相似文献
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Pigeons were trained to discriminate between four keys. One provided food in the mornings, another provided food in the afternoons, and two never provided food. Three experiments were performed to determine whether pigeons could track food availability over a 24-h period. All the subjects appeared to demonstrate time-place associative learning. A fourth experiment was designed to investigate the mechanisms underlying the timing behavior. Lights-on time was shifted back by 6 h, and no decrease in performance was found during the first session following the phase shift. This suggests that a circadian type of timing mechanism with a self-sustaining oscillator mediates time-place learning over a period of 24 h. Further support for this notion was found in a fifth experiment, in which the subjects were tested in constant dim light. In that experiment, the subjects’ continued correct responding provides additional support for a self-sustaining circadian timer. 相似文献
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Formative assessment practices for secondary mathematics have been advocated as valuable for students, but difficult for teachers to learn. There have been calls in the literature to increase the emphasis on formative assessment in mathematics teacher preparation courses. This study explored the use of peer-assessment strategies for helping pre-service secondary mathematics teachers (PSTs) cultivate formative assessment principles and practices for assessing school students. Twenty-seven PSTs participated in a peer-assessment cycle comprised of: sourcing a rich mathematics task; constructing an assessment rubric for it; and collecting and analysing a selection of secondary student responses to the task. Each PST then provided written and verbal feedback to a peer on his/her rubric and student solution assessments. We draw on theoretical conceptions of Teacher Assessment Literacy in Practice to characterize the PSTs’ perceptions of their experience of formative assessment processes for learning to assess school students, in terms of cognitive and affective dimensions of their conceptions of assessment. The cohort evidenced a wide range of levels of confidence with the various aspects of formative assessment practices but on average less confidence in assessing school student task responses themselves than in assessing peer work. In addition to highlighting specific changes to different types of assessment knowledge, the PSTs also evidenced an awareness of shifts in their attitudes, in coming to view student task responses with more appreciation and humility.
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In Experiment 1, three food-deprived pigeons received trials that began with red or green illumination of the center pecking key. Two or four pecks on this sample key turned it off and initiated a 0- to 10-sec delay. Following the delay, the two outer comparison keys were illuminated, one with red and one with green light. In one condition, a single peck on either of these keys turned the other key off and produced either grain reinforcement (if the comparison that was pecked matched the preceding sample) or the intertrial interval (if it did not match). In other conditions, 3 or 15 additional pecks were required to produce reinforcement or the intertrial interval. The frequency of pecking the matching comparison stimulus (matching accuracy) decreased as the delay increased, increased as the sample ratio was increased, and decreased as the comparison ratio was increased. The results of Experiment 2 suggested that higher comparison ratios adversely affect matching accuracy primarily by delaying reinforcement for choosing the correct comparison. The results of Experiment 3, in which delay of reinforcement for choosing the matching comparison was manipulated, confirmed that delayed reinforcement decreases matching accuracy. 相似文献