Observational learning in children with Down syndrome and developmental delays: the effect of presentation speed in videotaped modelling.

Children with severe developmental delays (three with Down syndrome and three with autism as the primary diagnosis) observed a videotaped model performing two basic dressing skills without prompting, verbal or otherwise, or explanation by an instructor. In a within-subjects design, dressing skills that were presented at a relatively slow presentation speed through videotaped modelling were eventually performed better than those presented at a relatively fast speed. These data in combination with evidence from this laboratory that passive modelling of basic skills is more effective than interactive modelling (e.g., Biederman, Fairhall, Raven, & Davey, 1998; Biederman, Davey, Ryder, & Franchi, 1994; Biederman, Ryder, Davey, & Gibson, 1991) suggest that standard instructional techniques warrant reexamination both from the basis of instructional effectiveness and the efficient use of the allotment of teacher time.

Conditioned antisickness: indirect evidence from rats and direct evidence from ferrets that conditioning alleviates drug-induced nausea and emesis.

In a direct test of conditioned antisickness (CAS; B. T. Lett, 1983) theory, the authors measured emesis in ferrets and found those with a history of forward pairings of pentobarbital and lithium to have fewer and shorter bouts of emesis on test, whether induced by lithium or, in a subsequent test, by the highly emetogenic anticancer drug cisplatin. In an indirect test of her CAS theory, B. T. Lett (1992) paired interoceptive (drug) or place cues with lithium chloride toxicosis and found that rats with a forward-pairings history ate less food than controls on a forward-pairing test, consistent with conditioned sickness rather than CAS. But rats eat dirt or clay in response to sickness and adaptively eat small amounts of food when clay is not available. We substituted clay (kaolin) for food in a partial procedural replication of B. T. Lett's (1992, Experiment 1) experiment and found that rats with a history of forward pairings of pentobarbital and lithium ate less kaolin, which is consistent with CAS.

Teaching basic skills to children with Down syndrome and developmental delays: the relative efficacy of interactive modeling with social rewards for benchmark achievements and passive observation.

In interventions attempting to remediate deficiencies in the skills repertoire of developmentally delayed children, no less than in medical interventions, it may be fairly said that less is more. That is, the instructor should intervene as little as possible both from the perspective of efficient instructional practice and from time allotment concerns which modern classrooms face. Evidence from this laboratory has indicated that in skills training for children with severe developmental delays the passive observation of a model demonstrating the target skill is more effective than interactive modeling involving hand-over-hand instruction with verbal prompting. We have considered the role of verbal prompting in interactive modeling and have found that prompts intended to provide typical social reinforcers are counterproductive (e.g., Biederman, Davey, Ryder, & Franchi, 1994). The present study examines the efficacy of hand-over-hand modeling with response-contingent verbal prompts. In such instruction, tasks are divided into identifiable sequential components, and the achievement of each component is marked by the delivery of some form of verbal prompt. In a within-subjects design, children were trained in one skill with response-contingent verbal prompts and in a second skill with simple passive observation. A separate group of children were trained with less rigorous verbal prompting in one skill and with passive observation in a second. Consistent with previous research, we found that passive modeling was overall significantly more effective than hand-over-hand modeling and moreover that passive modeling was significantly more effective than hand-over-hand modeling with response-contingent prompting. Our evidence therefore indicates that current classroom practice in training basic skills to children with severe developmental delays may require reassessment in that simple observation of modeled skills appears to be more effective than more labor-intensive instruction.

The role of stimulus preexposure in problem solving by Octopus vulgaris.

Octopus vulgaris is able to open transparent glass jars closed with plastic plugs and containing live crabs. The decrease in performance times for removing the plug and seizing the prey with increasing experience of the task has been taken to indicate learning. However, octopuses' attack behaviors are typically slow and variable in novel environmental situations. In this study the role of preexposure to selected features of the problem-solving context was investigated. Although octopuses failed to benefit from greater familiarity with the training context or with selected elements of the task of solving the jar problem, the methodological strategies used are instructive in potentially clarifying the role of complex problem-solving behaviors in this species including stimulus preexposure and social learning.

Conditioned antisickness: heat as an internal stimulus in conditioning taste aversion and aversion failure in rats.

Heat was found to be effective as a conditional stimulus in the aversion failure procedure (S. Revusky, H. K. Taukulis, L. A. Parker, & S. Coombes, 1979) and was also found to be effective as an unconditional stimulus using a taste aversion procedure in which rats exposed to high ambient temperature following saccharin consumption showed robust saccharin aversions relative to unpaired and unheated controls. The antisickness and taste aversion conditioning evidence force reexamination of the view that toxic heat effects are referred to the external environment. Together with other recent evidence from this laboratory, these data support the hypothetical antisickness mechanism of aversion failure, which requires that toxic heat serve as an internal stimulus.

Antisickness conditioning using a nausea-producing nondrug cue.

Most drugs induce conditioned taste aversions and are therefore commonly supposed to produce nausea or sickness. Paradoxically, some drugs appear to lose induction capability when made to serve as a cue for a second drug that produces more severe sickness, perhaps through selective association with a hypothetical homeostatic or antisickness aftereffect of sickness. Using drug-drug pairings had made antisickness conditioning theory difficult to validate. We report here that rotation serves in lieu of a drug cue in rats. Rotation-drug pairings eliminate drug interactions and enable the sorts of parametric manipulations required to validate the theory. By postulating a common sickness mechanism to explain both taste aversion and aversion failure, the theory places the phenomenon within an adaptive evolutionary framework. Successful application could yield a direct countermeasure to severe nausea in clinical settings.

Methodological issues in drug-drug conditioning in rats: nonassociative factors in heart rate and avfail.

Sodium pentobarbital injections followed 30 min later by d-amphetamine sulfate produce an effect over trials in the form of an increase in heart rate in response to pentobarbital in relation to rats that receive the 2 drugs 24 hr apart (long-delayed control: Revusky, Davey, & Zagorski, 1989). This study found equivalent increases in heart rate in forward and backward groups in relation to a long-delayed control regardless of whether training or testing was carried out in a heart rate recording apparatus or in the home cage, which suggests that a drug interaction due to drug administrations in forward and backward groups has yet to be eliminated in accounting for the heart rate effect. Comparison of backward and long-delayed controls in a drug-drug procedure that used a taste aversion test revealed that both forward and delayed pairings can produce attenuated aversions in relation to a backward group regardless of whether the unconditional stimulus is amphetamine (Experiment 1) or lithium chloride (Experiment 2).

Color preference in pigeons: stimulus intensity and reinforcement contingency effects in the avoidance of blue stimuli.

In a procedure intended to determine color preference in pigeons (which partially replicated Catania, Owens, & von Lossberg, 1983), two keys were illuminated by different colors drawn from a set of amber, red, green, or blue stimuli; this was followed by the presentation of grain when either of the two colors was pecked. The grain was illuminated alternately across trials with the colors presented on the keys. In Experiment 1 the intensity of the color stimuli used was not equalized, whereas in Experiment 2 the intensity of the colors was equalized. The low preference for blue found in Experiment 1, as measured by differential key pecking, was not found in Experiment 2. The discriminability of the intensity-equalized colors was confirmed in Experiment 2a, in which equal-intensity color discrimination problems were presented. In Experiment 3, as in Catania et al. (1983), a response-independent reinforcement schedule was used, but with intensity-equalized colors. In contrast to Experiment 2, very low preference for blue was found here and in Experiment 4, which used a within-subject procedure. These findings suggest that pigeon color preference may be a function of intensity, but all controlling variables have not as yet been identified.

Observational learning of two visual discriminations by pigeons: a within-subjects design.

Pigeon's observational learning of successive visual discrimination was studied using within-subject comparisons of data from three experimental conditions. Two pairs of discriminative stimuli were used; each bird was exposed to two of the three experimental conditions, with different pairs of stimuli used in a given bird's two conditions. In one condition, observers were exposed to visual discriminative stimuli only. In a second condition, subjects were exposed to a randomly alternating sequence of two stimuli where the one that would subsequently be used as S+ was paired with the operation of the grain magazine. In a third experimental condition, subjects were exposed to the performance of a conspecific in the operant discrimination procedure. After exposures to conspecific performances, there was facilitation of discriminative learning, relative to that which followed exposures to stimulus and reinforcement sequences or exposures to stimulus sequences alone. Exposure to stimulus and food-delivery sequences enhanced performance relative to exposure to stimulus sequences alone. The differential effects of these three types of exposure were not attributable to order effects or to task difficulty; rather, they clearly were due to the type of exposure.

Neurobehavioral development following aluminum administration in infant rabbits.

Aluminum (Al) is known to be a neurotoxic agent in some species, inducing neurofibrillary tangles, dendritic atrophy, and behavioral deterioration, and has been implicated as a possible agent in human Alzheimer's disease and dialysis dementia. This study was conducted to assess the neurotoxic effects of Al in infant rabbits, and to compare the effects to those previously observed to follow exposure in the adult animal. Aluminum tartrate (2 microM) or physiologic saline was injected into the right lateral ventricle of 2-day-old (day P3) New Zealand white rabbits. The animals were trained in a step-down active avoidance task on P12 and retested 1 day later. They were killed on P20, and their hippocampal CA1 pyramidal cells examined for neurofibrillary tangles or prepared with the rapid Golgi stain for an examination of dendritic development. Additional animals were similarly infused with 1 or 3 microM Al for qualitative and some quantitative observations. No overt neurologic signs were observed in the 1- or 2-microM groups, however, most of the 3-microM group died between P10 and P20. Although there were no significant differences between the 2-microM and control animals on either learning or retention of the active avoidance task, deficits in retention of the task were observed in the 3-microM group. Neurofibrillary tangles in CA1 pyramidal cells were observed with dosages of 1 microM and higher. In the 2-microM group, the pattern of dendritic arborization in CA1 pyramidal cells was consistent with that expected for cells retarded in their development. These results have implications in terms of developmental differences in the neurobehavioral effects of Al.

The double-alternative, double-start experimental apparatus: A new procedure for measuring preference.

A new experimental chamber is described that permits rats to demonstrate behavioral preference for one of two conditions by running towards a goal chamber by one of two routes that are correlated with the different conditions. In a preliminary study, rats chose a route correlated with relatively lower shock, demonstrating the sensitivity of the apparatus. We also report evidence using this device that, of 10 rats tested, all preferred unsignaled rather than signaled, inescapable, unavoidable shock.

Proprioceptive versus visual control in autistic children.

The autistic child's presumed preference for proximal rather than distal sensory input was studied by requiring that autistic, retarded, and normal subjects adapt to a prism-induced lateral displacement of the visual field. Only autistic subjects demonstrated transfer of adaptation to the nonadapted hand, indicative of a reliance on proprioception rather than vision to accomplish adaptation. Such reliance on proprioception was explained as an alternative strategy compensating for an inability to use current visual control of reaching rather than as a preference for proximal information per se.