Genetic analysis of behaviors related to the solution of a detour learning task

J. T. Kiker; P. B. Siegel; K. Hinkelmann

doi:10.1007/bf01065727

Effects of exposure to 50Hz magnetic field of 1mT on the performance of detour learning task by chicks

Brain Research Bulletin ◽

10.1016/j.brainresbull.2007.06.009 ◽

2007 ◽

Vol 74 (1-3) ◽

pp. 178-182 ◽

Cited By ~ 13

Author(s):

Yi Che ◽

Huaying Sun ◽

Yonghua Cui ◽

Dongming Zhou ◽

Yuanye Ma

Keyword(s):

Magnetic Field ◽

Learning Task ◽

Detour Learning

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Post-Mortem Review and Genetic Analysis of Sudden Unexpected Death in Epilepsy (SUDEP) Cases

Yearbook of Neurology and Neurosurgery ◽

10.1016/j.yneu.2011.04.011 ◽

2011 ◽

Vol 2011 ◽

pp. 42-43

Author(s):

M.J. Brodie

Keyword(s):

Genetic Analysis ◽

Sudden Unexpected Death ◽

Post Mortem ◽

Unexpected Death

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Genetic analysis of a Japanese patient with butyrylcholinesterase deficiency

Annals of Human Genetics ◽

10.1017/s0003480097006520 ◽

1997 ◽

Vol 61 (6) ◽

pp. 491-496 ◽

Cited By ~ 7

Author(s):

K. HIDAKA ◽

I. IUCHI ◽

M. TOMITA ◽

Y. WATANABE ◽

Y. MINATOGAWA ◽

...

Keyword(s):

Genetic Analysis ◽

Japanese Patient

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An autopsy case of gallbladder cancer developing in a Japanese man with cerebrotendinous xanthomatosis: genetic analysis of the sterol 27-hydroxylase and p53 genes

Pathology ◽

10.1080/00313020307568 ◽

2003 ◽

Vol 35 (2) ◽

pp. 141-144 ◽

Cited By ~ 1

Author(s):

Hiroya Kato ◽

Sukenari Koyabu ◽

Shigenori Aoki ◽

Takuya Tamai ◽

Masahiro Sugawa ◽

...

Keyword(s):

Genetic Analysis ◽

Gallbladder Cancer ◽

Cerebrotendinous Xanthomatosis ◽

Autopsy Case ◽

P53 Genes

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Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

Swiss Journal of Psychology ◽

10.1024//1421-0185.61.3.139 ◽

2002 ◽

Vol 61 (3) ◽

pp. 139-151 ◽

Cited By ~ 20

Author(s):

Céline Darnon ◽

Céline Buchs ◽

Fabrizio Butera

Keyword(s):

Cooperative Learning ◽

Social Comparison ◽

Positive Relationship ◽

Learning Task ◽

Control Group ◽

Complementary Information ◽

Relational Conflict ◽

The Social ◽

The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

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Blocking Is Sensitive to Causal Structure in 4-Year-Old and 8-Year-Old Children

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169.52.4.264 ◽

2005 ◽

Vol 52 (4) ◽

pp. 264-271 ◽

Cited By ~ 4

Author(s):

Tom Beckers ◽

Uschi Van den Broeck ◽

Marij Renne ◽

Stefaan Vandorpe ◽

Jan De Houwer ◽

...

Keyword(s):

Young Children ◽

Associative Learning ◽

Learning Theory ◽

Causal Structure ◽

Age Groups ◽

Learning Task ◽

Contingency Learning

Abstract. In a contingency learning task, 4-year-old and 8-year-old children had to predict the outcome displayed on the back of a card on the basis of cues presented on the front. The task was embedded in either a causal or a merely predictive scenario. Within this task, either a forward blocking or a backward blocking procedure was implemented. Blocking occurred in the causal but not in the predictive scenario. Moreover, blocking was affected by the scenario to the same extent in both age groups. The pattern of results was similar for forward and backward blocking. These results suggest that even young children are sensitive to the causal structure of a contingency learning task and that the occurrence of blocking in such a task defies an explanation in terms of associative learning theory.

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