scholarly journals Partial control and learned helplessness in rats: Control over shock intensity prevents interference with subsequent escape

1979 ◽  
Vol 7 (2) ◽  
pp. 157-164 ◽  
Author(s):  
Lauren B. Alloy ◽  
Philip J. Bersh
Keyword(s):  
Shock Intensity ◽  
Learned Helplessness ◽  
Partial Control

Learned Helplessness in Goldfish under Conditions of Low Shock Intensity

1983 ◽  
Vol 108 (1) ◽  
pp. 97-101 ◽  
Author(s):  
Susan M. Nash ◽  
Sheena L. Martinez ◽  
Michael M. Dudeck ◽  
Stephen F. Davis
Keyword(s):  
Shock Intensity ◽  
Learned Helplessness

scholarly journals Role of shock intensity in the learned helplessness paradigm

1978 ◽  
Vol 6 (2) ◽  
pp. 143-146 ◽  
Author(s):  
Robert A. Rosellini ◽  
Martin E. P. Seligman
Keyword(s):  
Shock Intensity ◽  
Learned Helplessness

Transfer of "Learned Helplessness" Effects to an Appetitive Task

1975 ◽  
Author(s):  
Larry A. Engberg ◽  
Martin I. Golding ◽  
Joseph R. Volpicelli
Keyword(s):  
Learned Helplessness

THE CHALLENGES OF TEACHING FOREIGN LANGUAGES TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

2020 ◽  
pp. 115-122
Author(s):  
Elena N. Gur'yanova ◽  
Keyword(s):  
Learned Helplessness ◽  
Educational Needs ◽  
Point Of View ◽  
Teaching Staff ◽  
Technical Equipment ◽  
Special Educational Needs ◽  
Right To Education ◽  
Formal Approach ◽  
Program Compliance ◽  
Special Health

A modern university answering the challenges of the society does not remain aloof to introduce certain inclusive practices. Currently, the legislation of the Russian Federation clearly distinguishes between the concepts of “Disability”, “Special health opportunities “and” Special educational needs”. However, there is a demand to combine all three terms into one, that is “Special educational needs”. The author considers this substitution to be unlawful. The article attempts to analyze each term from the point of view of prospects for each group of students to get higher education, taking into account the peculiarities of their psychophysical development. In addition, the author reviews some difficulties (insufficient technical equipment of the classrooms, learned helplessness of students, lack of knowledge about various nosological groups of disabled people, etc.) and ways to overcome these and other problems such as development of an adapted educational program, compliance with the principles of health conservation, psychological readiness of the teaching staff to work with such students. The author draws the conclusion that only training of teachers and the creation of a special educational space, the inadmissibility of a formal approach to the integration of students with special educational needs can contribute to the successful provision of their right to education.

Sign in / Sign up

Export Citation Format

Share Document