In this study a multiple-baseline design was used to determine the effectiveness of three different modeling sequences in increasing cooperative behavior in children in a laboratory situation. The research also assessed the short- and long-term effects of the laboratory procedures on children's behavior in a free-play setting. Subjects were 9 pairs of preschool-aged children. In the laboratory situation pairs of subjects performed a block-stacking task which allowed them to respond either cooperatively or independently. Following baseline periods of varying lengths, the pairs of children were exposed to one of three videotapes of cooperative models. In Tape 1 adult models demonstrated cooperative behavior, but exhibited no verbal behavior. In Tape 2 the models made positive statements about cooperation contiguous with the demonstration of cooperative behavior. In Tape 3 the models demonstrated cooperation, made contiguous positive statements about cooperation, and in addition, they received differential positive reinforcement for cooperation. Although three of nine teams showed a significant increase in mutually cooperative responding, consistent multiple baseline control was not demonstrated. Therefore, it could not be conclusively stated that the videotaped cooperative models were effective in increasing children 1 s mutually cooperative responding in the laboratory. A significant increase in parallel play was noted between laboratory partners in free-play periods immediately following the laboratory sessions; however, this increased interaction was not obvious when 5-day and 6-week follow-up observations were made.

In this study a multiple-baseline design was used to determine the effectiveness of three different modeling sequences in increasing cooperative behavior in children in a laboratory situation. The research also assessed the short- and long-term effects of the laboratory procedures on children's behavior in a free-play setting. Subjects were 9 pairs of preschool-aged children. In the laboratory situation pairs of subjects performed a block-stacking task which allowed them to respond either cooperatively or independently. Following baseline periods of varying lengths , the pairs of children were exposed to one of three videotapes of cooperative models . In Tape l adult models demonstrated cooperative behavior, but exhibited no verbal behavior. In Tape 2 the models made positive statements about cooperation contiguous with the demonstration of cooperative behavior. In Tape 3 the models demonstrated cooperation, made contiguous positive statements about cooperation, and in addition, they received differential positive reinforcement for cooperation. Although three of nine teams showed a significant increase in mutually cooperative responding, consistent multiple baseline control was not demonstrated . Therefore, it could not be conclusively stated that the videotaped cooperative models were effective in increasing children's mutually cooperative responding in the laboratory. A significant increase in parallel play was noted between laboratory partners in free-play periods immediately following the laboratory sessions; however, this increased interaction was not obvious when 5-day and 6-week follow-up observations were made.

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Cooperation often draws on cognition (i.e. learning and memory) in order to track cooperative partners and their contributions, resolve conflict between partners, improve coordination between partners, and enhance strategic-decision making. Learning and memory are also vital to resolve what is frequently a spatial and temporal mismatch between performing a cooperative act and receiving any kind of benefit in return. In this thesis, I compared cognitive abilities between three cooperative and group-living cichlid fishes from the Lamprologini tribe of Lake Tanganyika Neolamprologus pulcher, Neolamprologus multifasciatus, and Julidochromis ornatus with three of their close relatives that are not cooperative and never form groups Telmatochromis temporalis, Altolamprologus compressiceps, and Neolamprologus tretocephalus. This thesis aims to address whether the evolution of cooperation coincided with the evolution of sophisticated cognition in these fishes. In Chapter 2, I present evidence that both cooperative and non-cooperative cichlids are able to recognize familiar individuals and have similar numerical abilities. In Chapter 3, I show that performance when learning to navigate a maze, arguably a more general cognitive ability, was equivalent across cooperative and non-cooperative species, with comparable scores in terms of time to maze completion, number of mistakes and inhibitory control. In Chapter 4, I report on the results of a literature review where I quantified the growing interest in the field of fish cognition research, outline the current practices and pitfalls (heavy use of captive bred individuals and a reliance on lab-based research) and suggest how to bring more ecological relevance to the field. Taken together, the results of my thesis improve our understanding of how social factors like group-living and cooperation modulate cognitive abilities, and detail the current trajectory of the field of fish cognition. / Thesis / Master of Science (MSc)

No description available.

Since World War Two, there has been a consistent effort on the part of Western Europe to move towards Integration. The idea, although not new, has for the first time found a widespread enthusiasm among the nations within this sector of Europe. These nations, prodded by the two catastrophic experiences of World War One and Two^ have sought ways of overcoming the intense nationalism of the European States. Their aim Is to emphasize the commonality of these states which enables them to take advantage of supra-national institutions and policies.

Om samverkan mellan förskola och skola / About cooperation between preschool and school

The focus of this thesis is to investigate the role of voice pitch (the perception of fundamental frequency and/or corresponding harmonics) and apparent vocal tract length (VTL-the perception of the vocal tract resonances i.e. formant frequencies) in perceptions of trustworthiness and other related social attributions. Past research has found that women trust men with relatively higher pitched voices as long-term romantic partners. People with relatively higher pitched voices are also judged as more cooperative than people with relatively lower pitched voices. However, women choose men with relatively lower pitched voices when asked to select which leaders are more trustworthy and make better economic decisions. In study 1, I used “The Trust Game” to determine whether women trust men with higher or lower pitched voices to evenly divide a sum of money. Women trusted men with relatively higher pitched voices more often. Thus, even though men with lower pitched voices are more often elected to office, and are CEOs of larger companies that make more money, women trust men with relatively low pitched voices less than men with relatively high pitched voices to equitably distribute money. Surprisingly, no studies have examined the relationship between VTL and trust, but one recent study examined the relationship between VTL and perceptions of cooperation. In study 2, I was the first to test the role of voice pitch and VTL on perceptions of trust and cooperation. In general, people with higher frequency voices (high pitch and a shorter VTL) were relatively more cooperative and trustworthy than people with lower frequency voices (low pitch and a longer VTL). Despite correlations between the effects of voice frequency manipulations on ratings of trustworthiness and cooperativeness, the amount to which people thought pitch and VTL affected cooperativeness and trustworthiness was different enough to determine that these two constructs overlap, but are not synonymous. Together, these studies show that despite the fact that masculine men tend to win political elections and run large and successful companies, they are viewed as uncooperative and untrustworthy. Future research should investigate if those who win political elections and run successful companies do so because they keep more than their fair share of money. / Thesis / Master of Science (MSc)

The human brain is considered to be the most complex and powerful information-processing device in the known universe. The fundamental concepts behind the physics of complex systems motivate scientists to investigate the human brain as a collective property emerging from the interaction of thousand agents. In this dissertation, I investigate the emergence of cooperation-induced properties in a system of interacting units. I demonstrate that the neural network of my research generates a series of properties such as avalanche distribution in size and duration coinciding with the experimental results on neural networks both in vivo and in vitro. Focusing attention on temporal complexity and fractal index of the system, I discuss how to define an order parameter and phase transition. Criticality is assumed to correspond to the emergence of temporal complexity, interpreted as a manifestation of non-Poisson renewal dynamics. In addition, I study the transmission of information between two networks to confirm the criticality and discuss how the network topology changes over time in the light of Hebbian learning.

No description available.