Thesis (Ph. D.)--University of Wisconsin--Madison, 1960. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Syracuse University, 2005. / "Publication number AAT 3193779."

The operant level of inappropriate behavior was obtained for six students in a non-academic grade nine class receiving an individualized program of instruction in mathematics and science. Two conditions, educational structure and praising appropriate behavior while ignoring inappropriate behavior, were introduced successively. Both procedures reduced inappropriate behavior with five subjects. When a token reinforcement program, using back-up reinforcers readily available in the school, was introduced in conjunction with the conditions of educational structures and praising and ignoring; dramatic decline in the emission of inappropriate responses occurred with all six subjects. Withdrawal of the token program, leaving Educational structure and praising and ignoring in effect, resulted in an increase of inappropriate behavior with five subjects. The token program was reintroduced in conjunction with contingency contracts. The result was a decline of inappropriate behavior below the mean of the first token phase for all subjects. Tokens were thinned during the second token phase leaving back-up reinforcers, teacher-praise and attention, and the completion of contracts in effect. Data obtained during follow-up indicated that the thinning procedure was effective with no subsequent increase in behavior for any subject. The token program, utilized during one of the four blocks in the school time table, appeared to reduce absenteeism. Further evidence that appropriate behavior did generalize to other classes. / Education, Faculty of / Graduate

The purpose of this study was to determine the optimal form and timing of feedback to establish a "new" behavior. It examined the relative effectiveness of delivering a corrective feedback immediately before the learner responds to a previously incorrect trial as compared to delivering a corrective feedback immediately after the incorrect response is made. Corrective feedback delivered immediately before the next opportunity to respond produced better learning than corrective feedback delivered immediately after a response. The Feedback Before condition decreased errors during training and increased acquisition rates. Results also indicated an interaction between time of feedback delivery and the complexity of the task. As the task complexity increased, the results were more dramatic in favor of the Feedback Before condition.

No description available.

No description available.

Denna uppsats är skriven med syftet att belysa elevers åsikter inom området pedagogiskt ledarskap i klassrummet. Detta undersöks genom en kvantitativ enkätundersökning besvarad av 107 elever i årskurs 6 i Malmö. Frågeställningen som gav upphov till undersökningen är: Vilken typ av ledarstil föredrar elever och vad påverkar deras motivation i skolarbetet?Vi presenterar vårt resultat i deskriptiv statistik och använder oss av behavioristisk samt humanistisk teori för att analysera våra resultat.Resultatet och slutsatsen visar att eleverna trivs bäst med en humanistisk ledare men finner motivation i de typiska behavioristiska förstärkningarna så som beröm och till viss del bestraffning. / This essay is written in the purpose of enlightening students opinon regarding educational leadership. Reserach is made through quantitative survey which was answered by 107 students in age 12 in schools in Malmö. The question that initiated this reserach is: What kind of ledarship does students prefer and motivates them in their school work. We present our result with help of descriptive statistic and the use behaviorism and humanistic psychology to analyzie our data. The result and our conclusion shows that the students feel more comfortable with a leader with the base of humanistic psychology but finds motivation in typical behavioral reinforcement such as praise and to some extent punishment.

No description available.

No description available.

Putrescine is a polyamine with multiple roles in cellular metabolism. It is also a minor precursor of the inhibitory neurotransmitter, gamma-aminobutyric acid (GABA). Conversion of systemically administered putrescine to GABA in rat neural tissues has been reported. In this thesis, three experiments were conducted to characterize changes in rat behavior after putrescine administration, and determine if any effects resembled known GABAergic behaviors. Experiments l and 2 investigated the behavioral consequences of oral and intraperitoneal putrescine treatment. Male adult rats were given either saline or putrescine doses and tested with seven procedures which evaluated motor behavior, sensory reactivity, body temperature, and other behaviors. Results showed that putrescine-treated subjects exhibited significant changes in behavior compared to saline controls, and that certain effects resembled behaviors related to the function of GABA and/or other neurochemicals. Experiment 3 investigated the modifying effects of putrescine treatment on behavior induced by a dopamine agonist, apomorphine, and were compared to effects produced by a GABA agonist, muscimol. Male adult rats were given either saline, putrescine, or muscimol, and later treated with saline or apomorphine. Locomotor and specific activities were time sampled for 45 minutes. Results indicated that putrescine and muscimol had similar interactions with apomorphine in modifying sniffing stereotypies. From the behavioral evidence obtained in this thesis, it was suggested that systemic putrescine administration may indirectly influence behavior in the rat via GABAergic mechanisms. The results were interpreted as preliminary support for a significant neuropharamacological role of putrescine in the mammalian central nervous system. / Master of Science