The purpose of this paper is to research the relationship between people submitting themselves to their parents¡¦ authoritarian parenting and their managers¡¦ authoritarian leading, and research the reason of family experience extending to company organizations. Conclusions of this research show that the more parents educate their children by authoritarian parenting style, the more their children submit themselves to authoritarian parenting. The younger generation of people are belong to, the lesser their parents educate them by authoritarian parenting style. The more managers lead their subordinates by authoritarian leadership, the lesser their subordinates are satisfied with the interaction of their managers, and the lesser their subordinates submit themselves to their authoritarian leading. The more people submit themselves to their parents¡¦ authoritarian parenting, the more they submit themselves to their managers¡¦ authoritarian leading. The degree of different generation of people submitting themselves to parents¡¦ authoritarian parenting are the same, and submitting themselves to manager¡¦s authoritarian leading are the same, too. The degree of parents¡¦ authoritarian parenting is more than manager¡¦s authoritarian leading, and the degree of people submitting themselves to parents¡¦ authoritarian parenting is lesser than they submitting themselves to manager¡¦s authoritarian leading. The more stimulus generalization effect, people are easier using metaphor to compare family with company organization.

In this thesis, we study the development of linguistic concepts (corresponding to a subset of nouns, verbs and adjectives) on a humanoid robot. To accomplish this goal, we use affordances, a notion first proposed by J.J. Gibson to describe the action possibilities offered to an agent by the environment. Using the affordances formalization framework of Sahin et al., we have implemented a learning system on a humanoid robot and obtained the required data from the sensorimotor experiences of the robot. The system we developed (1) can learn verb, adjective and noun concepts, (2) represent them in terms of strings of prototypes and dependencies based on affordances, (3) can accurately recognize the concept of novel objects and events, and (4) can be used for tasks such as goal emulation and multi step planning.

Previous research has examined the effectiveness of Direct Instruction Curriculum over the past thirty years in a variety of areas including rate of learning, effectiveness on different types of learners, and comparisons to other types of instruction. This study attempted to determine the effects of the use of a direct instruction math curriculum on higher-order problem solving. Two groups of 3 5 students each participated. The procedures included administering the Kauffman Achievement test to determine current grade level in math and reading. The Saxon Math Second Grade Curriculum was used to instruct the participants. The effects on higher-order problem solving with the Corrective Math Curriculum were assessed on two different dependent measures: solution of word problems consisting of both addition and subtraction operations, and performance of the students within the curriculum. Results were assessed using the delayed multiple baseline design.

Previous research has provided convincing evidence of the efficacy of behavior analytic interventions to improve parenting skills with biological parents, however many studies lament generalization failure from training to home settings. Previous research has also examined the effects of response card use with children at various grade levels and with post-secondary students with a sole focus on academic outcomes. This study examined the effects of color coded response cards on active student responding and parenting skills proficiency of three foster parents in a parent training program and generalization of these skills to their homes. During baseline, participants role-played their responses to various child scenarios. A 10-week parent training course was completed with alternating instruction between standard lecture and response card conditions. Role-plays of child scenarios were videotaped after class, a post-course set of role-plays were completed and direct observation of their use of the parenting skills in their homes was conducted. Response card instruction produced higher levels of active student responding with 1 participant. Proficiency rates for response card instructed skills were higher however, for two of three participants in all extra-training settings.

Teaching using matrix programming has been shown to result in recombinative generalization. However, this procedure has not been compared to more standard discrete trial training formats such as DTT. This study compared acquisition and recombinative generalization of two-component tacts using each procedure. Matrix training was found to be more efficient than the DTT format. Half the amount of teaching was required to teach roughly the same number of targets using matrix training as compared to DTT.

Movement and memory are two of the most fundamental components of our existence. From the moment of birth, we rely on a variety of movements to interact with people and objects around us, and as we grow, we continuously form new motor memories to improve the fidelity of these interactions by exploring and learning more about our environment, especially in unfamiliar situations, ultimately becoming better equipped to handle novel and unknown environments. In this dissertation, we explore four facets of motor memory associated with voluntary movement and postural control in the upper limbs: (1) Optimal motor memory formation via sensorimotor integration. We ask whether the motor system combines prior memories with new sensory information to produce statistically-optimal weight estimates. We find that the weight estimate that the motor system makes in order to re-stabilize one’s arm posture when an object is rapidly removed from the hand that supports it, reflected information integration in a Bayesian, statistically-optimal fashion. Remarkably, we demonstrate that when experiencing the well-known size-weight illusion, the motor and perceptual system’s weight estimates are biased in opposite directions, suggesting two divergent modes for information integration within the central nervous system. (2) Movement features important for the learning and generalization of motor memories. We show that, velocity-dependent adaptation generalizes across different movements, even from discrete straight point-to-point to continuous circular movements, however the amount of generalization is limited and context-dependent. In a series of experiments, we quantified the contributions of different movement features to the elicited adaptation transfer. In particular, we show that other movement states (i.e. position and acceleration) make only minor contributions whereas, the contexts provided by movement geometry and movement continuity are critical. (3) Internal representation of motor memories in intrinsic-extrinsic coordinates. We show that motor memories are based not on fully intrinsic or extrinsic representations but on a gain-field (multiplicative) combination the two. This gain-field representation generalizes between actions by effectively computing movement similarity based on the Mahalanobis distance across both intrinsic and extrinsic coordinates, in line with neural recordings showing mixed intrinsic-extrinsic representations in motor and parietal cortices. (4) Motor memories with local and global generalization. We demonstrate the existence of two distinct components of motor memory displaying different generalization footprints: One generalizes only locally, around the trained movement direction and with the trained end-effector, whereas the other generalizes broadly across both., We proceed to show that broad generalization results from a rapidly-learning adaptive process, dominates on easier-to-learn tasks, and performs high-level processing, producing adaptation vectors that integrate multiple sources of information, in line with a recent theory for perceptual learning. / Engineering and Applied Sciences

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Two age groups of infants were tested for their ability to learn an AAB or ABA repetition generalization in sequences of musical chords. The 4-month-olds, but not the 7.5-month-olds, successfully learned the generalization. Another group of 7.5-month-old infants successfully learned a generalization across melodies that all ended on a particular scale degree, even though the key of the melodies was varied. A survey of a musical corpus of children's songs reveals that AAB and ABA patterns do not occur more frequently than chance, while phrases frequently end on particular scale degrees. Together, these findings suggest that infants learn to constrain the set of generalizations they consider in order to favor those that rely upon features of the input that have proved reliable in their previous experience, specifically experience with a particular input domain. This raises the possibility that experience may play a significant role in parsing infants' environments into domains.

Learners are exquisitely attuned to statistical information in their language input. We tested how prior experience impacts such sensitivity, particularly whether prior experience serves as a bootstrap by enabling acquisition of more complex structure. Experiments 1 and 2 tested whether giving adult learners experience with adjacent category-dependencies in an artificial language facilitates subsequent learning of a novel language containing more complex nonadjacent dependencies. Prior experience had a facilitating effect, both when it preceded exposure to the nonadjacent language by just a few minutes (Experiment 1), and also by 24 hours (Experiment 2). Prior experience with the vocabulary and prosodic characteristics of the language did not facilitate more complex learning. Experiments 3 and 4 tested whether infants also benefit from prior experience in learning nonadjacent dependencies between categories. While 12-month-olds learn adjacent dependencies between word categories (Gómez & Lakusta, 2004), they do not track nonadjacent word dependencies until 15 months (Gómez & Maye, 2005). We asked whether experience with adjacent word-category dependencies enables 12-month-olds to generalize these relations to nonadjacent occurrences. Infants were familiarized to an artificial language containing adjacent category dependencies, and were habituated to strings in which those dependencies were nonadjacent. Infants dishabituated to strings containing violations of the nonadjacent dependencies when the dependencies had been adjacent during previous familiarization (Experiment 3), and when they were novel (Experiment 4). Infants familiarized to a language lacking co-occurrence restrictions, but otherwise matched to the experimental language, failed to become sensitive to the nonadjacent category dependencies during habituation. These findings demonstrate that prior experience can bootstrap acquisition of more complex language structure.

Stroke is an age-related illness with significant individual and societal impacts. The long term impacts associated with many strokes can be mitigated with timely rehabilitation. Therapy robots have been introduced to these programs in an effort to reduce the economic burden to society and to improve the level of care provided to stroke survivors. The purpose of this thesis is to develop a teaching mode for an upper limb therapy robot. The system will allow physiotherapists to interact with the therapy robot without the need for any specialized industrial training. At the same, the system will reduce the data associated with patient movements to reduce requirements for robot safety and motion systems. The proposed system was successfully confirmed using a laboratory scale industrial robot and a standalone motion control system consisting of commercially available AC servo motors and a motion controller with both generated and recorded paths.