Conditioned reinforcing value of the sample stimulus and resistance to change of delayed matching -to -sample performance in pigeons

Pigeons were trained on a two-component multiple schedule with a chain schedule in each component. According to a variable-interval schedule in the initial link, pecks on a center key produced a terminal link with a delayed matching-to-sample trial. A trial began with the onset of a red or green (Experiment 1) or green or blue (Experiment 2) light as a sample stimulus on the center key. The sample stimulus was followed by a retention interval during which all keys were dark, and then by comparison stimuli on the side keys. A response to the comparison stimulus that matched the sample stimulus was reinforced by access to food. The multiple-schedule components differed in terms of parameters that theoretically affect the conditioned reinforcing value of the sample stimulus. In Experiment 1, the value of the sample stimulus in one component was altered by increasing the length of the variable-interval schedule in the initial link of the chain schedule. In Experiment 2, the value was altered by superimposing response-independent food deliveries during the initial link. The conditioned reinforcing value of the sample stimulus was assessed on occasional probes composed of a concurrent-chains schedule. The initial links were equal variable-interval schedules. The terminal links composed of the presentation of the sample stimuli associated with different delays to food reinforcement. To measure resistance to change of delayed matching-to-sample accuracy, stable performance was disrupted by prefeeding and extinction. In both experiments, results showed that there was no systematic relation between the conditioned reinforcing value of the sample stimuli and the resistance to change. Instead, the resistance to change was somewhat greater in the component with the higher rate of primary reinforcement in Experiment 2. This may suggest that, in accord with behavioral momentum theory, the resistance to change of delayed matching-to-sample accuracy is governed by rate of primary reinforcement

Investigation of Learning Contents from Information Science: Computationalization for Computational Thinking

In Open Information Structure Approach, a learning content is described as an operable information structure. The information structure is then provided to a learner as operable external representation. The operations for the external representation can be interpreted as corresponding the learner’s thought on the content. Furthermore, the representation and operations can be expected to encourage computational thinking because they should be defined computationally. In this paper, this approach is described as an investigation of learning contents from information science and computationalization of learning content.教育システム情報学会中国支部第19回研究発表会, 開催日: 2019年10月26日(土), 開催場所: 広島大学附属福山中・高等学

Links of personality traits to media multitasking: Conscientiousness predicts mobile phone use in the college classroom

The present study investigated the relation among mobile phone use in the college classroom and Big Five personality traits, which had not been addressed in previous research. Undergraduate students (83 males and 92 females) whose average age was 20 (SD = 5.1) completed questionnaires on demographic characteristics, mobile phone use, impulse control, and Big Five personality traits. Hierarchical regression analyses were conducted to examine whether each personality trait made a unique contribution in predicting mobile phone use in the classroom after taking into consideration the contribution of impulse control in this prediction. The results show that impulse control and conscientiousness are significant, independent predictors of in-class mobile phone use over and above each other after controlling for demographic characteristics and general mobile phone use. These results suggest that some aspects of conscientiousness unexplained by impulse control may also be related to media multitasking in the college classroom, and the present study sheds light on the importance of continued research on the relation between conscientiousness and in-class media multitasking

Personality and media multitasking in the college classroom: Context-dependent implications of conscientiousness and agreeableness

Both personality and contexts may account for media multitasking in the college classroom. As this area of research was lacking, the present study examined which personality traits would be associated with in-class media multitasking in different contexts of text messaging. Undergraduate students (83 males and 65 females; average age: 20.0 [SD = 4.3]) completed a questionnaire on demographic characteristics, general text-messaging behavior, and Big Five personality traits as well as a delay-discounting task. This task had two hypothetical scenarios in which participants received either an urgent text message from their significant other (Significant Other condition) or a non-urgent message from a casual friend (Casual Friend condition), and they rated their likelihood of immediately replying to the message during the class versus waiting to reply until the class was over. For each of the conditions, hierarchical regression analyses were conducted to examine whether personality traits predicted the likelihood of waiting, after controlling for demographic characteristics and general text-messaging behavior. Whereas only conscientiousness independently predicted the likelihood of waiting in the Significant Other condition (β = .20, p = .033), only agreeableness independently predicted the likelihood in the Casual Friend condition (β = .27, p = .002). These findings contribute to the sparse literature on links of personality traits and in-class media multitasking by highlighting the possible context-dependent aspects of these links. The findings also indicate potential directions of future research including exploring approaches to reducing media multitasking in the college classroom while taking both personality and specific contexts into consideration