Aumento de la conducta operante tras la presentación de estímulos condicionados asociados al efecto del etanol

Previous studies have shown that stimuli associated with drugs canacquire motivational proprieties, which allow them to control operantbehavior for drug consumption/seeking and other types of reward.The current research investigated whether a conditioned stimulus(CS) that has been paired with ethanol is able to disrupt the rate ofresponding for a reward. A Pavlovian instrumental transfer experimentwas conducted with albino rats. The experimental group receivedpaired presentations of the CS (i.e, tone) and the unconditionedstimulus (US) (i.e., the effects of ethanol). Subjects in the controlgroup received random presentations of the US and the CS. The rateof operant behavior for food seeking in both the presence and theabsence of the CS was determined for the subjects. The results showthat a CS associated with ethanol increased the rate of responding forfood.    Estudios previos señalan que estímulos externos asociados a drogas adquieren propiedades motivacionales que llegan a controlar la respuesta operante de búsqueda/consumo de droga y otro tipo de recompensas. La presente investigación tiene como objetivo demostrar que los ECs asociados al efecto del etanol adquieren propiedades motivacionales modificando la tasa de respuesta operante para la obtención de comida. Para ello se realizó un experimento de transferencia de control con ratas albinas. Al grupo experimental se le hicieron presentaciones contingentes del EC (tono) y el estímulo incondicionado (EI) (i.e., efecto del etanol). Los sujetos del grupo control tuvieron exposiciones aleatorias EC/EI. Posteriormente se comparó la tasa de respuesta operante para la búsqueda de comida frente al EC al etanol en el grupo experimental y control. Los resultados indican que los ECs asociados al efecto del etanol aumentan la respuesta operante frente a reforzadores naturales

Грошово-кредитна система Сполучених Штатів Америки

У статті розглядаються проблеми функціонування грошово-кредитної системи Сполучених Штатів Америки — однієї з найбільш розвинених країн світу. Ключові слова: центральний банк, комерційні банки, небанківські кредитні установи, грошова одиниця, грошово-кредитна система.В статье рассматриваются проблемы функционирования денежно-кредитной системы Соединенных Штатов Америки, одной из наиболее развитых стран мира. Ключевые слова: центральный банк, коммерческие банки, небанковские кредитные учреждения, денежная единица, денежно-кредитная система.The problems of functioning of the money-andcredit United States of America are examined in the article, one of the most prosperous countries world. Key words: Central bank, commercial banken, nonbanken of credit institution, money unit, gold-credit system

Сучасні тенденції розвитку міжнародних торговельно-економічних відносин

У статті визначено і обґрунтовано сучасні тенденції розвитку міжнародних торгівельно-економічних відносин. Проаналізовано основні макроекономічні показники США, Японії, країн-членів ЄС, країн, що розвиваються, їх зміну в процесі глобалізації і в період економічної кризи. Ключові слова: торгівля, економічні відносини, макроекономічні показники, США, Японія, ЄС, економічна криза.В статье определены и обоснованы современные тенденции развития международных торгово-экономических отношений. Проанализированы основные макроэкономические показатели США, Японии, стран-членов ЕС, развивающихся стран, их изменения в процес се глобализации и в период экономического кризиса. Ключевые слова: торговля, экономические отношения, макроэкономические показатели, США, Япония, ЕС, экономический кризис.The article specifies and substantiates current trends of developing international trade and economic relations. Basic macroeconomic indices of the USA, Japan, members EU, developed countries, their transformations in the process of globalization, as well as in the period of economic crisis are analyzed. Key word: trade, economic relations, macroeconomic indices, USA, Japan, EU, economic crisis

Where to go and how to get there : goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson

This study investigated to what degree lesson-to-lesson variability in teachers' goal clarification and process feedback explains variability in secondary students' motivational correlates. Students (N = 570, 24 classes) completed questionnaires at six occasions. Multilevel regression analyses showed that relations between perceived process feedback and experienced need satisfaction (i.e., competence, autonomy and relatedness) were conditional on perceived goal clarification. No such interaction effects between process feedback and goal clarification were found for need frustration (i.e., experiencing failure, feeling pushed to achieve goals, feeling rejected). In general, when students perceived more process feedback or goal clarification, students experienced more competence, autonomy and relatedness satisfaction. Yet, when perceiving very high levels of process feedback, additional benefits of goal clarification were no longer present (and vice versa). In lessons in which students perceived goals to be less clear, they experienced more need frustration. No associations were found between process feedback and need frustration

Performance grading and motivational functioning and fear in physical education : a self-determination theory perspective

Grounded in self-determination theory, the present study examines the explanatory role of students' perceived need satisfaction and need frustration in the relationship between performance grading (versus non-grading) and students' motivation and fear in a real-life educational physical education setting. Grading consisted of teacher judgments of students' performances through observations, based on pre-defined assessment criteria. Thirty-one classes with 409 students (M-age = 14.7) from twenty-seven Flemish (Belgian) secondary schools completed questionnaires measuring students' perceived motivation, fear and psychological need satisfaction and frustration, after two lessons: one with and one without performance grading. After lessons including performance grading, students reported less intrinsic motivation and identified regulation, and more external regulation, amotivation and fear. As expected, less need satisfaction accounted for (i.e., mediated) the relationship between performance grading and self-determined motivational outcomes. Need frustration explained the relationship between performance grading and intrinsic motivation, as well as less self-determined motivational outcomes. Theoretical and practical implications are discusse

Диагностика и коррекция оптических аберраций глаза

Показаны основные современные направления и методы исследования, коррекции оптических аберраций глаза и перспективы их развития.Main contemporary directions and methods of study and correction of optic aberrations of the eye as well as the prospects of their development are presented

Ковчег Ноя: рух матерії у Сонячній системі та на ядерних рівнях Землі

У Стародавньому світі пророку Мойсею було відкрито таємницю створення світу. Як науковий геній свого часу, Мойсей зашифрував у алегоричну форму в родоводі Адама і Потопі прикладну науку про будову ядра Землі, Сонячної системи і рухи космічної водневої і сонячної вуглецевої матерій (енергій) крізь Землю.В Древнем мире пророку Моисею была открыта тайна создания мира. Как научный гений своего времени Моисей зашифровал в форму аллегории в родословной Адама и Потопе прикладную науку о строении ядра Земли, Солнечной системы и движениях космической водородной и солнечной углеродной материи (энергии) сквозь Землю.In the Ancient history the mystery of the Creation of the world was revealed to the Prophet Moses. As a scientific genius of that époque Moses codified in allegoric way in the genealogy of Adam and The Flood the applied science on the structure of the Earth core, of the Solar System and motion of cosmic hydrogenous and solar carbonic substance (energy) through the Earth

Leerkracht-leerling relaties: leer- én ontwikkelingscontext van kinderen en adolescenten

Oratie uitgesproken door Prof. dr. Tim Mainhard bij de aanvaarding van het ambt van Hoogleraar  Onderwijswetenschappen aan de Universiteit Leiden op 20 januari 2023Oratie uitgesproken door Prof. dr. Tim Mainhard bij de aanvaarding van het ambt van Hoogleraar Onderwijswetenschappen aan de Universiteit Leiden op 20 januari 2023Teaching and Teacher Learning (ICLON

Teacher control and affiliation: do students and teachers agree?

Using an interpersonal circumplex model, we examined whether teachers and students in secondary education apply a similar frame of reference when thinking about how a teacher relates to students. We also examined the alignment of teacher and student perceptions of two dimensions of the teacher-student relationship: Control and Affiliation. Results showed that although teachers and students use a similar framework, they do not agree on the amount of teacher Control and Affiliation in a given classroom. This study contributes to our understanding of teacher self-reports by comparing student and teacher perceptions of the teacher-student relationship