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1. Abnormal Temporal Difference Reward-Learning Signals in Major Depression (EJ806255)
Author(s):
Kumar, P.; Waiter, G.; Ahearn, T.; Milders, M.; Reid, I.; Steele, J. D.
Source:
Brain, v131 n8 p2084-2093 Aug 2008
Pub Date:
2008-08-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Patients; Rewards; Depression (Psychology); Brain; Adults; Hypothesis Testing; Drug Therapy; Mental Disorders; Outcomes of Treatment
Abstract: Anhedonia is a core symptom of major depressive disorder (MDD), long thought to be associated with reduced dopaminergic function. However, most antidepressants do not act directly on the dopamine system and all antidepressants have a delayed full therapeutic effect. Recently, it has been proposed that antidepressants fail to alter dopamine function in antidepressant unresponsive MDD. There is compelling evidence that dopamine neurons code a specific phasic (short duration) reward-learning signal, described by temporal difference (TD) theory. There is no current evidence for other neurons coding a TD reward-learning signal, although such evidence may be found in time. The neuronal substrates of the TD signal were not explored in this study. Phasic signals are believed to have quite different properties to tonic (long duration) signals. No studies have investigated phasic reward-learning signals in MDD. Therefore, adults with MDD receiving long-term antidepressant medication, and comparison controls both unmedicated and acutely medicated with the antidepressant citalopram, were scanned using fMRI during a reward-learning task. Three hypotheses were tested: first, patients with MDD have blunted TD reward-learning signals; second, controls given an antidepressant acutely have blunted TD reward-learning signals; third, the extent of alteration in TD signals in major depression correlates with illness severity ratings. The results supported the hypotheses. Patients with MDD had significantly reduced reward-learning signals in many non-brainstem regions: ventral striatum (VS), rostral and dorsal anterior cingulate, retrosplenial cortex (RC), midbrain and hippocampus. However, the TD signal was increased in the brainstem of patients. As predicted, acute antidepressant administration to controls was associated with a blunted TD signal, and the brainstem TD signal was not increased by acute citalopram administration. In a number of regions, the magnitude of the abnormal signals in MDD correlated with illness severity ratings. The findings highlight the importance of phasic reward-learning signals, and are consistent with the hypothesis that antidepressants fail to normalize reward-learning function in antidepressant-unresponsive MDD. Whilst there is evidence that some antidepressants acutely suppress dopamine function, the long-term action of virtually all antidepressants is enhanced dopamine agonist responsiveness. This distinction might help to elucidate the delayed action of antidepressants. Finally, analogous to recent work in schizophrenia, the finding of abnormal phasic reward-learning signals in MDD implies that an integrated understanding of symptoms and treatment mechanisms is possible, spanning physiology, phenomenology and pharmacology. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Project Based Learning for Children with Mild Mental Disabilities (EJ814472)
Guven, Yildiz; Duman, Hulya Gulay
International Journal of Special Education, v22 n1 p77-82 2007
2007-00-00
Descriptors: Student Projects; Mild Mental Retardation; Active Learning; Teaching Methods; Program Effectiveness; Elementary School Students; Pretests Posttests
Abstract: The aim of this investigation was to determine the effectiveness of a project-based learning program delivered to children with mild mental disabilities. The 7 children (4 girls and 3 boys) selected for this experimental study were from an elementary school and attending a special class. The theme of the project was "Patisserie." At posttest the group performed significantly better than at pretest in general and in all subtests (point to the patisserie, point to the foods/drinks, point to the workers, point to the things at the patisserie, what we give to the waiter before leaving and proper behavior at the patisserie). Results showed the importance of project-based learning for the children. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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3. Ageism and Gender among Social Work and Criminal Justice Students (EJ756170)
Kane, Michael N.
Educational Gerontology, v32 n10 p859-880 Nov-Dec 2006
2006-00-00
Descriptors: Females; Criminals; Social Work; Sexuality; Social Bias; Criminal Law; Justice; Undergraduate Students; Age Differences; Gender Differences; Social Attitudes; Attitude Measures
Abstract: Undergraduate social work and criminal justice students completed 1 of 4 vignettes that were identical with the exception of the age and gender of the vignette's subject. In each vignette, the subject interacted with an opposite-sex 24-year-old waiter or waitress. Following each vignette, respondents answered 20 items relating to the age, gender, and perceived sexual behavior of the vignette's subject. The multivariate general linear model was significant (F = 174.572, p = 0.000) by the Wilk's Lambda Criterion. Tests of between-subjects effects yielded 17 significant item variables that focused on perceptions of the age appropriateness of the behaviors, perceptions of the sexual behaviors of the vignette's characters, perceptions of the affability of the vignette's characters, perceptions of characters being lonely, perceptions regarding the waiter's/waitress' financial gain/incentive, and perceptions of social acceptance for the vignette's main character and his/her affiliation with the younger service person. The findings suggest that male characters were perceived as sexually interested more often than female characters. Older characters are more likely to be perceived as nonsexual, particularly older women. Sexual behaviors in older characters were perceived as a gender transgression. While perceptions may be negative surrounding older males who engage in sexual behaviors, judgments appear harsher for older women. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Verification of Text Ideas during Reading (EJ737813)
Singer, Murray
Journal of Memory and Language, v54 n4 p574-591 May 2006
2006-05-00
Journal Articles; Reports - Research
Descriptors: Pragmatics; Cues; Sentences; Language Processing; Reading Comprehension; Memory; Verbs; Task Analysis; Morphemes
Abstract: This study inspected the processes of verifying the current discourse constituent against the referents that it passively cues during reading. It seemed plausible that, after understanding "The customer ate pancakes," the processes of fully understanding "The waiter implied that the customer ate eggs" might resemble those of intentionally verifying "The customer ate eggs" ("false"). Therefore, one working hypothesis was that existing analyses of intentional sentence verification might bear on tacit verification during reading. Second, discourse pragmatics are likely to influence and regulate those verification processes. To explore this analysis, experiments implemented a reading time analogue of familiar sentence verification tasks. Story target sentences varied in their truth and use of negation with reference to antecedent text. Experiment 1 suggested that sentence reading time varies systematically with truth and negation, a result that was proposed to reflect the joint impact of discourse pragmatics and of verification operations akin to intentional ones. Experiment 2 denied that the latter results were appreciably affected by violations of the pragmatics of negation. Experiment 3 provided evidence that, when readers adopt an intentional verification strategy, reading times resemble those of intentional sentence verification. These results were interpreted to support the central assumptions of the study. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Imitation and the Social Mind: Autism and Typical Development (ED489870)
Rogers, Sally J., Ed.; Williams, Justin H. G., Ed.
Guilford Publications
Books; Collected Works - General
N/A
Descriptors: Identification (Psychology); Infants; Communication Problems; Affective Behavior; Language Acquisition; Imitation; Developmental Psychology; Autism; Child Development; Modeling (Psychology); Neuropsychology; Psychomotor Skills; Motor Development; Interpersonal Competence; Evolution
Abstract: From earliest infancy, a typically developing child imitates or mirrors the facial expressions, postures and gestures, and emotional behavior of others. Where does this capacity come from, and what function does it serve? What happens when imitation is impaired? Synthesizing cutting-edge research emerging from a range of disciplines, this important book examines the role of imitation in both autism and typical development. Topics include the neural and evolutionary bases of imitation, its pivotal connections to language development and relationships, and how early imitative deficits in autism might help explain the more overt social and communication problems of older children and adults. This book may serve as a text in graduate-level courses on autism, infant development, and social cognitive prescience. The book is divided into three sections. Section I, Imitation in Typical Development, includes the following chapters: (1) Studies of Imitation in Early Infancy: Findings and Theories (Sally J. Rogers); (2) Vocal and Action Imitation by Infants and Toddlers during Dyadic Interactions: Development, Causes, and Consequences (Elise Frank Masur); (3) Instrumental, Social, and Shared Goals and Intentions in Imitation (Malinda Carpenter); (4) Mimicry and Autism: Bases and Consequences of Rapid, Automatic Matching Behavior (Eric J. Moody and Daniel N. McIntosh); (5) Imitation and the Development of Language (Tony Charman); (6) Does Imitation Matter to Children with Autism? (Jacqueline Nadel); (7) Imitation and Self-Recognition in Autism: In Search of an Explanation (Mark Nielsen, Thomas Suddendorf, and Cheryl Dissanayake); (8) Imitation, Theory of Mind, and Cultural Knowledge: Perspectives from Typical Development and Autism (Eva Loth and Juan Carlos Gomez); and (9) Imitation, Identification, and the Shaping of Mind: Insights form Autism (Peter Hobson and Jessica Meyer). Section II, Evolutionary and Neural Bases of Imitation, contains the following chapters: (10) The Dissection of Imitation and Its "Cognitive Kin" in Comparative and Developmental Psychology (Andrew Whiten); and (11) A Cognitive Prescience View of Imitation (Jean Decety). Section III, Imitation in Autism Other Clinical Groups: Biobehavioral Findings and Clinical Implications, includes the following chapters: (12) Imitation in Autism: Findings and Controversies (Sally J. Rogers and Justin H. G. Williams); (13) Longitudinal Research on Motor Imitation in Autism (Susan L. Hepburn and Wendy L. Stone); (14) Measuring the Development of Motor-Control Processes (Mark Mon-Williams and James R. Tresilian); (15) Neuroimaging Self-Other Mapping in Autism (Justin H. G. Williams and Gordon D. Waiter); (16) Assessment of Imitation Abilities in Autism: Conceptual and Methodological Issues (Isabel M. Smith, Crystal Lowe-Pearce, and Shana L. Nichols); (17) The Effect of Motor Disorders on Imitation in Children (Deborah Dewey and Shauna Bottos); and (18) Conclusion (Bruce F. Pennington, Justin H. G. Williams, and Sally J. Rogers). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The Cleaner, the Waiter, the Computer Operator: Job Change, 1986-2001. (EJ662285)
Cully, Mark
Australian Bulletin of Labour, v28 n3 p141-62 Sep 2002
2002-00-00
Descriptors: Demand Occupations; Economic Change; Employment Patterns; Foreign Countries; Labor Market; Labor Needs; Tables (Data); Underemployment
Abstract: Australian census data were analyzed to determine how the transition to a knowledge economy has altered the character of jobs. Of 340 occupations, 84 declined and 64 doubled in overall employment. Occupations dominated by women and part-time workers grew fastest. The knowledge economy has had ambiguous effects; many workers are underemployed. (Contains 13 references.) (JOW)
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7. Breakdown into the Virtual: User-Involved Design, and Learning. (ED421147)
Van Belle, Guy c. Jules; Soetaert, Ronald
1998-00-00
Reports - Descriptive; Speeches/Meeting Papers
Descriptors: Design Requirements; Educational Development; Educational Technology; Educational Trends; Foreign Countries; Higher Education; Instructional Design; Program Development; Research and Development; Science and Society; User Needs (Information); World Wide Web
Abstract: This paper poses several questions as an introduction to examining educational technology and development. These include: "How Hard Is the Science?"; "How Human Are the Arts?"; "How Literate Are Martians?"; "From Data to Wisdom, Will the Real Hologram Stand Up?"; "From Wisdom to Creativity, Can I Have Another Piece of Teacher?"; "Panic Design and Positive Breakdown"; and "Open That Can of Software, Waiter." It then goes on to discuss the concept of user-involved design, a set of cooperative and participation techniques for coping with current field problems in education, from the organizational, technological, and socio-cultural point of view. The paper concludes by describing three projects being carried out in Flanders: (1) the development of a CD-ROM about multicultural childcare; (2) participation in the development of a virtual center on the World Wide Web for a European project called T3 (Telematics for Teacher Training); and (3) the creation of a Web-based course on cultural literacy at the University of Ghent. (Contains 15 references.) (AEF) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (317K)
8. Managerial Solutions: An Exercise in Developing Successful Communication Strategies. (ED403606)
Hufman, Melody
1996-11-00
Speeches/Meeting Papers; Guides - Classroom - Teacher
Descriptors: Administrator Education; Assignments; Business Administration Education; Business Communication; Class Activities; Communication Skills; Higher Education; Professional Training
Abstract: Noting that every business person needs good communication skills, whether managers and employees, superordinates and subordinates, this paper outlines an exercise to teach students to set objectives, develop criteria, analyze perspectives, and implement successful communication strategies. The total time for the exercise is 2 hours and the number of participants suggested is 6-20. The paper describes organizing different size classes, with students being assigned the role of manager, chef, or waiter. It offers a description of the situation and setting for the exercise, including scenarios for each role, and outlines rounds 1-6, each with assigned time limits, steps to follow, and forms to use. The paper also provides a communications effectiveness scoring sheet. The purpose of the exercise is to teach participants to learn to develop strategies to solve conflicts rather than sabotage the efforts of other workers. (CR) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (208K)
9. Job Olympics. (ED369936)
Gerweck, Debra R.; Chauza, Phyllis J.
1993-12-00
Descriptors: Auto Mechanics; Career Education; Custodian Training; Disabilities; Educational Games; Employment Interviews; High Schools; Job Application; Job Skills; Learning Activities; Sales Workers; Service Workers; Simulation; Special Education; Student Evaluation; Student Participation; Vocational Education; Waiters and Waitresses
Abstract: This document consists of materials on Hiawatha (Kansas) High School's 1993 Job Olympics, a competition for high school students with disabilities. The materials are those included in a packet for student participants. A cover/information sheet details eligibility, entry deadline, date and place of competition, opening ceremonies, events, and a contact person. Other contents include the following: an entry blank; description of the events (automotive testing, bagging groceries, checking groceries, custodial levels I and II, job application, job interview, and waitress and waiter); outline of the simulation for each of the eight events; application form; sample menu; and sample evaluation forms for each of the eight events. (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (374K)
10. Keyano College Effective Programming Partnerships: Assisting Aboriginal People To Meet Employer Expectations. (ED350019)
MacIntyre, Jeanne
1992-05-00
Descriptors: American Indian Education; American Indians; Canada Natives; Community Development; Cooperative Programs; Cultural Context; Foreign Countries; Job Training; Postsecondary Education; Program Descriptions; School Business Relationship; School Community Relationship; Two Year Colleges; Vocational Education
Abstract: Keyano College (KC), in northeast Alberta, has been involved in several successful partnerships with native communities to deliver community-based programs. Strong college/community partnerships recognize the cultural identity of participants while providing them with the skills vital to personal, community, and economic development. Because the native communities within the region are each unique, with their own history, culture, and concerns, they do not identify the same felt needs, and so are rarely ready for the same programs at the same time. Credit and non-credit programs have been developed specific to each community's needs. For example, at Fort McKay, programs leading to Class II Bus Operator and Class I Truck Transport licensure have been offered, resulting in an 80% employment rate in transportation for successful students. Another effort, the Syncrude Canada/Alberta Career Development and Employment/KC partnership has provided residents of Conklin, Janvier, Anzac, and Gregoire Lake with the opportunity to combine academics and job training. Upon completing the program, participants have been placed in jobs at Syncrude. The most extensive community-based programming offered by KC has been in Fort Chipewyan, with programs including adult basic education, college preparation, and clerk-typist, waiter/waitress, and basic management courses, in addition to the Reaching Out Program (a volunteer literacy project), and a Pre-Carpentry Program initiated by the Cree Band in 1991. At Fort McMurray, the college has been involved in an on-the-job training program with Suncor and the Fort McMurray Regional Job Training Association, in which 83% of the participants have subsequently been employed by Suncor. (MAB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (178K)
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