Physiological effects of different oxygen flow rates and ambient temperatures on pressure-suited subjects performing work at altitude

Physiological effects of oxygen flow rates and ambient temperatures on pressure-suited subjects performing work in altitude chambe

Second-order discrimination learning in humans: effect of physical arrangements with comparison stimuli

Conditional discrimination learning in animals has been the source of research for many decades. However, primary factors involving human discrimination learning remain obscure. It is the goal of the current research to investigate the effect physical properties of comparison stimuli have on the learning process in humans. This study extends to humans a line of research that utilized pigeons in second-order discrimination training, conducted on the California State University, Stanislaus campus. Six undergraduate students were recruited to test the effects of second-order comparison arrangements under two conditions. The integrated (superimposed) and partitioned (non-superimposed) conditions were presented after first-order training with 3 elements (color, shape, and pattern). As in the prior research, a symbolicmatch- to-sample methodology is used to train, and test, participants in first and second-order conditional discriminations. Results from second-order trials are inconclusive, but demonstrate a pattern of responding which is affected by the comparison stimuli conditions. All participants demonstrated generalization of second-order conditional discrimination from first-order training. Results of firstorder training confirmed the results of animal research, where significantly more trials were required to attain mastery with pattern comparisons

Differences in the early stages of social information processing for adolescents involved in bullying

Bullying victimization has commonly been associated with deficiencies in social information processing (SIP). In contrast, findings regarding bullying perpetration are mixed, with some researchers claiming that bullies may have superior SIP abilities than victimized or uninvolved youth. This study investigated the effects of bullying and victimization on early SIP; specifically the recognition and interpretation of social information. In stage 1, 2,782 adolescents (11–16 years) were screened for bullying involvement, and in stage 2, 723 of these participants (mean age = 13.95) were assessed on measures of emotion recognition, hostile attribution bias, and characterological self‐blame (CSB). No associations between bullying and early SIP were found. In contrast, victimization was associated with more hostile attribution bias and CSB attributions. Girls performed better than boys on the emotion recognition task while boys showed greater hostile attribution biases. No interaction effects of bullying or victimization with gender were found. Follow‐up categorical analyses that considered pure victims versus victims who also bullied (bully‐victims) on SIP, found a similar pattern of findings. These findings suggest that those who purely bully others are neither superior nor deficient in the early stages of SIP. Victimized adolescents, however, show biases in their interpretations of social situations and the intentions of others. These biases may lead to maladaptive responses and may increase risk for further victimization by peers.Alexa Guy and Kirsty Lee were supported to undertake this research by a fellowship from the Department of Psychology, University of Warwick.Published versio

Bullying and Peer Victimization: An Examination of Cognitive and Psychosocial Constructs

Research has demonstrated a link between internalizing factors and bullying perpetration and peer victimization; however, few studies have examined predictors of cognitive and psychosocial factors, such as locus of control and hopelessness. The current study examined cognitive and psychosocial factors in bullying perpetration and peer victimization in a sample of 469 middle school students. A mediator model of hopelessness was also investigated. Students involved in bullying reported a greater external locus of control compared with peers who were not involved in bullying. Bully victims endorsed the highest externality. Results showed that hopelessness fully mediated the relationship between verbal/relational victimization and external locus of control for the victim group, but not the bully-victim group. Implications for bullying prevention and intervention efforts are discussed

Teacher Perspectives on the Effect Caring for Classroom Plants has on Adolescents

This project attempted to answer the research question: "Do teachers who have incorporated a plant care program into their classroom notice caring for classroom plants affects student behavior and mood?" Teachers in a mid-sized urban school district were invited to take a survey to gather their opinions on the effects of a plant care program on student mood and behavior. Responses were collected anonymously and information was analyzed to determine whether teachers believed there was or was not an effect on the behavior and mood of students who participate in a plant care program. Each teacher noted no change or somewhat better change in behavior or mood of students participating in a plant care program. In some areas, teachers noted a much better change in behavior or mood. This information may be used to help other teachers who may be considering having a plant care program in their classroom

Internalizing Problems in Students Involved in Bullying and Victimization [Chapter 5]

In this chapter, we will review the literature on internalizing problems in youth who are involved in bullying. Involvement in bullying occurs along a continuum (i.e., the bully- victim continuum), meaning that students can participate in multiple roles, including bullying others, being bullied, both bullying others and being bullied, witnessing bullying, and no involvement in bullying. It is clear that involvement in bullying is not defined by static and fixed roles in individuals. It is also evident that students involved in the bully-victim continuum experience greater levels of internalizing problems compared to students who are not involved in bullying. The goal of this chapter is to examine the relation between internalizing problems and the bully-victim continuum, to present longitudinal data on this dynamic, and to provide suggestions for effective mental health interventions for youth involved in bullying. It is our contention that parents, students, teachers, and mental health professionals must work in tandem in order to derail the destructive cycle of bullying and mental health problems