The Cat is out of the Bag: The Joint Influence of Previous Experience and Looking Behavior on Infant Categorization

We examined the effect of 4‐month‐old infants' previous experience with dogs, cats, or both and their online looking behavior on their learning of the adult‐defined category of cat in a visual familiarization task. Four‐month‐old infants' (N = 123) learning in the laboratory was jointly determined by whether or not they had experience with pets at home and how much they shifted their gaze back and forth between the stimuli during familiarization. Specifically, only infants with pets at home who also exhibited high levels of switching during familiarization remembered the individual cat exemplars or formed a summary representation of those cats. These results are consistent with recent theorizing about the processes of how infants' categorical representations are formed, and provide new understanding into how infants' categorization unfolds over time.     

Dynamic Noun Generalization: Moment‐to‐Moment Interactions Shape Children's Naming Biases

Recent research on early word learning suggests that children's behavior when‐generalizing novel nouns integrates their prior vocabulary knowledge with the specifics of the task. This study examines how these factors interact on the moment‐to‐moment time scale of the training children receive and the sequence of stimuli they are shown. In ***1 condition, we used a combination of training and stimulus factors predicted to produce a bias to generalize nouns by shape similarity. We then reduced this shape bias and amplified a bias to generalize nouns by material similarity via manipulations of training and stimuli across 3 other conditions. Additional analyses suggest that children's generalizations on individual trials are influenced by what they have seen and done on previous trials. These results highlight the importance of the task and stimuli in bringing children's prior knowledge to bear in early word learning.     

The Impact of Emotions on Practicum Learning

Nine mature aged, experienced practitioners enrolled to gain a BSW qualification in social work were interviewed regarding a course requirement to complete the first placement. At the time of interview no recognition of prior learning for previous experience in the field was made possible for these students. As educators we had experienced considerable hostility from students who believed they should be exempt from completing this course requirement. This paper reports on interviews with the nine students, where we consider how student sentiment about completing the practice learning component might impact upon their learning experience. As anticipated, some students expressed strong negative views about being on placement. However, others were much more positive about the experience. These mixed views prompted us to explore further the relationship between emotion and practice learning. The article begins with a review of the literature concerning mature student engagement with tertiary education, followed by an overview of theory and research related to the ways feelings and emotion influence learning. Using passages from the interviews, expressions of participant anxiety, anger and excitement about the practicum are discussed with the view to extending discourse about practicum learning to include consideration of emotional intelligence and investment.     

Mechanisms of Categorization in Infancy

This article presents a connectionist model of correlation‐based categorization by 10‐month‐old infants (Younger, 1985). Simple autoencoder networks were exposed to the same stimuli used to test 10‐month‐olds. The familiarization regime was kept as close as possible to that used with the infants. The performance of the model matched that of the infants. Both infants and networks used covariation information (when available) to segregate items into separate categories. The model provides a mechanistic account of category learning within a test session. It demonstrates how categorization arises as the product of an inextricable interaction between the subject (the infant) and the environment (the stimuli). The computational characteristics of both subject and environment must be considered in conjunction to understand the observed behaviors.     

5‐Month‐Olds’ Categorization of Novel Objects: Task and Measure Dependence

To examine key parameters of the initial conditions in early category learning, two studies compared 5‐month‐olds’ object categorization between tasks involving previously unseen novel objects, and between measures within tasks. Infants in Experiment 1 participated in a visual familiarization–novelty preference (VFNP) task with two‐dimensional (2D) stimulus images. Infants provided no evidence of categorization by either their looking or their examining even though infants in previous research systematically categorized the same objects by examining when they could handle them directly. Infants in Experiment 2 participated in a VFNP task with 3D stimulus objects that allowed visual examination of objects’ 3D instantiation while denying manual contact with the objects. Under these conditions, infants demonstrated categorization by examining but not by looking. Focused examination appears to be a key component of young infants’ ability to form category representations of novel objects, and 3D instantiation appears to better engage such examining.     

A Comparison of Infants' Categorization in Paired and Successive Presentation Familiarization Tasks

Three experiments directly compared infants' categorization in variations of the visual familiarization task. In each experiment, 4‐ or 6‐month‐old infants were familiarized with a collection of dogs or cats and then their response to novel dogs and cats was assessed. In Experiment 1, 4‐month‐old infants responded to the exclusive distinction of dogs or cats when tested in a paired‐comparison task. In Experiments 2 and 3, 6‐month‐old infants, but not 4‐month‐old infants, responded to this same distinction in a successive presentation task, even when the amount of familiarization was equated to that of the paired comparison task. Therefore, familiarization with a particular set of stimuli does not induce infants to respond to a single category but rather they respond to different categories depending on features of the task.     

Feeling special: Language in the lives of Polish people

In this article I use findings from an ESRC funded project on language and identity in the narratives of Polish people to challenge a narrow approach to language in debates about integration. I argue that decisions about learning languages are influenced by wider concerns of self and other identification rather then simply being issues of instrumental need. I show how research participants viewed speaking Polish as an important part of being Polish, that is, of their identity. They recognised that changing the language they spoke involved questioning the way they presented themselves and how they related to others. I discuss how language was used to differentiate between ‘us’ and ‘others’, including in terms of values and the ways in which these perceptions of difference influenced social interactions.     

Patterns of Field Learning Activities and Their Relation to Learning Outcome

Field practicum is an active learning process. This study explores the different learning stages or processes students experience during their field practicum. First-year master's of social work students in field practica were asked how much they had engaged in educational learning activities such as observation, working independently, process recordings, and conceptual linkage activities for their practice. Forty-eight students completed a questionnaire three times over the first-year field practicum. The results showed that observation and process recording decreased over the time points. However, most of the participatory activities and conceptual linkage activities increased. Conceptual linkage activities were more strongly related to learning outcomes than observational or participatory activities. The discussion includes suggestions for enhancing student learning over the course of the field practicum.     

Infants scan static and dynamic facial expressions differently

Despite being inherently dynamic phenomena, much of our understanding of how infants attend and scan facial expressions is based on static face stimuli. Here we investigate how six-, nine-, and twelve-month infants allocate their visual attention toward dynamic-interactive videos of the six basic emotional expressions, and compare their responses with static images of the same stimuli. We find infants show clear differences in how they attend and scan dynamic and static expressions, looking longer toward the dynamic-face and lower-face regions. Infants across all age groups show differential interest in expressions, and show precise scanning of regions “diagnostic” for emotion recognition. These data also indicate that infants' attention toward dynamic expressions develops over the first year of life, including relative increases in interest and scanning precision toward some negative facial expressions (e.g., anger, fear, and disgust).     

Attention during Visual Preference Tasks: Relation to Caregiving and Face Recognition

This research examined how caregiver experience (female primary caregiver or distributed caregiving with mom and dad) influenced 10‐, 14‐, and 16‐month‐olds’ visual preferences and attention toward internal facial features of female–male face pairs, and how these behaviors related to novelty preferences in a face recognition task and speed and accuracy on a visual search task. In the visual preference task, infants visually preferred male faces, regardless of caregiver experience. Despite similarities in visual preferences, infants’ attention toward females and males’ internal facial features was related for infants with distributed caregiving only. Infants’ performance across face processing tasks most often correlated for those with female primary caregivers. Results further our understanding of how infants with female primary caregivers display specialized processing of female faces, and how infants with distributed caregiving show similarities in their attention to female and male facial features.     

What makes a good placement? Findings of a social work student-to-student research study

Social work fieldwork placements are recognised as a key component of social work education. This article analyses the experiences of students who have completed one social work placement and examines what they felt was most effective in aiding their learning. The innovative methodology used for the research enabled first year students to design an on-line survey which they administered to their second year student colleagues. The first year students gained experience in designing and administering a piece of research, but also gained a greater understanding of what previous students have found assisted their learning on placement. This cross-sectional research surveyed accessed the 2014/15 cohort of year 1 and year 2 Masters in Social Work (MSW) students. Students reported how prepared they felt for placement and also who or what facilitated their learning on placement. Students’ perception of the volume of learning on placement was strongly correlated with satisfaction. It is argued that being able to clearly identify types of interaction that enhance students’ learning, leads to more positive outcomes for all involved in the placement experience.     

Learning from experience or learning from others?: Inferring informal training from a human capital earnings function with matched employer–employee data

A model of informal training which combines learning from own experience and learning from others is proposed in this paper. It yields a closed-form solution that revises Mincer–Jovanovic's [Mincer, J., Jovanovic, B., 1981. Labor mobility and wages. In: Rosen, S. (Ed.), Studies in Labor Markets. Chicago University Press, Chicago, pp. 21–64] treatment of tenure in the human capital earnings function. We estimate the structural parameters of this non-linear model on a large French cross-section with matched employer–employee data. We find that workers on average can learn from others 10% of their own human capital on entering one plant, and catch half of their learning from others’ potential in just 2 years. The private marginal returns to education are declining with education as more educated workers have less to learn from others and share the social returns of their own education with their less qualified co-workers. The potential for learning from others on the job varies across jobs and establishments, and this provides a new distinction between imitation jobs and experience jobs. Workers in imitation jobs, who learn most from others, tend to have considerably longer tenure than workers in experience jobs. Although workers in experience jobs can learn little from others, we find that they learn a lot by themselves. We document several analogies between the imitation jobs/experience jobs “dualism” and the primary/secondary jobs and firms’ dualism implied by the dual labor market theory. However, our binary classification of jobs depicts the data more closely than the dual theory categorization into primary-type and secondary-type establishments. Competition prevails between jobs and firms but jobs differ by their learning technology.     

Are You an Animal Too? US and Malawian Infants' Categorization of Plastic and Wooden Animal Replicas

In this study, we examined the effects of infant country and exemplar material on 24 US and 22 Malawian (African) 15‐month‐olds' categorization of animals versus vehicles. Following familiarization with either plastic or wooden animal replicas, infants were tested with objects of both materials in a standard object‐examining task. Both US and Malawian infants demonstrated category formation regardless of the material of the animal replicas. In addition, infants extended a category of plastic animals to novel wooden animals, but did not extend a category of wooden animals to novel plastic animals. These findings document a uniform impact of stimuli characteristics on infant object categorization despite differences in infant cultural background and toy animal experience. In addition, they show that, in some cases, infants can generalize their categorization of animals from one type of replica to another.     

Developing trust: First impressions and experience

Using the repeated Trust Game, we investigated how first impressions and experience affect trusting dispositions, beliefs, and behaviors. As in previous research, trusting beliefs and trust-related behaviors were greater at the start of the game for partners with trustworthy faces; and higher later in the game for partners who reciprocated. Three additional findings extended beyond the previous research. First, by measuring the discrete components of trusting beliefs rather than an umbrella “trustworthiness” measure, we confirmed that first impressions and experience influence judgments of competence, benevolence, and integrity. Moreover, we found suggestive evidence that perceptions of benevolence and integrity updated more quickly with experience than perceptions of competence. Second, by looking at trusting beliefs at the start of two consecutive repeated Trust Games, we found that judgments of competence, benevolence, and integrity continue to be influenced by trustworthy facial appearances, even after previous beliefs based on facial appearances were disconfirmed. Third, we found increased investment with a partner at the start of a second repeated Trust Game, even when participants expected their partners to betray them. Overall, our results clarify our understanding of how first impressions and experience influence trusting beliefs; provides evidence that changes in the repeated Trust Game represents learning about a specific partner rather than revisions of trusting dispositions; and highlights important distinctions between trusting beliefs and trust-related behaviors.     

Using live supervision to teach counselling skills to social work students

This article reports on a research project which explored how anxiety can be managed when social work students receive live supervision as they are learning counselling skills. Eight social work students volunteered to participate in an eight session project in which they role played counselling sessions and received live supervision of their work. Their subjective experience of live supervision was elicited via survey reported surveys over the course of the project. They also submitted pre-and post-project recordings of their counselling role plays which were evaluated for changes in skill level. The participants’ survey results showed that, over the course of the project, each participant became less anxious about live supervision and came to find it a valuable learning experience. Their recorded role plays all showed improvements in skill level across a range of domains. The authors contend the establishment and maintenance of positive and trusting relationships between participants and between participants and the supervisor was crucial to the success of this project, as was attention to power dynamics and differences in learning styles. These results suggest that, under the right conditions, live supervision can be a valuable addition to counselling skills teaching strategies with social work students.     

Learning from Mental Health Lived Experience and the Influence on Students’ Practice

This study explored how learning from mental health lived experience influenced Australian social work students’ practice during their first fieldwork placement. Involvement of mental health consumers in social work education is gaining momentum, yet little is known about how this type of learning informs students’ practice. Ten social work students participated in semistructured interviews and one focus group. Findings suggest that learning from lived experience promoted social work practice that honoured the expertise of mental health consumers and privileged personal recovery. Factors such as organisational culture and supervisor attitudes were found to mediate the students’ attempts to privilege lived experience.     

Modeling Age Differences in Infant Category Learning

We used an encoder version of cascade correlation to simulate Younger and Cohen's (1983, 1986) finding that 10‐month‐olds recover attention on the basis of correlations among stimulus features, but 4‐ and 7‐month‐olds recover attention on the basis of stimulus features. We captured these effects by varying the score threshold parameter in cascade correlation, which controls how deeply training patterns are learned. When networks learned deeply, they showed more error to uncorrelated than to correlated test patterns, indicating that they abstracted correlations during familiarization. When prevented from learning deeply, networks decreased error during familiarization and showed as much error to correlated as to uncorrelated tests but less than to test items with novel features, indicating that they learned features but not correlations among features. Our explanation is that older infants learn more from the same exposure than do younger infants. Unlike previous explanations that postulate unspecified qualitative shifts in processing with age, our explanation focuses on quantitatively deeper learning with increasing age. Finally, we provide some new empirical evidence to support this explanation.     

The Development of Selective Attention Orienting is an Agent of Change in Learning and Memory Efficacy

This study examined whether the developmental transition from facilitation‐based orienting mechanisms available very early in life to selective attention orienting (e.g., inhibition of return, IOR) promotes better learning and memory in infancy. We tested a single age group (4‐month‐olds) undergoing rapid development of attention orienting mechanisms. Infants completed a spatial cueing task designed to elicit IOR, in which cat or dog category exemplars consistently appeared in either the cued or noncued locations. Infants were subsequently tested on a visual paired comparison of exemplars from these cued and noncued animal categories. As expected, infants showed either facilitation‐based orienting or the more mature IOR‐based orienting during spatial cueing/encoding. Infants who demonstrated IOR‐based orienting showed memory for both specific exemplars and broader category learning, whereas those who showed facilitation‐based orienting showed weaker evidence of learning. Attention orienting also interacted with previous pet experience, such that the number of pets at home influenced learning only when infants engaged facilitation‐based orienting during encoding. Learning in the context of IOR‐based orienting was stable regardless of pet experience, suggesting that selective attention serves as an online learning mechanism during visual exploration that is less sensitive to prior experience.     

‘I know,I can,I will try’: youths and adults with intellectual disabilities in Sweden using information and communication technology in their everyday life

This study introduces how technology and humans are part of relationships that influence agency among people with disabilities. It aims to focus attention on the use of, and access to, information and communication technology (ICT), and agency among youths and adults with intellectual disabilities. The study draws on empirical research conducted with youths and adults with intellectual disabilities, as well as staff at a day centre. It shows that by drawing upon interests, previous experiences, and cooperating in ICT activities the participants’ agency changed. Also, it shows how disability is relational and how it can be influenced by ICT. An interdisciplinary approach is adopted to interpret the findings and to explore: How do people of different ages with intellectual disabilities experience the use of ICT in their everyday lives? Are people with intellectual disabilities able to influence their level of activity by using ICT? And if so, in what ways?     

Urbanization alters fear behavior in black-capped chickadees

Urban landscapes contain a multitude of novel sensory stimuli, and urban dwelling animals, such as songbirds living near human dwellings, must quickly learn how to respond to these unfamiliar cues. When exposure reveals that a stimulus is associated with a cost, fearful behavior should increase. Conversely, neophobic fear should decrease when negative outcomes do not regularly follow the stimulus. Because exposure to anthropogenic stimuli is more common in birds that inhabit urbanized landscapes, their fear response patterns should more accurately reflect the risks associated with these stimuli. We conducted a series of feeder and playback experiments to explore whether urbanization altered black-capped chickadees’ (Poecile atricapillus) fear responses to model cats, humans, a novel object, and anthropogenic noise. We predicted that fearful responses to cat models would increase in birds as urbanization increased because negative interactions with cats are more common in the city. However, we expected urban birds to be less fearful of our other stimuli because fitness costs are absent or less severe. As predicted, the fear of cats increased with urbanization, but the fear of noise decreased - as indicated by willingness to visit a feeding station. Other stimuli were not associated with urbanization, which may be related to the use of county and city parks where human presence is relatively common. Nonetheless, our results suggest that plastic fear responses to novel stimuli may facilitate urban success in the black-capped chickadee. More generally, behavioral plasticity may indicate the ability of a species to thrive in the urban environment.