Behavior requires an actor. Two experiments using complex conditional action discriminations examined whether pigeons privilege information related to the digital actor who is engaged in behavior. In Experiment 1, each of two video displays contained a digital model, one an actor engaged in one of two behaviors (Indian dance or martial arts) and one a neutrally posed bystander. To correctly classify the display, the pigeons needed to conditionally process the action in conjunction with distinctive physical features of the actor or the bystander. Four actor-conditional pigeons learned to correctly discriminate the actions based on the identity of the actors, whereas four bystander-conditional birds failed to learn. Experiment 2 established that this failure was not due to the latter group's inability to spatially integrate information across the distance between the two models. Potentially, the colocalization of the relevant model identity and the action was critical due to a fundamental configural or integral representation of these properties. These findings contribute to our understanding of the evolution of action recognition, the recognition of social behavior, and forms of observational learning by animals.
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http://dx.doi.org/10.3758/s13420-020-00416-7 | DOI Listing |
Addiction
January 2025
Centre for Alcohol and Drug Research, Aarhus University, Aarhus, Denmark.
Background: This paper invites discussion on whether pleasure should receive more attention in public health-oriented research on alcohol. While there is a history of sociological and anthropological literature exploring alcohol and pleasure, this is much less common in public health-oriented alcohol research, and associated advocacy.
Argument: We propose three broad reasons why more extensive engagement with issues of pleasure may be important for public health-oriented research.
Prehosp Emerg Care
January 2025
Midlands Air Ambulance Charity, Airbase Avenue, Neachley, Shifnal, TF11 8UR.
Objectives: Within paramedic education immersive simulation is widely used to teach technical skills, but its application to non-technical aspects of practice, such as research skills, is limited. This study aimed to explore immersive simulation as a tool to teach specific research skills to paramedic students in higher education to investigate its novel capacity beyond the more traditionally considered technical elements of practice.
Methods: A didactic pre-briefing was delivered to undergraduate paramedic students before they undertook an immersive simulation in which they were expected to assess, extricate, and treat a stroke patient, whilst also assessing whether he was suitable to be enrolled onto a clinical trial, provide information on this, and take consent.
The shift to pass/fail grading in undergraduate medical education was designed to reduce medical students' stress. However, this change has given rise to a "shadow economy of effort," as students move away from traditional didactic and clinical learning to engage in increasing numbers of research, volunteer, and work experiences to enhance their residency applications. These extracurricular efforts to secure a residency position are sub-phenomena of the hidden curriculum.
View Article and Find Full Text PDFVaccines (Basel)
December 2024
World Health Organization, 20 Avenue Appia, 1211 Geneva, Switzerland.
: Yellow fever (YF) outbreaks continue to affect populations that are not reached by routine immunization services, such as workers at a high risk of occupational exposure to YF. In the Central African Republic (CAR), YF cases were detected in districts characterized by the presence of workers in forest areas. We developed an innovative approach based on a local partnership with private companies of the extractive industry to administer YF vaccine to workers in remote areas during the response to an outbreak.
View Article and Find Full Text PDFHealthcare (Basel)
December 2024
Department of Psychiatry and Behavioral Sciences, Memorial Sloan Kettering Cancer Center, New York, NY 10017, USA.
LGBTQ+ persons with cancer and their families consistently face discriminatory care. In addition, clinicians report inadequate population-specific knowledge and communication skills to effectively promote LGBTQ+ inclusion. To fill this gap, we designed a communication skills training based on extant literature; multidisciplinary perspectives; and patient, family, and clinician expert engagement.
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