In search of consolidation of short-term memory in nonhuman animals     

Amanda Calder  K. Geoffrey White 《Learning & behavior》2014,42(1):83-92

Wixted (Annual Review of Psychology, 55, 235 – 269, 2004) has argued that forgetting is due to consolidation failure. Previous research with humans and nonhuman animals has reported evidence for consolidation in intermediate or long-term memory (LTM). The present study examines whether consolidation occurs in short-term memory in pigeons. Delayed matching-to-sample accuracy was reduced when retroactive interference (an extraneous task in Experiment 1 or houselight illumination in Experiment 2) was interpolated in the retention interval. Accuracy was not greater, however, when interference occurred at the end of the retention interval, as compared with when it occurred at the beginning. That is, there was no evidence for consolidation in short-term memory for pigeons. We did find, however, the beginning–end effect originally reported by Roberts and Grant (Journal of Experimental Psychology: Animal Behavior Processes, 4, 219–236, 1978) and the recovery from forgetting reported by White and Brown (Journal of the Experimental Analysis of Behavior, 96, 177–189, 2011). The results are discussed in relation to temporal distinctiveness theory as an alternative to consolidation.  相似文献   

Concurrent object-discrimination learning in rats     

Anthony C. Santucci  F. Robert Treichler 《Learning & behavior》1990,18(3):295-301

Investigations employing primates have sometimes used tests of concurrent object-discrimination as indexes of multiproblem memory in comparative studies of neuropathological impairment. The present investigation was an attempt to employ a comparable test procedure with rats. Data from two experiments indicated that rats could indeed be trained on a concurrent object-discrimination task. Furthermore, results from the second experiment indicated that these performances and brightness discriminations shared the property of disruption by posterior decortication. Implications for the neuropsychology of learning and memory are discussed.  相似文献   

Editorial     

Anthony J. Nitko 《Educational Measurement》1991,10(4):2-2

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Book reviews     

Eric Marshall White  Natalee Rosenstein  Trysh Travis  Peter W. Adams  Robert E. Baensch 《Publishing Research Quarterly》2003,19(2):65-72

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A static method for obtaining a calibration factor for SRM bicycle power cranks   总被引：1，自引：0，他引：1  

Andrea L. Wooles  Anthony J. Robinson  Peter S. Keen 《Sports Engineering》2005,8(3):137-144

Many scientists and coaches are interested in mechanical power produced during cycling, and use Schoberer Rad Me\technik (SRM) bicycle power cranks to obtain this data. However, it has been expensive and difficult to calibrate SRM cranks, causing much of the collected data to be unreliable. We present a static method, derived from first principles, for obtaining a calibration factor for SRM cranks. A known mass and lever arm (chainring of a known diameter) are used to apply a known torque load to the instrument in four positions, and the output frequencies are used to calculate the calibration factor in Hz/Nm. The reproducibility of this method is ±0.01 Hz/Nm, which is acceptable for the application of the instrument, which is measurement of mechanical power application by cyclists at the crank. The method is reliable, inexpensive, and easy to set up, and will allow higher confidence in data collected using SRM power cranks. We recommend calibration of the power meter once every six months because of the measured drift of the calibration factor over time.  相似文献   

Core Skills and the Idea of the Graduate     

Anthony Woollard 《Higher Education Quarterly》1995,49(4):316-325

The question ‘What is a graduate?’ is under scrutiny from Government, employers and the higher education community itself. There are two current approaches—one originating within the philosophy of higher education, one emerging from the demands of employers and the focus on ‘core skills’—which might appear to have something to offer to the debate but which when first examined seem hard to reconcile and both of them difficult to translate into ‘threshold standards’. However, more detailed examination suggests the possibility of a new synthesis which could, if supported by further research and action by the Higher Education community collectively, answer the question to the satisfaction of all stakeholders whilst preserving essential academic autonomy.  相似文献   

Implications of legal and organizational issues for urban digital government development     

Anthony M. Cresswell  Theresa A. Pardo 《Government Information Quarterly》2001,18(4):753

This paper discusses implications of the convergence of legal and organizational issues in the context of developing and implementing digital government projects in large urban settings. By the convergence of legal and organizational issues we refer to two important aspects of urban government: (1) the close relationship between legal/policy structures and the way government is organized and functions, and (2) the way the legal/policy elements interact with organizational dynamics and work cultures to influence digital government projects (and government activities generally). It is our contention that convergence in the organizational and legal/policy context is a powerful determinant of how these projects develop and how likely they are to succeed. Therefore the understanding of this convergence and related dynamics is critically important to planning and designing both policy to promote digital government and particular digital government projects themselves. Illustrations of this convergence and its consequences are presented. They are based on research involving two digital government projects in urban settings: development of a management information system for homeless shelter administration and a developing a system for sharing information among New York City agencies.  相似文献   

Freud and art     

Anthony Storr 《Higher Education Quarterly》1976,30(2):187-201

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Principal and peer evaluation of teachers for professional development     

Anthony J. Shinkfield 《Journal of Personnel Evaluation in Education》1994,8(3):251-266

Conclusion The St. Peter's College application of the Shinkfield model has proved itself to be a most attractive, successful approach for the evaluation of teachers. Provided that the teacher is being evaluated only with the expectation of positive outcomes in mind, improvement as a professional practitioner of teaching most likely will occur.The approach also has shown that the teacher-appraisal function can be a facilitating and enhancing process, characterized by openness of approach, mutual respect between teacher and principal and heightened awareness of the importance to teaching of mastery of particular skills and competencies. Any successful climate of process such as the one described here must strengthen the school itself and, more particularly, student learning.A South Australian with extensive experience in educational evaluation, Anthony Shinkfield is a member of CREATE's National Advisory Panel.  相似文献   

Indexes used in testing the validity of learning hierarchies     

Richard T. White 《科学教学研究杂志》1974,11(1):61-66

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