Avoidance differences between rats and gerbils     

Guy L. Osborne  William F. Caul  Richard Vanstrum 《Learning & behavior》1976,4(2):151-159

Gerbils and rats learned equally well to discriminate the lighted, safe arm from the unsafe arm during Y-maze avoidance trials. Gerbils, however, were inferior to rats in initiating this response in time to avoid shock. Two subsequent experiments on passive avoidance did not support the interpretation of these data based on a greater incidence of shock-induced activity suppression in gerbils. In both experiments, gerbils required more shocks than rats to learn a staying response, indicating a pronounced locomotor response bias in gerbils that is not compatible with the required passive avoidance response. A fourth experiment, using a shuttlebox, found that the relative active avoidance performance by these species depends upon whether intertriai responses are permitted and punished. When they are, gerbils are inferior to rats, since their high level of locomotor responding is not compatible with the behavior required, i.e., staying during the intertrial interval and running during the CS-US interval. On the other hand, gerbils are not inferior when intertrial responses are prohibited, since their locomotor bias is not punished and is compatible with the required avoidance response.  相似文献   

On Process, Progress, Success and Methodology or the Unfolding of the Bologna Process as it Appears to Two Reasonably Benign Observers     

Guy Neave  Alberto Amaral 《Higher Education Quarterly》2008,62(1-2):40-62

  相似文献   

Turning thinking on its head: How bodies make up their minds     

Guy Claxton 《Thinking Skills and Creativity》2012,7(2):78-84

The assumption that bodies have little to do with thinking – other than to be the vehicle that gets a mind to a classroom – deeply underpins the traditional model of schooling. Lessons and seminars are designed on the premise that thinking happens best when people are pretty still, their bodies are quiet and undemanding of attention, and they are writing or talking. Unless it is interfering, the physical body has little to do with cognition. This paper offers an overview of the emerging field of ‘embodied cognition’ that profoundly challenges this model of the mind, and therefore undermines many of the assumptions that underlie the dominant sedentary and disembodied approach to the high-status bits of education.  相似文献   

Migrating from ISD to HPT…You,Me, and the Society     

Guy W. Wallace 《Performance Improvement》2003,42(10):7-10

  相似文献   

What is ISPI's value proposition: Looking back and forward     

Guy W. Wallace  Geary A. Rummler 《Performance Improvement》2002,41(6):8-13

  相似文献   

Cumulative family stress and externalizing problems: Secure base script knowledge as a protective factor     

Melisse Houbrechts  Patricia Bijttebier  Filip Calders  Luc Goossens  Karla Van Leeuwen  Wim Van Den Noortgate  Guy Bosmans 《Child development》2023,94(4):941-955

  相似文献   

Designing for the ISD life cycle     

Guy W. Wallace  Peter R. Hybert  Kelly R. Smith  Brian D. Blecke 《Performance Improvement》2002,41(7):25-29

  相似文献