Taste aversion learning in young and adult rats.

Compared a total of 159 male Long-Evans rat pups and adults on their ability to learn taste aversions with 1- and 2-bottle tests, 2 different illness-inducing agents and flavors, and varying taste–illness delays. Rat pups learned taste aversions with either 1- or 2-bottle tests, but only with short taste–illness delays. Delays of 60 min were sufficient to block taste aversion learning in pups. Pups also failed to demonstrate neophobia to a novel taste. These findings suggest that pups forget taste information more rapidly than adults, perhaps because taste information is not so salient for pups as for adults. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Erratum: "Studies in Early Infant Learning: Classical Conditioning of the Neonatal Heart Rate."

Reports an error in the original article by D. H. Crowell et al (Developmental Psychology, 1976[Jul], 12(4), 373-397). Corrections to equations 1, 2, and 3 on pages 381 and 382 are presented. (The following abstract of the original article appeared in record 1976-20687-001.) Three experiments demonstrated that human newborn heart rate level can be reliably modified through classical conditioning procedures. The theory of sensitization served as a frame of reference for Exps I and II, and drive reduction served for Exp III. In Exp I the delay, delay-trace, and control groups, with 10 2-day-old newborns in each, received 5 preconditioning trials of the CS alone, 16 conditioning trials with CS-UCS pairings differing for each group, and 5 extinction trials. Exp II was a replication of the 1st study and involved only the delay and delay-trace groups with 10 infants each. In both studies the delay group curves showed significant monophasic acceleratory responses during extinction. Results support the sensitization hypothesis (i.e., the CR occurring in the interstimulus interval was fashioned out of the response to the CS). In Exp III, the measure of conditioning was the response to the probe technique. 10 experimental Ss received preconditioning trials of nitrogen puff (UCS-sub-1) administered to the abdomen, followed by 10 CS-UCS-sub-2 (500-Hz tone acetic acid) pairings with an interstimulus interval of 3 sec. 10 controls received the same design with a CS-UCS-sub-2 interval of 40 sec. Analyses of the probe stimulus trials showed significant changes for the control group and none for the experimental group. The CS-UCS-sub-2 pairings in the experimental group are interpreted as producing increased drive and adaptive damping of the heart rate response. Findings show that early learning may occur under a variety of conditions and that the results can be incorporated by different theories. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect on learning of postinstructional responses to questions of differing degrees of complexity.

Investigated the effect on the learning of science subject content of having students respond to questions of different degrees of complexity following segments of instruction. The study involved 193 7th-grade students in 5 groups. Questions of differing degrees of complexity were interspersed every 20th frame of the programmed instruction material for 3 treatment groups. The 4th treatment group read a paragraph related to the questions. The 5th group acted as a control. The groups that completed the instructional materials and responded to the interspersed questions scored significantly higher than the group that completed the instructional materials and did not respond to questions. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Shape estimation from topographic primal sketch

In this paper, a technique for estimating object shape from topographic primal sketch is investigated. Given a gray tone image of a three-dimensional object, a topographic labeling of the image indicates the peaks and pits, ridges and valleys, and flats and hillsides of the underlying, continuous, gray tone surface. The patterns of these topographic labels capture information about the original three-dimensional object in the scene and about the illumination. In order to determine if estimation of three-dimensional shape from a topographic labeling is feasible, we have both analytically and experimentally determined the topographic labelings for images of some mathematically generated surfaces with varied directions of illumination. Our results indicate that such patterns do exist and will be useful in determining three-dimensional shape from two-dimensional images. A scheme for partial classification of three-dimensional object surface is proposed. Preliminary results are illustrated.     

Supporting reflection and dialogue in a community of machine setters: Lessons learned from design and use of a hypermedia type training material

The debate about experience-based or tacit knowledge has focused much attention on the limits to formalisation of work process knowledge. A main line of argument has been that, for example, industrial work even with highly advanced technical equipment can only be performed adequately when the worker through experience on the job has gained a feel for the functioning of the machinery and the properties and behaviour of the materials. In this debate links tend to be created between on the one hand formalised-abstracted-verbal knowledge as opposed to on the other hand informalised-concrete-tacit knowledge. We have worked for some years with the design of training materials which at its core have video documentation of best practice as we have found it at work. In this paper we will present and discuss experience with design and use of a hypermedia type training material, SPRING to be used by new machine setters in the spring industry. Based on our own experience we will argue for the relevance of this type of training materials as a means of supporting reflection and dialogue in the community of practitioners.     

Immediate and delayed recall of words and pictures.

Examined free and serial recall of words and pictures associates in 3 experiments with 156 Ss. In immediate free recall, presentation of pictorial material increased only the secondary memory component of recall, relative to conditions involving presentation of verbal materials. No such facilitation occurred in immediate serial recall. In delayed recall tests, negative recency effects were obtained only for verbal materials, in both free and serial recall. Recency effects were either nonnegative or positive with pictures as to-be-remembered material. Results are discussed in terms of the locus of word-picture differences and the adequacy of verbal memory model explanations for them. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of method of recall on performance in the dichotic listening task.

Reports 2 experiments with 100 undergraduates in which Ss were required to recall dichotically presented digits (3/1/2-span) either vocally or in writing. It was found that items in the 1/2-span reported 2nd were recalled significantly more accurately with written as compared with vocal recall. Data suggest that the differential accuracy of recall of the items in the 2 1/2-spans, which is normally reported, is attributable, partially at least, to interference at output produced by the vocalization of items in the 1st 1/2-span. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)