Conditioned facilitation of brain reward function after repeated cocaine administration.

Cocaine lowers brain reward thresholds, reflecting increased brain reward function. The authors investigated whether, similar to acute cocaine administration, cocaine-predictive conditioned stimuli would lower intracranial self-stimulation (ICSS) thresholds. Rats received a saline injection for 5 days, a cocaine injection (10 mg/kg) for 20 consecutive days, then saline for 5 additional days. Thresholds were measured immediately before and 10 min after each injection. The initial 5 saline injections had no effect on thresholds, whereas cocaine significantly lowered thresholds for 20 days. There was no tolerance or sensitization to this effect of cocaine over days. During the last 5 days when cocaine administration was substituted with saline, rats demonstrated a conditioned lowering of thresholds during the 2nd daily ICSS session. These data demonstrate that cocaine-predictive conditioned stimuli induce a conditioned facilitation of brain reward function. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Temporal encoding in fear conditioning revealed through associative reflex facilitation": Correction to Lindquist and Brown (2004).

Reports an error in "Temporal Encoding in Fear Conditioning Revealed Through Associative Reflex Facilitation" by Derick H. Lindquist and Thomas H. Brown (Behavioral Neuroscience, 2004[Apr], Vol 118[2], 395-402). The article contained several errors. On page 396, second paragraph, the sentence beginning on line 6 should read as follows: "Having a stable baseline is critical for studies of reflex facilitation because the experimental designs invariably entail repetitive CR testing, if only to achieve reasonable statistical power (see Choi et al., 2001b; Lindquist & Brown, 2004)." On page 400, the first heading should read as follows: "Comparison of New and Old Reflex Facilitation Procedures." On page 400, the first sentence under the abovementioned heading should read as follows: "We decided not to use the original measure of reflex facilitation, developed by J. S. Brown et al. (1951), because it suffers from severe interpretational limitations, elaborated in detail elsewhere (Choi et al., 2001b; Leaton & Cranney, 1990; Lindquist & Brown, 2004)." (The following abstract of the original article appeared in record 2004-12681-016.) Temporal encoding in Pavlovian fear conditioning was examined through conditional facilitation of the short-latency (Rl) component of the rat eyeblink reflex. Rats were fear-conditioned to a tone conditional stimulus (CS) with either a 3- or 9-s interstimulus interval (ISI) between CS onset and the onset of the grid-shock unconditional stimulus (US). Rl facilitation was tested over 2 days, in counterbalanced order, at a latency of 3 s and 9 s from CS onset. CS-produced Rl facilitation, the conditional response (CR), was 3-4 times larger when the test latency equaled the conditioning ISI. These results, coupled with the known neurophysiology of Rl facilitation, suggest that this CR could disclose differences in the time course of CS-generated output from the amygdala when driven by cortical versus subcortical CS-CR pathways. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

听力课DFI 教学法

根据英语听力理解在认知、语言等方面的固有特点,提出了针对英语专业低年级英语听力的DFI(Differentiation Facilitation Integration,即分层教学)听力教学法,即针对不同听力水平的学生设计不同的任务,教师给予听力策略上的指导和训练,综合听力、口语两项技能的英语听力综合教学法,同时具体介绍了该教学法的设计和实践过程。     

Two for the General Audience Plus a Survey on BI

Abstract

The research in this paper considers the complex and dynamic arrangements for potential and actual knowledge sharing in interorganizational networks. The essence of this stance is that “knowledge” relates to affirmative managerial action beyond the necessary collection of information facilitated through technology. The issue is to determine the nature and extent of the degree of organizational agreement that may be achieved as competitors either cooperate or continue to compete in the face of challenging and pervasive market conditions. The theory relating to network formulation is reviewed, findings from empirical analyses from the experiences from automobile distributors in a large USA city, and one scientific collaborators network are presented. A framework is proposed identifying the factors necessary to initially construct the network and then to further sustain it over time. A number of lessons learned are developed, which are believed to be of value to researchers and practitioners engaged in these processes.     

高校工科专业学生阅读策略元认知训练

“卓越工程师教育培养计划”对工程技术人才的英语综合素质和阅读能力提出了更高的要求,而目前高校工科专业学生的实际阅读水平普遍和这一要求存在明显差距。阅读策略元认知能力有助于学生正确认知自己的阅读过程并对其进行有效的监控和调节,提高学生英语自主学习能力。本文在元认知相关理论的指导下,探讨如何在综合考虑“卓越计划”视野下的大学英语学习目标,工科专业学生的特征和认知过程的阶段性特点这三者的基础上,实施阅读策略元认知训练,提高了工科学生的阅读能力,改善了阅读效果。     

Do noncontingent interview mm-hmms facilitate interviewee productivity?

Two studies investigated the hypothesis that noncontingent interviewer "mmhmms" facilitate interviewee verbal productivity. In Study 1, 1 male interviewer interviewed 48 female undergraduates. In Study 2, 3 male interviewers interviewed 24 male undergraduates, and 3 female interviewers interviewed 24 female undergraduates. Within- and between-S comparisons did not support the hypothesis, although interviewees' ratings indicated that the mm-hmms were perceived as the social reinforcers they were intended to be. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

“南-南”型区域一体化的经济影响分析

区域经济一体化是当今世界的潮流,许多发展中国家建立了所谓的“南-南”型区域一体化组织来推动本国的经济增长;但对于发展中国家经济一体化对经济的影响,有学者认为不利于经济发展,也有学者认为有利于经济发展,本文分析这两种观点,并最终倾向于认为发展中国家实行区域经济一体化有利于发展中国家经济的发展。     

Sizing up ‘the box’ in order to fit in

Participants in design processes make an effort to come up with solutions that will be deemed acceptable, while accomplishing to ‘think out of the box’. Thinking ‘outside the box’ is often announced as a challenge to and for design teams. ‘The box’ is a metaphor often used in creative processes, and in organisational practices, as a term for rules and regulations, everyday routines and tacit knowledge of ‘how things usually are’ and ‘what we know about the world’. Such a challenge is meant to encourage participants to approach a situation with an open mind, challenge the most basic assumptions and be willing to do things differently. Basically, something different is being called for. Studies have shown that it is striking, how much the participants orient to actually ‘fit’ the box, even when asked to develop it. This paper shows how participants in design processes are ‘sizing up the box’, while participating in meetings or workshops in order to develop a design. They identify key stakeholders of the designated design project; they share their own expectations of these key stakeholders' possible perceptions, discuss the success criteria and negotiate the values that are to govern the design team in the development process.     

Action planning in the presence of distracting stimuli: An investigation into the time course of distractor effects.

Humans have a remarkable capability to respond efficiently to a stimulus of interest despite other stimuli competing for neural resources. The current study investigated how the human system copes with distracting stimuli. During each trial, participants viewed 2 sequential stimuli that were each associated with a specific action based on an arbitrary mapping. The 1st stimulus served as a distractor, and the 2nd stimulus required a response (target). When the distractor preceded the target by more than a few hundred milliseconds, response latencies were slower when the 2 stimuli were associated with the same response. The authors propose that this negative compatibility effect stemmed from an inhibitory mechanism that the human system utilizes to prevent the distractor from eliciting an unwanted response. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developing a computer workshop to facilitate computer skills and minimize anxiety for early childhood educators.

Early childhood educators (n=133) were assigned to 1 of 3 instructional conditions (direct, guided discovery, or no-exposure control) to assess the impact of computer workshops on their level of computer anxiety, computer knowledge, and comfort with computer technology. Groups were matched for computer experience and anxiety, early childhood education (ECE) experience, and ECE center. The direct and guided discovery groups attended a 3-hr hands-on workshop covering hardware, software, and Internet material. Immediately after the workshops, computer anxiety was lower and comfort with computer technology increased. Six months later, the control group had reduced computer anxiety, but the other groups maintained greater knowledge and comfort. Direct instruction reduced computer anxiety slightly but did not promote the acquisition of information of the guided condition. Overall, workshops provided gains that could translate into more effective and efficient computer use in the classroom. (PsycINFO Database Record (c) 2010 APA, all rights reserved)