Posttrial injections of strychnine sulfate: Facilitation of consolidation or retrieval?

The existing literature demonstrating that animals given strychnine sulfate shortly after training display enhanced retention 24 h later can be interpreted in terms of either consolidation or retrieval processes. A test between these two interpretations failed to support the consolidation interpretation, but did support the retrieval interpretation. It was concluded that (a) a retrieval model provides an adequate interpretation of the facilitation of retention resulting from posttrial injections of strychnine, and (b) an unambiguous demonstration that strychnine enhances processes of consolidation has yet to be offered.     

Effects of component training and subsequent sequencing of stimuli on shuttlebox avoidance responding of rats

The serial presentation of two different CSs, with each stimulus having an 8-sec duration (S1₈/S2₈), consistently has resulted in most of the shuttlebox avoidance responses being recorded to the S2 component. Experiment 1 attempted to attenuate this serial CS, delayed-response effect by conditioning the separate components of a serial CS prior to ordering them sequentially. Ten component-training trials were administered, with subjects receiving CS-US pairing to S1 only, S2 only, or to both S1 and S2 presented on separate trials. Two CS durations (8 or 16 sec) during this phase also were compared. Subjects were then given 100 avoidance test trials using the standard serial procedure. The 10 best avoidance responders in each group were selected for analysis. Shorter avoidance latencies were obtained only for subjects receiving component conditioning to S1. CS duration was not a factor in establishing the shorter latencies. Component conditioning to S2 resulted in increasing the total avoidances. Experiment 2 increased the number of component-training trials and the generality of the findings by using a different strain of rats and by extending the testing phase of the study so that all subjects could be included in the analysis. Comparable results were obtained. The theoretical implications of these data were discussed.     

Sleepy and hostile: The effects of REM sleep deprivation on shock-elicited aggression

Two studies were conducted to assess the effects of rapid eye movement (REM) sleep deprivation on shock-elicited aggression. REM deprivation periods of 0, 24, 48, and 72 h were used in the first study, while 48-, 72-, 96-, and 120-h periods were used in the second study. Both studies indicated that increases in REM deprivation (up to 96 h) resulted in increases in the number of aggressive responses. A decrease was shown by the 120-h group. A drive-energization or motivational-effects model is suggested.     

程演生《天启黄山大狱记》述评

程演生《天启黄山大狱记》汇辑、梳理、辨析了大量的文献资料,剥离了吴养春案（即黄山大狱）和吴怀贤案,揭示了前者的历史真相,对研究晚明政局与徽洲地方史有重要价值。     

The critical period for second language pronunciation: is there such a thing?

This paper investigates the critical period hypothesis (CPH) for the acquisition of a second language sound system (phonology) in a naturalistic setting. Ten cases of successful late-starters with a native-like Hebrew pronunciation are presented in an effort to determine possible variables that may account for their exceptional accomplishment. The issue of CPH in relation to second language acquisition continues to be disputed among second language researchers.     

Preference for signaled shock phenomenon: Direct and indirect evidence for modifiability factors in the shuttlebox

The experiments reported here investigated whether unauthorized shock modification is a factor which mediates the preference for signaled shock phenomenon (PSS) in the shuttlebox. This factor appearednot to have a critical role in PSS on the basis of earlier experiments which reported that PSS occurred in the shuttle-box even when shock was made unmodifiable by scrambling. However, the scrambling used in these experiments was not complete. In Experiments I and II reported here, no PSS occurred with completely scrambled grids; the phenomenon emerged only with unscrambled shock. Experiment III reports evidence indicating a connection between directly assessed modification and PSS with unscrambled shock, with PSS emerging only when modification had begun to occur. The pattern of results from these shuttlebox experiments parallels that found in an earlier study of PSS using a symmetrical-choice, barpress preparation.     

Partnering for research: A critical discourse analysis

Using a critical discourse analysis, informed by poststructuralist theory, we explore the research phenomenon of coerced partnership. This lens allows us to pay attention to the social relations of power operating in knowledge generation processes, especially as they affect feminist researchers in adult education. We propose an alternative vision of partnership which politicizes the term partnership, attends to civil society, maps resistances and values the process by all partners.     

二语习得关键期假说对于早期英语教育的启示

本篇文章通过对二语习得关键期假说的研究,认为其存在与否尚无定论。且英语学习不同于二语习得,儿童在外语学习上相比于成人并无绝对优势。对于中国儿童学习英语的问题,应注重良好学习环境的营造,而不是一味强调早期教育。     

On the critical period of Chinese pupils’ moral development: Retrospect and prospect

Research into the critical period of Chinese pupils’ moral development is one of the most important parts in the field of moral psychological study. This paper reviews 20-year literature available on the critical period of pupils’ moral development and its instruments to measure it. It also gives details of its inadequate research into pupils’ moral development and then concludes with some conjectures about the future of this field of study. __________ Translated from Psychological Science, 2005 (2) The authors are grateful to Prof. Zhang Dajun of Research Institute of Education Science, Southwest University of China to this study.     

关键期理论对外语教学的几点启示

在语言习得过程中,人们往往发现儿童学习母语的过程就像植物自然生长的过程,只要给予适当的语言营养,他们便能不费气力掌握母语。在第二语言的习得过程中,人们惊讶地发现,儿童同样具有优势,特别是在语音、语调和词汇的掌握上。相反,成年人在二语的学习上则相对较慢。"在第二语言的学习上有一个关键期,通常认为是青春期。在此以前学习二语会相对容易些,也容易获得与母语一样的水平。一旦过了这个时期再去学习,则难度较大,而且不易成功。"[1]     

语言习得临界期对外语教学的影响

近年来,全国从小学三年级起就普遍开设了外语课,但教学效果不尽如人意。本文从语言习得的临界期和小学外语教学的现状入手,论述了小学外语教学面临的问题及相应的解决办法。     

A curriculum philosophy for higher education: socially critical vocationalism

In highlighting a gulf between inclusive policy intentions inherent in the advent of mass higher education in the UK and the lived experiences of students and staff, this paper aims to stimulate critical debate about the impact of this changed environment upon traditional personal tutoring relationships. In drawing upon qualitative research with a sample of students and personal tutors from one school in a post-92 university, this paper explores their respective experiences, expectations, needs and concerns. Although some students and tutors reported clear satisfaction with their personal tutoring relationships, this paper highlights the detrimental impact of the mass system upon the ability of many staff and students to engender such connectedness.     

A case for critical constructivism and critical thinking in science education

While constructivism has made a considerable mark concerning learning in many areas of school learning, much less is evident relating to the education and professional development of teachers. This paper not only deals with the implementation and evaluation of such a constructivist course, but extends the argument towards the induction of teachers into “critical constructivism” through their own action research projects. Data is drawn from a single case study which illuminates the induction process and illustrates the changes taking place in the professional life and the reflective practice of one teacher as she deals with scientific concepts with two classes of 11–15 and 18–25 year olds. The Brazilian setting for the course lends resonance to its international significance.     

Student suspension: A critical reappraisal

This paper analyzes national level data, gathered for the Safe School Study, to directly address the question, “Why are students suspended from school?” Data are available on students in both junior and senior high schools from a representative sample of the nation's schools. Using a range of analytical techniques, the paper attempts to tease out the relationships between (1) student misbehavior at varying types of schools and suspension rates, (2) the effects of teacher judgments and attitudes, (3) the effect of administrative structures, (4) the effect of perceived academic potential, and (5) the effect of racial bias. It is concluded that suspension rates cannot be regarded as a simple reflection of student misbehavior in school, but rather as the result of a complex of factors grounded in the ways schools operate. Suspension rates are best predicted by (1) knowing the kind of school a student went to, and (2) knowing how that school was run.     

Discriminated avoidance vs classical conditioning: A two-phase model analysis

The acquisition of discriminated avoidance and classically conditioned leg flexions in dogs and of discriminated avoidance leg flexion in cats was examined via a two-phase model of conditioning. Classically conditioned Ss uniformly required two operators during Phase 2, with the limit of the CR operator being greater than that of the CR operator. Not all avoidance-trained Ss required two operators during Phase 2, but those who did also had a higher CR than CR operator limit. The CR operator limit was higher for avoidance than for classical training, while the change rate was greater for classical training. The avoidance behavior of cats paralleled that of the dogs. It was concluded that the data generally conformed to views of Hilgard and Marquis and, more recently, of Bolles, but were contrary to what would be expected from two-factor theory.     

A consolidation and appraisal of science meta-analyses

This article is directed to consolidating information on selected matters reported in two or more of the separate meta-analysis reported in this issue of the Journal and examining the relationship between the results of these meta-analyses and other work of this nature reported in other places. A high degree of consistency was found among the results of these various meta-analyses.     

存在与否:二语习得“临界期假说”综述

临界期假说提出在二语习得过程中,年龄是影响二语习得的决定性因素之一。自该假说提出以来,支持者和质疑者都开展了卓有成效的研究。本文回顾了有关临界期假说的文献,总结各方观点,明示尚未解决的问题,以有效促进二语习得及教学。