Conditioning-specific reflex modification of the rabbit (Oryctolagus cuniculus) nictitating membrane response is sensitive to context

Conditioning-specific reflex modification occurs when an unconditioned response is modified in theabsence of the conditioned stimulus as a result of pairings of the conditioned stimulus and an unconditioned stimulus. In two experiments, we assessed conditioning-specific reflex modification in either a novel context (Experiment 1) or a context different from, but equally familiar in relation to, the training context (Experiment 2). Conditioning-specific reflex modification did not demonstrate sensitivity to a novel context but did demonstrate sensitivity to a change in familiar context. The data cannot be explained by unconditioned stimulus preexposure, overtraining, or context insensitivity. The results suggest that conditioning-specific reflex modification models normal stress and may be used to evaluate theories of and treatments for posttraumatic stress disorder.     

Schulfächer: Vermittlungsinstanzen von Bildung

The concept of “Bildung”, substantially developed by Wilhelm von Humboldt, and the French concept of “instruction”, substantially defined by the Marquis de Condorcet, have heavily influenced schools in German and French speaking cultures. School subjects as the general principles of ordering school knowledge prevail as soon as Bildung/instruction becomes granted by state institutions. I maintain that school subjects are the socio-historical form of the modern school system, through which Bildung/instruction continually develops in contradictory ways. On the basis of a concise definition of “Bildung”, mirrored by the contemporaneous concept of French “instruction”, the paper shows that school subjects become the common form and measure for organizing and distributing knowledge and know how to be taught and learned during the 19th century. Four theses are discussed concerning the way school subjects realize the ideals of Bildung in many contradictory forms: 1. The canon of school subjects guarantee manifold contents for developing capacities for students, in part through a realization of Humboldt’s and Condorcet’s concepts. 2. They integrate contradictory demands of society: Bildung, moralization in the sense of “governing the soul” on the one side, national cohesion, selection and distinction between students on the other. 3. They allow contents coming from higher education levels to enter primary schools. 4. They combine universal contents with local and regional ones.     

Effect of a Treadmill Run to Exhaustion on Performance of Long Addition

Abstract

College students (N = 72) took a four-minute test of addition on two separate days, once preceded by an exhausting treadmill run and once without prior exertion. Scores were recorded for speed and accuracy for each minute and for the total four minutes. It was found that the exertion had a significant negative effect on accuracy for the total four minutes as well as for the second and fourth minute. No significant effect of exertion on speed was obtained. When control and experimental conditions were considered together a significant trend in favor of high fitness subjects was found on speed of addition. Significant differences in favor of medium and high fitness subjects were found on accuracy of addition.