Food motivation of rehabilitated malnourished rats: Implications for learning studies

Adult male, and female rats that had suffered either postnatal undernutrition or postnatal zinc deficiency were more highly motivated for food than normal rats. A progressive ratio schedule was used to test the rats for food motivation. All rats were deprived of food 24 h prior to testing. Each rat was tested once a week for 8 consecutive weeks. The smaller body size of the previously malnourished rats relative to their body surface area seemed to be the best explanation for their higher level of motivation.     

Will you be my friend? A multilevel network analysis of friendships of students with and without special educational needs backgrounds in inclusive classrooms

The objective of this study was to determine the relationship between having a special educational needs background (SEN) and the likelihood of having friends in inclusive classes. We assumed that a combination of individual, dyadic and contextual variables can sufficiently explain the relation between a SEN diagnosis and the likelihood of friendship. Data analysis was based on a cross-sectional sample of students (N = 1241) in second and third grade primary-school classes. To address the different levels adequately, the present study improves upon previous research in two ways: First, the sociometric data were analyzed with the p2 model, a specialized multilevel network model. Second, the study focused solely on friendships and emphasized the concept’s unique features with respect to inclusive education. Data analysis indicated that students with SEN had a decreased probability of becoming friends with their classmates compared to students without SEN. Even when individual, dyadic, and contextual variables were included into the model, the association between a SEN diagnosis and the likelihood of friendship persisted. The implications of the results are discussed with respect to their implications for inclusive teaching practice.     

The use of bibliometric data for the measurement of university research performance

In this paper we present the results of a study on the potentialities of “bibliometric” (publication and citation) data as tools for university research policy. In this study bibliometric indicators were calculated for all research groups in the Faculty of Medicine and the Faculty of Mathematics and Natural Sciences at the University of Leiden. Bibliometric results were discussed with a number of researchers from the two faculties involved.Our main conclusion is that the use of bibliometric data for evaluation purposes carries a number of problems, both with respect to data collection and handling, and with respect to the interpretation of bibliometric results. However, most of these problems can be overcome. When used properly, bibliometric indicators can provide a “monitoring device” for university research-management and science policy. They enable research policy-makers to ask relevant questions of researchers on their scientific performance, in order to find explanations of the bibliometric results in terms of factors relevant to policy.     

The heterogeneous skill-base of circular economy employment

This paper examines the opportunities and risks of employment, skills and education that are related to a circular economy (CE) in the United States. Combining occupational skills and education data with a newly introduced definition of CE employment, we compare circular- and non-circular-oriented occupations in terms of skills and abilities. Building on the seminal paper by Consoli et al. (2016) and looking at all occupations within a broad range of CE-related industries, we detect and address heterogeneity in job requirements within the CE. We distinguish core activities within CE employment – focusing on renewable energy, repair, re-use of materials and the sharing economy – from enabling activities, which are focused on management, design, and ICT-applicability of the CE. While core CE-activities generally require more manual and technological skills, enabling activities, in contrast, require more complex cognitive skills. Neither core nor enabling CE sectors, however, are entirely cohesive in terms of skill requirements. Part of the education and skills demand is identifiably driven by ‘circularity’, particularly with regard to technical skills for the core of the CE. This may require specific education and training programs for future development of the CE.     

Good + Bad = ? Developmental Differences in Balancing Gains and Losses in Value-Based Decisions From Memory

Value-based decisions often involve comparisons between benefits and costs that must be retrieved from memory. To investigate the development of value-based decisions, 9- to 10-year olds (N = 30), 11- to 12-year olds (N = 30), and young adults (N = 30) first learned to associate gain and loss magnitudes with symbols. In a subsequent decision task, participants rapidly evaluated objects that consisted of combinations of these symbols. All age groups achieved high decision performance and were sensitive to gain–loss magnitudes, suggesting that required core cognitive abilities are developed early. A cognitive-modeling analysis of performance revealed that children were less efficient in object evaluation (drift rate) and had longer nondecision times than adults. Developmental differences, which emerged particularly for objects of high positive net value, were linked to mnemonic and numerical abilities.     

Does 3D Make Sense for Hollywood? The Economic Implications of Adding a Third Dimension to Hedonic Media Products

This article examines the economic effect of the 3D feature on movie success by using secondary data from all movies released in digital 3D between 2004 and 2011, and a 2D control sample. Using propensity score matching, the authors provide evidence for a sample selection bias that leads to an overestimation of the 3D effect if not accounted for. Matching results show that 3D movies are, on average, not economically advantageous when compared with 2D “twins.” However, subsequent weighted least squares regression analyses find that the impact of 3D on movie success varies in a non-linear, inverted U-shaped way with a “trend” variable that measures the point in time of a movie release and with a number of movie genres. A post-hoc analysis shows that a consumer's decision to attend a 3D screening of a 3D movie (instead of a 2D screening) is influenced by several factors, including whether the film is originally shot in 3D or the 3D element is added during postproduction.     

Persönlichkeitsentwicklung als ziel der Bildung: Aus der Sicht eines Psychologen

Zusammenfassung Die Persönlichkeit, die fast überall positiv verstanden wird, besteht nicht von Geburt an, sondern entwickelt sich unter Einfluß von Anlagen und Umwelt. Die Jugend, die als Übergang zwischen Kindheit und Erwachsenenalter bezeichnet wird, wirft in vielen modernen Industriestaaten Probleme auf, die aus der oftmals schwierigen Suche nach der eigenen Identität resultieren. Identität wird hier als Wechselwirkung zwischen Anlagen und Umwelt verstanden. Der Jugendliche muß auf dem Weg zur eigenen Persönlichkeit vor sich selbst, der Gesellschaft und dem Leben insgesamt bestehen. Die Psychologie definiert die Persönlichkeit als Summe vieler psychologischer Eigenschaften, in denen sich Unterschiede zwischen den Menschen zeigen. Die Entwicklung dieser Eigenschaften ist in Umwelt, Reifung und Handlung des Individuums zu sehen. Sie wird in Ursachen, Bedingungen und Verläufe unterschieden. Als letzten Punkt führt der Artikel verschiedene Aspekte der Bildungsproblematik an. Der Verfasser kommt zu dem Schluß, daß Persönlichkeitsentwicklung zwar Ziel der Bildung sein sollte, dieses Ziel aber aufgrund des heutigen unklaren Bildungskonzeptes nicht erreichbar ist.

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Personality, which is a term almost always used in a positive sense, does not exist from the moment of birth, but it develops under the influence of heredity and environment. Adolescence, which is seen as a transition from childhood to adulthood, raises difficulties in many modern industrialized countries as a result of the often arduous search for individual identity. In this context identity is seen as an interaction between heredity and environment. While developing his own personality, the young person has to maintain an integral existence vis-à-vis himself, society and life. Psychology defines the personality as the sum of numerous psychological characteristics, through which differences between people are revealed. The development of these characteristics is to be seen in the environment, maturation and actions of the individual. It can be subdivided into causes, conditions and processes. Finally the article discusses various aspects of the general question of education. The author concludes that the development of the personality should be an aim of education, but that this aim is presently unattainable because of a lack of clarity in the concept of education.

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Résumé La personnalité, qui est un terme presque toujours employé dans un sens positif, n'existe pas dès la naissance, mais se développe sous l'influence de l'hérédité et de l'environnement. L'adolescence, que l'on considère comme une période de transition entre l'enfance et l'âge adulte, crée des difficultés dans de nombreux pays modernes industrialisés en raison de la recherche souvent ardue d'une identité individuelle. Dans ce contexte, on entend par identité l'interaction entre hérédité et environnement. Tout en développant sa propre personnalité, l'adolescent doit continuer d'exister par rapport à lui-même, la société et la vie. La psychologie définit la personnalité comme la somme de nombreuses caractéristiques psychologiques, à travers lesquelles se dessinent les différences entre les personnes. On peut observer le développement de ces caractéristiques dans l'environnement, la croissance et les actions de l'individu. On peut les classer en causes, conditions et processus. Enfin, le présent article examine les divers aspects de la problématique de l'éducation. L'auteur conclut que le développement de la personnalité devrait être un but de l'éducation, mais que celui-ci n'est pas présentement réalisé en raison du manque de clarté du concept de l'éducation.

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Höchstes Glück der Erdenkinder sei nur die Persönlichkeit (Johann Wolfgang von Goethe,Westöstlicher Diwan)     

Entanglement and transnational transfer in the history of infant schools in Great Britain and salles d’asile in France, 1816–1881

The historical developments of infant schools in Great Britain and salles d’asile in France – both precursors of present-day preschools – were interconnected. However, historians have not yet analysed specifically how transnational exchange influenced the growth and nature of these institutions. Drawing on archival data and secondary sources, and using a combined comparative and transnational approach, this study aims to remedy this omission. It traces the evolution of British infant schools and French salles d’asile from their beginnings to their affiliation with the education systems in their respective countries – i.e. from 1816, when Robert Owen founded the first infant school in Britain, to 1881, when the salle d’asile was incorporated as an integral part of the French education system (renamed école maternelle). The study also shows how ideas about infant education and the motives and experiences of educators and social reformers spread across British borders and influenced the development of salles d’asile.