Instrumental performance and time between reinforcements: Intimate relation to learning or memory retrieval?

According to scalar expectancy theory (SET), instrumental performance is determined by the ratio of the time between reinforcements in the trial (T _T) to the overall time between reinforcements (T _O). Groups for which theT _O|T _T ratio is the same should perform similarly. According to the sequential-memory view, the memory of nonreward becomes a signal for reward, and thereby promotes strong responding, when that memory is retrieved on a reward trial. In each of three runway investigations employing rats in a runway, two groups were compared that had the sameT _O |T _T ratio but that differed in the tendency to retrieve the memory of nonreward on a rewarded trial. In each investigation faster running on critical nonrewarded trials was associated with the group having the stronger tendency to retrieve the memory of nonreward on a rewarded trial. These findings are consistent with the predictions of the sequential-memory view, as well as with certain earlier findings, but are inconsistent with SET. It was indicated that the groups compared here were matched along a considerable number of dimensions—an unprecedented number for a varied reward investigation.     

Broadening Horizons and Teaching Basic Biology Through Cell-Free Synthesis of Green Fluorescent Protein in a High School Laboratory Course

Cell-free protein synthesis (CFPS) has emerged as a practical method for producing a broad variety of proteins. In addition, the direct accessibility to the reaction environment makes CFPS particularly suitable as a learning vehicle for fundamental biological concepts. Here, we describe its implementation as a teaching tool for a high school laboratory course. Ninety students in a biotechnology class used CFPS to study the effects of the concentrations of amino acids, cell extract, DNA, and the energy source on accumulation of active super-folder green fluorescent protein. Students estimated product concentrations simply by comparing solution colors to a printed green color gradient. This simple and inexpensive method allows for immediate measurements, and 26 of the 30 groups observed measurable product concentrations within 60 min. These student-generated data were then discussed to illustrate concepts of data analysis such as outliers and standard deviation. We also combined the laboratory experience with a visit to a university campus that included a laboratory tour and a college-style lecture. Our overall objective was to excite the students about the scientific enterprise and to instill a sense of personal relevance and attainability so that these students could realistically consider technical careers.