Timing of interfering events in one-trial serial overshadowing of a taste aversion

This set of experiments examined the question of when a stimulus would be most effective in overshadowing the acquisition of long-delay taste aversion learning. In Experiment 1 rats drank sucrose, the target solution, followed by a hydrochloric acid (HCl) solution before lithium injection some time later; HCl was presented either early or late in the interval. The late condition produced greater overshadowing than the early condition. The importance of the HCl-injection interval was confirmed by Experiment 2, in which the sucrose-injection interval was varied. Experiment 3 found that even placement in a different context – an event that normally produces little overshadowing of a CTA – produced one-trial overshadowing of a sucrose aversion as long as the context was novel and exposure to it occurred immediately before lithium injection. No current theoretical account of one-trial overshadowing predicts that a late event produces more overshadowing than an early event. This result can, however, be accommodated within a modified version of the Rescorla-Wagner model.     

An investigation of Grade 5 children's knowledge of the doubling rule in spelling

The goal of this study was to investigate Grade 5 children's knowledge of a common word pattern in English, to double the final consonant of a one‐syllable word when adding –ed. Significant correlations were found between –ed spelling and general spelling ability, as well as correct pronunciation of –ed words in isolated word reading and spelling. The correlation between –ed spelling and –ed word reading (r=0.31) is lower than one would expect to find in general spelling and reading ability. Individual interviews were conducted to assess children's explicit awareness of the doubling rule, followed by a measure of consistency in spelling a selected number of –ed words. Performance on an artificial grammar task indicated a correlation between implicit learning of nonsense letter strings and spelling ability. Overall results point to the unstable nature of children's knowledge of the doubling rule. Implications for instruction are discussed.     

A case for a collaborative classroom

Collaboration is an important skill. But what do we do when students just can't (or won't) work together effectively? Dorothy A. Osterholt and Katherine Barratt share their structured, supportive approach.     

Open space

A forum for parents and educators of gifted/talented children to express concerns, successes, and thoughts.