Acquired equivalence and generalized suppression in a virtual reality environment

Acquired equivalence was investigated using a virtual reality conditioned suppression task administered in a first-person-shooter game. Two visual cues, A1 and B1, were followed by a tone (O1), and another two cues, A2 and B2, were followed by another tone (O2). During differential Pavlovian conditioning, A1 was paired with an instructed unconditioned stimulus (US) consisting of a flashing white screen, whereas A2 was not. All cues and outcomes were then presented at test, in the absence of the US, and suppression ratios were calculated for multiple response topographies (shots, hits, and breaks). Clear evidence of the suppression of shots was seen for A1 and B1, with no suppression being seen for either A2 or B2. Presentations of O1 and O2 resulted in significant suppression of shots and hits, whereas only O1 led to the suppression of breaks. The US expectancy ratings were consistent with these behavioral results. The findings are discussed in the light of differing accounts of acquired equivalence.     

The role of distance education in national and international development: An overview

Distance education is now regarded as an integral part of the educational provision of many countries. It was not always so. Its origins lie in commercial correspondence colleges. This article examines the many strands which have led the State to take an increasing interest in distance education.     

The cost analysis of distance teaching. Costa Rica's Universidad Estatal a Distancia

Any cost analysis begins by identifying the main cost-inducing variables in the system under consideration. Once these are identified and suitable measures of output derived, it is possible, although not always easy, to analyse expenditure against the level of activity associated with each variable, and thence derive unit costs per measure of output.These unit costs can then be used to assess the financial implications of alternative plans. Such financial information forms an important element in the assessment of any plan. Indeed, while not the only consideration, it is difficult to see how decision-making can be wholly effective in the absence of an analytical framework for the analysis of institutional costs.Such cost projections also enable average student costs to be determined and projected. The importance of these is that they give an indication of the relative overall efficiency of the institution, in comparison with other institutions operating at the same level.The article uses the Universidad Estatal a Distancia as an example to illustrate the methodology and utility of cost analysis in educational planning and decision-making.