Reinstatement after counterconditioning

Reinstatement after counterconditioning was examined in three experiments with rats. The rats received CS-shock pairings in Phase 1 and then CS-food pairings in Phase 2. When unsignaled shock was presented after appetitive conditioning, fear performance to the CS replaced food performance. This reinstatement effect depended on initial pairings of the CS and shock in Phase 1. It also depended on shock exposure occurring in the test context. The results parallel previous data obtained after extinction. Counterconditioning and extinction yield several parallel effects (spontaneous recovery, renewal, and now reinstatement) which suggest that Phase 2 does not destroy the learning acquired in Phase 1.     

Investigating the Effectiveness of a Constructivist-based Teaching Model on Student Understanding of the Dissolution of Gases in Liquids

The research presented in this paper consisted of an investigation of the effectiveness of a four-step constructivist-based teaching activity on student understanding of how pressure and temperature influence the dissolution of a gas in a liquid. Some 44 Grade 9 students (18 boys and 26 girls) selected purposively from two school classes in the city of Trabzon, Turkey participated in the study. Students’ understanding were evaluated from examination of two items from a purpose-designed solution concept test, face-to-face semi-structured interviews and examination of students’ self-assessment exercises. Statistical analysis using two-way ANOVA of student test scores point to statistically-significant differences in test and total scores (p < 0.05) suggesting that the teaching activities employed help students achieve better conceptual understanding. Further, no statistically significant differences were seen between post-test and delayed test scores, suggesting that teaching the activities enable students to retain their new conceptions in their long-term memory. However, in a few instances the activities resulted in the development of new alternative conceptions, suggesting teachers need to be conscious of the positive and negative effects of any teaching intervention.     

Comparing effect coded models of choice shifts

Two studies compare social comparison, persuasive argument, and dual process models of the choice shift. The data are consistent with the dual process models and are discussed in terms of their consistency with Isenberg's (1986) meta‐analysis of the choice shift literature.     

Book reviews

Jerry L. Salvaggio, ed. The Information Society: Economic, Social, and Structural Issues. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1989. 143 pages. Hardcover, $24.95.

Lee B. Becker and Klaus Schoenbach, eds. Audience Responses to Media Diversification: Coping With Plenty. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1989.     

Book reviews

Women, sport and performance, C.L. Wells, Human Kinetics, Champaign, Illinois, 1985. xi+333 pp, $24.00 (hb), ISBN 0 931250 87 0

Research designs and statistics for physical education, Anne L. Rothstein, Prentice Hall, New York, 1985. xiii + 353 pp, £31 (hb), ISBN 0 13 774142 1

Limits of human performance, American Academy of Physical Education Papers No. 18, D.H. Clarke and H.M. Eckert (eds), Human Kinetics, Champaign, Illinois, 1985. 144 pp, £14.50 (pb), ISBN 0 931250 99 4

Sports physiology, (2nd edn) E.L. Fox, Holt Saunders, Eastbourne, 1984. xii+418 pp, £18.95 (hb), ISBN 0 03 063771 6

Sport management ‐ macro perspectives, P. Chelladurai, Sports Dynamics, London, Ontario, 1985. 191 pp, $11.95 (pb), ISBN 0 9691619 0 5

Microelectronics in the sport sciences, Charles F. Cicciarella, Human Kinetics, Champaign, Illinois (distributed in the UK by Eddington Hook & Co.), 1986. 105 pp, $12.00 (pb), ISBN 0 87322 056 0

The biomechanics of sports techniques, (3rd edn) J.G. Hay, Prentice Hall, New Jersey, 1985. xvii+539 pp, £15.95 (pb), ISBN 0 13 078304 8     

古希腊神示所之谜

当科学与宗教在古希腊神示所狭路相逢,它们的关系比学者们原先预想的要融洽得多. 举世闻名的阿波罗神殿,座落在希腊德尔斐风景如画的山区,是古希腊最重要的宗教场所,因为法力无边的德尔斐神示所就在这座神殿里.在重男轻女的古希腊异乎寻常的是,Pythia必须是女性,而且职位的继承与家族的显赫无关.     

Simultaneous measurement of back and front foot ground reaction forces during the same delivery stride of the fast-medium bowler

Six male cricket bowlers (mean - s x ¥ : age 23.5 - 1.3 years; height 1.83 - 0.04 m; body weight 826 - 20 N) performed their typical bowling action at a set of stumps positioned at standard pitch length (20.1 m). A specially designed force platform rig allowed the correct positioning of two force platforms to be achieved beneath an outdoor polyflex runway (0.017 m depth) for each player's delivery stride pattern. For the back foot, the peak vertical ground reaction force was 1.95 - 0.08 kN (2.37 - 0.14 BW) and the braking force was 0.77 - 0.12 kN (0.94 - 0.16 BW). For the front foot, the peak vertical force was 4.80 - 0.92 kN (5.75 - 0.98 BW) and the braking force was 2.93 - 0.56 kN (3.54 - 0.67 BW). The mean peak vertical loading rate for front foot contact was 205 - 52.8 kN·s -1 (249 - 64 BW·s -1 ) with mean values ranging from 81 to 446 kN·s -1 (98 to 540 BW·s-1). The range for back foot contact was much smaller, 25-70 kN·s -1 (30-85 BW·s -1 ), with a mean of 41.7 - 7.10 kN·s -1 (50.6 - 8.6 BW·s -1 ). Mean peak impact occurred 24 ms after touchdown for the back foot and 16 ms after touchdown for the front foot. At impact, mean peak loading rates were greater for the front foot at 246 kN·s -1 (298 BW·s -1 ), with a range of 80-483 kN·s -1 (98-534 BW·s -1 ), than for the back foot at 65 kN·s -1 (79 BW·s -1 ), with a range of 40-84 kN·s -1 (49-110 BW·s -1 ).     

Literature of broadcasting: Book in review

ADVERTISING: ITS ROLE IN MODERN MARKETING. Ry S. Watson Dunn. New York: Holt, Rinehart and Winston, 1961. 621 + xvi pp. $8.95.     

An investigation of the relationship between cognitive complexity and listener‐adapted communication

This study investigated the hypothesis that dyads composed of two cognitively complex individuals would be more successful at a communication task than would dyads composed of two individuals who are both noncomplex. Another hypothesis was that mixed dyads (one person complex, one noncomplex) would be more effective than noncomplex dyads but not as effective as complex dyads. The data supported the hypotheses. When both members of a dyad were complex or when the complex member of a mixed dyad was the person giving directions, the directions were more effective than when both members are noncomplex or when the noncomplex member of a mixed dyad was giving directions.