The neuroscience of perceptual categorization in pigeons: A mechanistic hypothesis

We are surrounded by an endless variation of objects. The ability to categorize these objects represents a core cognitive competence of humans and possibly all vertebrates. Research on category learning in nonhuman animals started with the seminal studies of Richard Herrnstein on the category “human” in pigeons. Since then, we have learned that pigeons are able to categorize a large number of stimulus sets, ranging from Cubist paintings to English orthography. Strangely, this prolific field has largely neglected to also study the avian neurobiology of categorization. Here, we present a hypothesis that combines experimental results and theories from categorization research in pigeons with neurobiological insights on visual processing and dopamine-mediated learning in primates. We conclude that in both fields, similar conclusions on the mechanisms of perceptual categorization have been drawn, despite very little cross-reference or communication between these two areas to date. We hypothesize that perceptual categorization is a two-component process in which stimulus features are first rapidly extracted in a feed-forward process, thereby enabling a fast subdivision along multiple category borders. In primates this seems to happen in the inferotemporal cortex, while pigeons may primarily use a cluster of associative visual forebrain areas. The second process rests on dopaminergic error-prediction learning that enables prefrontal areas to connect top down the relevant visual category dimension to the appropriate action dimension.     

“Yo soy indígena”: identifying and using traditional ecological knowledge (TEK) to make the teaching of science culturally responsive for Maya girls

This study examines how traditional ecological knowledge—TEK—can be identified and utilized to create culturally responsive science learning opportunities for Maya girls from a community in the Guatemalan highlands. Maya girls are situated in a complex socio-historical and political context rooted in racism and sexism. This study contextualizes the current situation of Maya women and girls in Guatemala and emphasizes the important need for educators to create science-learning opportunities that are culturally congruent. The author posits that when considering how to make the teaching and learning of science culturally responsive for Maya girls, educators must begin with the scientific knowledge inherent within Maya communities. Indigenous communities have a wealth of TEK that can be used to contextualize science curricula that can be purposely designed to meet the nuanced cultural needs of traditional Maya girls within and outside Guatemala.     

Developing Positive Attitudes Toward Interprofessional Collaboration Among Students in the Health Care Professions

This study examined whether attitudes toward interprofessional collaboration (Physician-Nurse, Physician-Social Worker, Nurse-Social Worker) held by medical, social work, and nursing students changed after completing an interprofessional curriculum consisting of (a) Interprofessional Education Development Session and (b) the Senior Aging and Geriatrics Educator mentoring program. The 15-item original and two modified versions of the Jefferson School of Attitudes Toward Physician-Nurse Collaboration (JSAPNC) were administered as pretest/posttest. Of the 186 participants who completed the pretest, 156 (84%) completed the posttest. Results showed that the medical students (n = 52) reported the most positive change in attitude toward all three pairs of interprofessional collaboration. Social work students (n = 55) reported the least positive attitudes toward Physician-Social Worker collaboration and nursing students (n = 49) reported the least positive attitudes toward Physician-Nurse collaboration. It is recommended to evaluate the interprofessional curriculum and other factors, such as the possible influence of the facilitator in group discussions, and that future studies include a rigorous design that monitors content of each educational session to ensure integrity across groups. Postgraduate follow-up measures could be used to enhance positive attitudes toward interprofessional collaboration.     

Mainstreaming: Parental perceptions

Parents of learning disabled, mentally retarded, and emotionally disturbed children were surveyed regarding their reactions to mainstreaming handicapped children. Results indicated that parents of learning disabled children were significantly more supportive of this educational procedure than were the other two groups of parents. Possible reasons for this difference are discussed.     

An experiment in automatic hierarchical document classification

A method of automatic document classification was developed as part of a larger research project in materials selection. Documents classed as QA by the Library of Congress classification system were clustered at six thresholds by keyword using the single link technique. The automatically generated clusters were then compared to the Library of Congress subclasses to which the documents had been assigned by human classifiers. Finally, a partial classified hierarchy was formed from the individual document clusters within a single threshold. Implications of the utility of grouping documents for on-line searching are discussed.     

Attitudes and confidence towards computers and books as learning tools: a cross-sectional study of student cohorts

Students today comprise a very diverse group, and this will be reflected in their attitudes towards learning. This study set out to examine four different cohorts of UK students during the same time period. Contrary to expectations, it was found that attitudes towards books and computers, as measured by separate but matched scales, were equal, even though experience of the two media varied considerably. A key predictor for computer attitude was found to be confidence for learning from computers rather than general computer confidence. Further, attitudes and confidence towards books and computers as learning tools varied significantly across the four cohorts.     

Preparing Community Supervision Officers through Undergraduate Education: A Study of Academic and Practitioner Expectations

Although community corrections courses have existed in universities for decades, studies have yet to explore whether the depth and breadth of academic preparation is meeting practitioner needs. In many jurisdictions across the country, community supervision officers receive little pre-service training, making classroom learning a very important component for job preparation. Using survey data collected from members of the American Society of Criminology, Academy of Criminal Justice Sciences, and American Probation and Parole Association, this study examines university faculty and community corrections practitioner expectations regarding topical coverage in undergraduate coursework relevant to the community corrections field. Results indicate that both groups, especially practitioners, gave the strongest preference to coverage of universally applicable job skills such as critical thinking, written and oral communication, and organizational and listening skills. Practitioners generally expected classroom learning to be more in depth and applied than faculty members. Some of the most substantial gaps in expectations were found for daily routine items such as interview skills with offenders, on-the-job decision-making, providing courtroom testimony, and stress coping.     

“The types of kids we get are different”—The distinguishing characteristics of school choosers in Detroit,Michigan

Providing improved educational options for low-income African American families has been one of the primary objectives of the charter school movement. However, among demographically similar families, school choosers may possess subtle advantages compared to nonchoosers, leading to biased estimates of charter school performance in nonexperimental research. This study examines within-group differences between school choosers and nonchoosers in Detroit, Michigan through semistructured interviews with parents (n = 31) and teachers (n = 23) in charter and public schools. Findings indicate differences between school choosers and nonchoosers in access to transportation, experience, social and professional networks, orientation toward choice, parental involvement, and home stability. These differences offer insight into potential controls for self-selection bias that may lead to improved statistical evaluations using nonexperimental methods.