Runway behavior of Siamese fighting fish,Betta splendens,for aggressive display and food reinforcement

Learning & Behavior - Fish were allowed to choose, in a T-maze, between various combinations of goalboxes containing either food or a mirror, or nothing. Only food and a mirror maintained...     

Photographic enhancement of children's self-esteem

The purpose of the present study was to enhance children's self-esteem through a five week self-photography project which provided each child in the experimental group with 60 pictures of himself in different poses. Control group subjects were provided with self-photographs at the end of the project. Fourth grade children were selected for both low subjective self-esteem and low behavioral self-esteem using the Coopersmith Self-Esteem Inventory and Behavior Rating Form. After five weeks of photography sessions, the Self-Esteem Inventory and Behavior Rating Forms were re-administered and pre-and posttest results were compared. The experimental procedure resulted in a significant increase in behavioral self-esteem for the experimental group, but no change in subjective self-esteem. Results were discussed in terms of Cooper-smith's theory of genuine vs. defensive self-esteem, with the speculation that the change in behavioral self-esteem reflected an increase in genuine self-esteem.     

Automated LED tracking to measure instantaneous velocities in swimming

In this paper a video-based method to automatically track instantaneous velocities of a swimmer is presented. Single cameras were used to follow a marker (LED) attached to the body. The method is inspired by particle tracking techniques, traditionally used in the field of fluid dynamics, to measure local velocities of a fluid flow. During the validation experiment, a white LED was attached to the hip of a swimmer together with a speedometer. A swimmer performed four different stroke types. The velocity profiles using LED tracking were captured and showed less noise than the speedometer measurements. Only at times when the marker disappeared above the water surface due to body role in front crawl and backstroke swimming did the LED tracking fail to capture the athlete’s motion. The algorithm was tested in a 2D case with a single LED to illustrate the proof of principle, but should be suitable for implementation in a 3D analysis or multiple LED analysis.     

Specific and general information sharing among competing academic researchers

We examine information sharing among academics during the research process and show it is context dependent because of differences in trade-offs. When researchers respond to specific requests for information or materials, potential future reciprocity is weighed against the current loss of competitiveness, while general sharing intermediate results in an open forum is driven by the need for feedback versus potential misappropriation. We formally model these trade-offs and empirically test for differences using a survey of German and UK bio-scientists. Increased competition has a negative impact on sharing in both contexts. But career stage has an effect only on specific sharing with untenured faculty less likely to share. Further, scientists in larger teams are more likely to share specifically, but less likely to share generally. The importance of patents for one's reputation reduces sharing in both contexts, but the effect is greater for general information sharing.     

Representational Tools in Computer-Supported Collaborative Argumentation-Based Learning: How Dyads Work With Constructed and Inspected Argumentative Diagrams

This article investigates the conditions under which diagrammatic representations support collaborative argumentation-based learning in a computer environment. Thirty dyads of 15- to 18-year-old students participated in a writing task consisting of 3 phases. Students prepared by constructing a representation (text or diagram) individually. Then they discussed the topic and wrote a text in dyads. They consolidated their knowledge by revising their individual representation. There were 3 conditions: Students could use either (a) the individual texts they wrote, (b) the individual diagrams they constructed, or (c) a diagram that was constructed for them based on the text they wrote. Results showed that students who constructed a diagram themselves explored the topic more than students in the other conditions. We also found differences in the way collaborating dyads used their representations. Dyads who engaged in deep discussion used their representations as a basis for knowledge construction. In contrast, dyads who engaged in only shallow discussion used their representations solely to copy information to their collaborative text. We conclude that diagrammatic representations can improve collaborative learning, but only when they are used in a co-constructive way.     

Rehearsal Strategy Effects on Developmental Differences for Recall of a Movement Series

Abstract

When learning verbal information, an important aspect of practice is the method of rehearsal, which has been demonstrated to vary developmentally. A young child practices on an instance-by-instance basis (passive rehearsal), whereas older children and adults practice several items together (active rehearsal). This study investigated the effects of passive and active rehearsal on developmental processing differences for movement reproduction. Three methods of rehearsal were used at ages 5, 7, 11, and 19 years. A child-like strategy forced the subjects to practice location cues for each of eight movements, which were presented one at a time. The mature-strategy group practiced each new position presented with two previously presented positions. A subject-determined strategy group which allowed subjects to choose their own methods of rehearsal was included as a control. Significant ANOVAs supported the hypothesis that quality of rehearsal (active over passive) is important. For the 5- and 7-year-old children, a mature strategy facilitated performance over the child-like strategy, while the use of a child-like strategy hindered the performance when compared to a self-determined or mature strategy. The results of this study indicated the importance of active rehearsal for the younger child.