Roles of visual and taste cues in ingestional neophobia: Response latency effects in chicks (Gallus domesticus)

Latency measures of starting to drink and of consummatory behavior were used to investigate ingestional neophobia to novel visual and novel taste cues in chicks. In Experiment 1 (N = 36), latencies to start drinking were reliably shorter to ingesta that appeared familiar from previous rearing or preexposure procedures. After drinking started, consummatory responding occurred reliably more rapidly to familiar taste cues than to novel ones. However, the presence of familiar visual cues reliably facilitated consumption of a novel taste. Experiments 2 and 3 (Ns = 144 and 180) were performed to evaluate, respectively, whether the ingestional effects of taste stimulus intensity, 0%–6% vinegar, and of visual stimulus intensity, 0%–1.0% concentrations of red food-coloring in water, changed during ontogeny for chicks 3, 5, and 7 days old. In Experiment 2, reliable direct effects of taste concentration on consummatory response latencies occurred immediately in 7-day-olds but were delayed in 3-day-olds. In Experiment 3, each age group immediately showed reliably slower starting and consummatory response times, the higher the concentration of red food-coloring. Intake performance in both experiments was consistent with the latency data. Experiments 1–3 showed that visual and taste cues of ingesta separately influenced approach and consummatory behaviors of the ingestive response sequence and that these influences depend on ontogenetic events.     

Computer systems: Moral entities but not moral agents

After discussing the distinction between artifacts and natural entities, and the distinction between artifacts and technology, the conditions of the traditional account of moral agency are identified. While computer system behavior meets four of the five conditions, it does not and cannot meet a key condition. Computer systems do not have mental states, and even if they could be construed as having mental states, they do not have intendings to act, which arise from an agent’s freedom. On the other hand, computer systems have intentionality, and because of this, they should not be dismissed from the realm of morality in the same way that natural objects are dismissed. Natural objects behave from necessity; computer systems and other artifacts behave from necessity after they are created and deployed, but, unlike natural objects, they are intentionally created and deployed. Failure to recognize the intentionality of computer systems and their connection to human intentionality and action hides the moral character of computer systems. Computer systems are components in human moral action. When humans act with artifacts, their actions are constituted by the intentionality and efficacy of the artifact which, in turn, has been constituted by the intentionality and efficacy of the artifact designer. All three components – artifact designer, artifact, and artifact user – are at work when there is an action and all three should be the focus of moral evaluation.     

Changes in self-concept and academic skills during a multimodal summer camp program

The impact of a six-week multimodal summer camp program on the self-concept and reading/writing skills of a group of dyslexic students (n=42) was assessed. Campers ranged in age from 9 to 14 years (mean=11 years, 5 months) and came from public, private, and specialized private schools serving students with learning disability (LD). Twenty-six percent of the sample had a comorbid diagnoses of attention deficit disorder (ADD) and 11 percent had attention deficit hyperactivity disorder (ADHD). Campers improved significantly in phonetic reading and spelling skills, but not in sight word vocabulary or reading speed. Campers also exhibited significant improvements in self-concept, both on a general level and in the specific areas of reading and overall academic competence. The kinds of changes observed on the more general measures of self-concept, however, were not the same for the various groups of campers. Campers from regular private schools and from public schools typically experienced greater gains in general self-concept than did campers from LD private schools. Campers with diagnosed comorbid disorders typically realized little or no gains, whereas campers without ADD or ADHD displayed significant improvement in general self-concept.     

Some Achilles' Heels of Thinking Skills: a Response to Higgins and Baumfield

Steven Higgins and Vivienne Baumfield have recently attempted to defend the much discussed idea of general thinking skills against attacks from three quarters: what they regard as a priori objections, which they liken to Zeno's paradox that Achilles will not catch the tortoise; domains theories of knowledge, which oppose the idea of thinking skills being general and transcending domains; and the claim that experts use subject specific knowledge, and don't use general thinking skills. We examine these defences and find them flawed and worrying. We conclude that this is a domain in serious need of a priori approaches.     

Optimizing Web-Based Instruction: A Case Study Using Poultry Processing Unit Operations

ABSTRACT:  Food companies and supporting industries need inexpensive, revisable training methods for large numbers of hourly employees due to continuing improvements in Hazard Analysis Critical Control Point (HACCP) programs, new processing equipment, and high employee turnover. HACCP-based food safety programs have demonstrated their value by reducing the number and frequency of multimillion-dollar food recalls. The focus for the future must be proactive training of plant personnel to ensure continuous improvements in plant food safety and quality. In response to this need, we developed training modules focused on applying HACCP principles, quality aspects, and production information to individual poultry unit operations. Learning objectives were evaluated using discount usability testing techniques to optimize the delivery system and to ensure a satisfactory e-learning experience. Discount usability testing of this virtual orientation was successful in obtaining vast amounts of feedback. Usability issues with the training materials were identified. Expected completion times were not met by most participants, indicating that a change in the format of the course might be necessary, perhaps segmenting the modules into smaller sections to be reviewed independently of one another. Another suggestion by the evaluators was to include narration for the sections, which might in turn speed up the completion times. A navigation error was discovered by these users, as well as other critical errors in design. Other errors, such as font inconsistencies and page design changes, were also discovered by the participants.