The immediate-shock deficit and postshock analgesia: Implications for the relationship between the analgesic CR and UR

Rats received a 3-sec, 1-mA footshock either immediately or 3 min after placement in a chamber. Postshock pain sensitivity was assessed with the formalin test. The animals that received the 3-min delay between placement and shock showed an analgesic response compared with noshock controls. The immediate-shock animals did not. Thus the immediate-shock deficit, previously reported for freezing and defecation, also occurs for analgesia. This suggests that shock levels sufficient to condition analgesia are not necessarily sufficient to produce analgesia as an unconditional response. As with freezing, there is a dissociation between conditional and unconditional responses in the fear-conditioning system. Increasing immediate-shock levels to 6 sec, 2 mA produced a transient unconditional analgesia. For analgesia, a conditional response is more readily produced than an unconditional response.     

Singaporean and Australian Students' Understanding of Vision

A model for the development of an understanding of how people see has been proposed on the basis of a questionnaire and interview study of a cross-section of Australian school students. The model, based on the SOLO model of cognitive development (Collis & Biggs, 1991), involves the building of connections between the eye, light and the object seen in the Ikonic and Concrete Symbolic modes of cognitive functioning. In order to assess the viability of the model across cultures, the questionnaire was administered to 116 primary and secondary school students in Singapore. This paper reports some details of how the model was supported in its most important respects. The few discrepancies might be explained in terms of environmental, linguistic and/or teaching factors.     

Estimates, Bias and “No Sales” in Latin-American Art Auctions, 1977–1996

Estimate bias and no-sales are investigated in the context of Latin American Art auctions conducted in New York between 1977 and 1996. We find that, using a new method for calculating bias, both Sotheby's and Christie's overestimated art (oil-on-canvas pieces) by 2.7 percent. The inclusion of no-sales raises that proportion to a full one-third of the art traded. Utilizing a binomial probit analysis, moreover, we find that the estimate window is negatively and significantly related to the likelihood of a no sale at auction.     

Competition and coexistence of sports media: the case of watching the 2014 Sochi Winter Olympic Games*

This study was performed in the context of the 2014 Sochi Winter Olympic Games to examine the patterns of competition among television sets, personal computers, and mobile devices in gratifying audiences of one of the world's greatest sporting event. In light of the theory of niche, three measures of niche – niche breadth, niche overlap, and competitive superiority – were examined. Of the major findings, personal computers appeared to overlap the most with, and were superior to mobile devices in fulfilling socialization and diversion gratifications. These findings indicate personal computers are, at least partially, replacing mobile devices with respect to socialization and diversion gratifications. In comparison, the television set appeared to overlap the most with, and was superior to the personal computer in fulfilling the eustress, aesthetic, learning, and self-esteem gratifications. These findings indicate that television sets remain the dominant medium for fulfilling these four gratification dimensions.     

The Influences of Sports Viewing Conditions on Enjoyment from Watching Televised Sports: An Analysis of the FIFA World Cup Audiences in Theater vs. Home

This study investigates how experiences of viewing sports content in a movie theater differ from typical television viewing conditions in a home. The results of analyses showed that the viewing condition (theater vs. home) influenced audiences’ sense of presence when watching mediated sports, which, combined with the attractiveness of the game, would determine the suspenseful nature of the media experience, as well as the subsequent enjoyment.     

Chemosensory conditioning in molluscs: I. Failure of contextual conditioning in<Emphasis Type="Italic">Hermissenda</Emphasis>

Aversive chemosensory conditioning altersHermissenda’s feeding behavior. But opposite behavioral changes have been reported, depending on whether discrete-trial or context-conditioning paradigms were used, raising questions about the roles of associative and nonassociative processes. We attempted to produce chemosensory contextual conditioning but failed to do so across a wide range of conditions. In Experiments 1–3, we observed large, nonspecific bite latency increases to shellfish extracts, regardless of whether they had signaled the presence or absence of shaking. In Experiment 4, we found that mere exposure to shellfish extract produced latency increases; vestibular stimulation was unnecessary. In a final experiment, using Y-maze choice tests, we failed to observe selective reductions in animals’ preference for shellfish paired with shaking. Nonassociative processes stemming from prolonged exposure to concentrated shellfish extracts appear to be major factors in our failure to demonstrate associative chemosensory contextual conditioning.     

Predicting Kindergarteners' Achievement and Motivation From Observational Measures of Teaching Effectiveness

We investigated the premise that observation measures of instruction are indicators of effective teaching, using the definition of effectiveness articulated by departments of education: teaching that boosts student achievement. We argued that student motivation is equally as important as achievement in the evaluation of teaching effectiveness (TE); therefore, we examined students' (N = 145) achievement and motivation outcomes. We scored 40 lessons (from 10 kindergarten teachers) with two TE observation measures: the content-independent Classroom Assessment Scoring System (CLASS) and the content-specific Reformed Teaching Observation Protocol (RTOP). We found that the two measures' scores were related differently to student outcomes. Instructionally supportive practices (CLASS and RTOP total) predicted achievement and motivation. Emotional support (CLASS) was positively related to motivation but not to achievement. Classroom organization (CLASS) was negatively related to both motivation and achievement. The CLASS total score did not predict student outcomes; its use masked differences across domains of teaching practices.     

Living drawing: Aesthetic teaching for moral artists

With its inherent attributes such as qualitative immediacy, imaginativeness, and embodiment, John Dewey’s concept of aesthetic experience makes a difference in moral education, in the ways of empathetic moral perception, moral reasoning, and moral action. If it matters then how can we help students gain aesthetic experience? By analyzing teacher Ho-Chul Lee’s approach to teaching drawing, called living drawing, this question is examined in terms of aesthetic style of teacher and teaching, and the aesthetic educational environment. This article will provide insights into how living drawing as an approach promotes aesthetic experiences and how it influences students’ moral experiences.     

Dialogical argumentation in elementary science classrooms

To understand students’ argumentation abilities, there have been practices that focus on counting and analyzing argumentation schemes such as claim, evidence, warrant, backing, and rebuttal. This analytic approach does not address the dynamics of epistemic criteria of children’s reasoning and decision-making in dialogical situations. The common approach also does not address the practice of argumentation in lower elementary grades (K–3) because these children do not master the structure of argumentation and, therefore, are considered not ready for processing argumentative discourse. There is thus little research focusing on lower elementary school students’ argumentation in school science. This study, drawing on the societal-historical approach by L. S. Vygotsky, explored children’s argumentation as social relations by investigating the genesis of evidence-related practices (especially burden of proof) in second- and third-grade children. The findings show (a) students’ capacity for connecting claim and evidence/responding to the burden of proof and critical move varies and (b) that teachers play a significant role to emphasize the importance of evidence but experience difficulties removing children’s favored ideas during the turn taking of argumentative dialogue. The findings on the nature of dialogical reasoning and teacher’s role provide further insights about discussions on pedagogical approaches to children’s reasoning and argumentation.