Short-term retention in rats: The effect of goal-arm confinement on delayed alternation performance

Gordon and his associates (e.g., Gordon & Feldman, 1978,Learning and Motivation,9, 164–178; Feldman & Gordon, 1979,Learning and Motivation,10, 198–210; Gordon, Taylor, & Mower, 1981,American Journal of Psychology,94, 309–322) have reported that a reactivation treatment significantly enhances memory for prior forcings in delayed alternation using rats. The reactivation treatment consisted of placing the rat in the goal arm to which it had been forced previously on that trial. The confinement occurred in the absence of food and was 5 sec in duration. The present experiments explored the possibility that the treatment might influence performance by affording an opportunity for new information to be acquired during the confinement period. Evidence consistent with this view was found in that (1) accuracy was reduced on trials in which the initial event was a 5-sec confinement to the arm opposite that of the target forcing and (2) increasing the duration of the confinement from 5 to 15 to 45 sec increased the magnitude of this effect. It was concluded that the effectiveness of goal-arm confinement as a reactivation treatment does not necessarily implicate processes of retrieval in delayed alternation behavior.     

A systematic review on test anxiety in children and young people with learning difficulties

This systematic review explores test anxiety in children and young people (CYP) with learning difficulties. Research has found that students with learning difficulties experience higher levels of anxiety about school compared to peers without learning difficulties. One area of school that has had little research is test anxiety, therefore further exploration is needed. Nine papers resulted from the systematic search. It was found that CYP with learning difficulties can experience test anxiety. There are a variety of internal and external factors which have an interactional relationship with test anxiety. A model was developed to illustrate these factors including characteristics of tests, perceptions of support, self-belief and cognition and learning skills. This can be used to explore potential reasons for test anxiety in CYP with learning difficulties and to provide subsequent support.     

Quantitative impedimetric monitoring of cell migration under the stimulation of cytokine or anti-cancer drug in a microfluidic chip

Cell migration is a cellular response and results in various biological processes such as cancer metastasis, that is, the primary cause of death for cancer patients. Quantitative investigation of the correlation between cell migration and extracellular stimulation is essential for developing effective therapeutic strategies for controlling invasive cancer cells. The conventional method to determine cell migration rate based on comparison of successive images may not be an objective approach. In this work, a microfluidic chip embedded with measurement electrodes has been developed to quantitatively monitor the cell migration activity based on the impedimetric measurement technique. A no-damage wound was constructed by microfluidic phenomenon and cell migration activity under the stimulation of cytokine and an anti-cancer drug, i.e., interleukin-6 and doxorubicin, were, respectively, investigated. Impedance measurement was concurrently performed during the cell migration process. The impedance change was directly correlated to the cell migration activity; therefore, the migration rate could be calculated. In addition, a good match was found between impedance measurement and conventional imaging analysis. But the impedimetric measurement technique provides an objective and quantitative measurement. Based on our technique, cell migration rates were calculated to be 8.5, 19.1, and 34.9 μm/h under the stimulation of cytokine at concentrations of 0 (control), 5, and 10 ng/ml. This technique has high potential to be developed into a powerful analytical platform for cancer research.     

Disciplinary differences and implications for the development of generic skills: a study of engineering and business students’ perceptions of generic skills

Although previous research has examined how generic skills and disciplinary contexts are related, such investigation has not been conducted from students’ perspectives. Implications of disciplinary differences for the design of a generic skills curriculum have also remained unexplored. In this study, a questionnaire was administered to 502 first-year engineering and business students from a Hong Kong university which explored their perceived importance and competence level of their generic skills, as well as their motivation towards developing these skills. The results of engineering and business students were compared which revealed some disciplinary differences. Substantial differences were found in the importance and competency ratings on IT skills and business students gave significantly higher importance ratings on most generic skills than engineering students. This study will help guide curriculum design that leverages the benefits of interdisciplinary programmes and incorporates generic skills as part of learning outcomes within disciplinary contexts.