Retention of a running response following appetitive acquisition,extinction, and discrimination

In Experiment 1, hungry rats received 30 rewarded runway trials and then either extinction trials followed by retention tests or just retention tests. Different groups were tested after retention intervals of 1 min, 1, 3, or 24 h, or 30 days. Retention of extinction training was a nonmonotonic, cubic function of time for the early portion of the response chain, with good retention at 1 min and 3 h and little retention at 1 h, 24 h, or 30 days. In the latter portions of the response chain, retention of extinction decreased monotonically with time. Retention following reward-only training varied little in time, though slight losses occurred after 30 days. Experiments 2–3 differed from Experiment 1 in imposing nonchoice discrimination training (reward vs. nonreward) instead of extinction following 30 rewarded trials. After different time intervals (.017, .75, 1.25, 3, and 24 h in Experiment 1; and .017, 1, and 3 h in Experiment 2), retention tests revealed poorest discrimination at intermediate intervals in the initial portion of the response chain, i.e., a Kamin effect appeared. The deficit seemed the result of a loss of response suppression to the cue that signaled nonreward. In latter segments of the response chain, a Kamin effect tended not to appear. Implications for a number of observations and theoretical views are noted.     

The Value of a “Core” Business‐‐a Case Study of the Involvement of an Australian University in Vietnam: 1993‐1998

This article describes how two dovetailing processes led Swinburne University of Technology of Melbourne, Australia, to the setting up of business studies programmes in Vietnam. One of the processes was the increasingly felt need in Australia to make higher education more cost efficient that stimulated the identification and the exploitation of non‐governmental sources of funding. The other one was the decision, taken in 1986 by the Vietnamese government, to move progressively to a market‐based economy. Thus the Vietnamese government created a demand for increasing numbers of professional workers schooled in Western concepts of business management, accounting, administration, etc. The Swinburne University of Technology responded to this demand in a number of creative ways by setting up collaborative course programmes in some of the major cities of Vietnam.     

Multiliteracies in Practice: Integrating Multimodal Production Across the Curriculum

Supported by ever-evolving digital tools and online spaces, we argue that multiliteracies can be used to close the gap between teacher-directed, individual, and assessment-driven learning, and authentic, shared, and purpose-driven learning. This is particularly evident through multimodal composition and collaboration in primary classrooms. Over two decades ago, the New London Group argued that all meaning-making is multimodal. By representing their knowledge through multiple modes and for local and global audiences, students can express their identity, exercise agency, and foster a sense of authoring through multimodal production.     

Pre-service teachers’ efficacy beliefs and emotional states

Teachers’ efficacy beliefs play an important role in how they create quality learning environments. When pre-service teachers (also known as initial teacher trainees) develop strong efficacy beliefs, they can be confident in their abilities to be successful teachers once they enter the field. One way pre-service teachers obtain efficacy information is through their emotional states. Positive emotional experiences like joy and satisfaction may enhance a teacher’s sense of efficacy, while undesirable emotions such as fear and worry could be debilitating to efficacy beliefs. The current study investigated how feelings of depression, anxiety, and stress contributed to efficacy beliefs among a sample of 297 American pre-service teachers. Results from regression analysis showed that depressive symptoms negatively predicted teacher efficacy beliefs. However, reports of anxiety and stress did not significantly predict efficacy. Student teaching experience also did not significantly predict teacher efficacy.     

Making meaningful decisions about time,workload and pedagogy in the digital age: the Course Resource Appraisal Model

This article reports on a design-based research project to create a modelling tool to analyse the costs and learning benefits involved in different modes of study. The Course Resource Appraisal Model (CRAM) provides accurate cost-benefit information so that institutions are able to make more meaningful decisions about which kind of courses—online, blended or traditional face-to-face—make sense for them to provide. The tool calculates the difference between expenses and income over three iterations of the course and presents a pedagogical analysis of the learning experience provided. The article draws on a CRAM analysis of the costs and learning benefits of a massive open online course to show how the tool can illuminate the pedagogical and financial viability of a course of this kind.     

Beyond Lip-service: An Operational Definition of “Learning-centered College”

Faculty, staff, and student perceptions of high-quality learning experiences were explored using focus groups attempting to define a “learning-centered” college. Common themes emerged suggesting that a successful learning community requires faculty-student collaboration, effective communication, critical thinking skills, reciprocal respect, faculty passion for learning, high expectations of both students and faculty, a variety of teaching and assessment strategies, and student engagement in and responsibility for learning. All groups stressed the need for learning opportunities outside the classroom in both intellectual and social situations. These themes provide a conceptual framework for future campus initiatives, which has broad relevance for other institutions. William C. Bosch is Retired Director of the Center for Learning and Teaching. He received his M.S. in Computer Science from Syracuse University, and his interests include teaching and learning in higher education and educational technology. Jessica L. Hester is an Assistant Professor in Theatre and received her Ph.D. from The University of Texas at Austin. Her research interests are American theatre history and dramaturgy. Virginia M. MacEntee is Assistant Professor in Curriculum & Instruction. She received her Ed.D. in Early Childhood Education from Nova Southeastern Florida University; and her interests include special education, authentic learning, and classroom technology. James A. MacKenzie is Assistant Professor of Biological Sciences. He received his Ph.D. in Molecular Medicine from Wake Forest University School of Medicine; and his interests include molecular and cellular biology, physiology, and human health and disease. T. Mark Morey is Professor of Psychology and received his Ph.D. at Depaul University. Research interests include stress, trauma, and coping. James T. Nichols is Instruction/Reference Librarian and Distance Learning Librarian. He received his M.A. in Library and Information Management from the University of Denver; his interests include information literacy. Patricia A. Pacitti is Coordinator of Math and Science Services for the Office of Learning Services. She received M.A.s in Mathematics and Statistics from Pennsylvania State University; and her interests include developmental education, curriculum design, and classroom technology. Barbara A. Shaffer is Coordinator of Reference Services and an Instruction Librarian at Penfield Library. She received her M.L.S. from Syracuse University, and her interests include information literacy and online learning. Paul B. Tomascak is an Assistant Professor of Geology and Geochemistry. He received his Ph.D. in geology from the University of Maryland; his research interests include applications of elemental and isotopic systematics to understanding solid Earth and Earth surface processes. Suzanne P. Weber is Associate Dean of the School of Education and Professor of Science Education. She received her Ph.D. in Population Ecology from Syracuse University; her current interests include assessment of student performance and program effectiveness in higher education. Rosalie R. Young is Associate Professor in Public Justice. She received her Ph.D.in political science from Syracuse University, and her interests include family mediation and the ability of the poor to access the legal system. All authors are currently members of the Committee on Learning and Teaching at State University of New York at Oswego.     

Effect of taste context and ambient context changes on successive negative contrast

Rats shifted from 32% sucrose to 4% sucrose lick less than rats that experience oniy the 4% solution. Previous experiments have found this negative contrast effect to be reduced (“disinhibited”) by the addition of a novel tone in the postshift period. In Experiment 1 of this paper, the negative contrast effect was enhanced when a novel flavor was added to the sucrose solution in the postshift period. In Experiments 2–4, changes in the ambient context, even changes sufficient to produce disruptions in licking, did not alter the degree of negative contrast. Tiese results suggest that (1) rats compare rewards across substantially different contexts, (2) contrast may serve to enhance taste neophobia, and (3) a disinhibitory effect may be confined to the presentation of punctate, nontaste, novel stimuli within a familiar context.