True directed forgetting in pigeons may occur only when alternative working memory is required on forget-cue trials

Results of directed-forgetting research with pigeons are difficult to interpret because of alternative nonmemorial accounts of performance decrements and important procedural differences from comparable research with humans. Prior research has noted the absence of directed forgetting when artifacts have been removed (e.g., nonreward following forget cues and differences in response patterns on remember and forget trials in training). In this article, it is argued that, in human directed-forgetting research, presentation of a forget cue allows for the reallocation of memory maintenance to items to be remembered. In the present experiment, true directed forgetting is found when nonmemorial performance decrements are eliminated and forget cues allow for the reallocation of sample memory to test-relevant cues.     

Electroencephalographic Coherence and Learning: Distinct Patterns of Change During Word Learning and Figure Learning Tasks

One likely mechanism in learning new skills is change in synchronous connections between distributed neural networks, which can be measured by coherence analysis of electroencephalographic patterns. This study examined coherence changes during the learning of two tasks, a word association task and a figure association task. Although learning curves were similar for both tasks, distinct patterns of coherence change were observed. Coherence tended to increase as learning progressed in the figure association task. In contrast, coherence tended to decrease in the word association task, especially within hemisphere. Word learning was coupled with negative intrahemispheric and positive interhemispheric performance–coherence relations in the gamma frequency. Unique to the figure learning task was an increase in the number of positive coherence–performance relations in both delta and theta frequencies across blocks. Results are discussed in light of ongoing efforts to identify the mechanisms that coordinate distributed brain activities during the process of learning. Further research is needed to define patterns of coherence change for different tasks, goals, and brain regions.     

The development of sensitivity to causally relevant dynamic information

The present study examined whether younger observers (kindergartners, second graders, and fourth graders) could extract relative weight information from collisions and also lifting events, and if they could judge whether collisions were natural (i.e., momentum conserving) or anomalous (non-momentum conserving). 20 children at each age and 20 adults viewed videotapes of 8 collisions (4 natural, 4 anomalous) and 6 sequences of lifting events. Observers also viewed sequences of static images taken from these events. Observers at all grade levels were able to reliably judge relative weight in both collisions and lifting events, and could differentiate between natural and anomalous collisions. Performance was much poorer when static sequences of the events were viewed, especially for the young children. A consistent age trend was noted across tasks: adults performed better than second and fourth graders who, in turn, performed better than kindergartners. In addition, there was evidence that younger children were differentially aided when the kinematics of the event made the kinetics more pronounced.     

Improving study success and diversity in Dutch higher education using performance agreements

Tertiary Education and Management - More and more governments have started to introduce elements of performance in the funding mechanisms for their higher education institutions. An example is a...     

Preliminary studies on the hypoglycaemic effect ofAbroma augusta in alloxan diabetic rats

The hypoglycemic effect of the aqueous extract ofAbroma augusta (Family: Steculiceae) was studied in normal as well as alloxan diabetic rats. Treatement of diabetic rats with 4 ml (4gm dry weight) of agueous extract ofA. augusta for 16 weeks resulted in gradual but significant fall in fasting blood glucose and improvement in glucose tolerance. Serum total and LDL cholesterol and triacylglycerol which increased in diabetic rats showed improvement. These results show that the water extract ofA. augusta has both hypoglycemic and hypocholesterolemic effects.     

Mathematik — ein polarisierendes Schulfach

Zusammenfassung Mathematik ist ein polarisierendes Fach, ein Fach, das entweder geliebt oder abgelehnt wird. Der Beitrag fragt nach den Ursachen für eine derartige Polarisierung und beschreibt dabei die Stellung des Fachs Mathematik in der Schule. In einem ersten Teil werden unter Bezug auf die historische Entwicklung des Faches Mathematik die Zielsetzungen des Mathematikunterrichts beschrieben. Dabei wird deutlich, dass im Mathematikunterricht über die historische Entwicklung hinweg für die gymnasiale Bildung st?rker formale Ziele von Mathematik als Geistesbildung formuliert wurden, w?hrend für die Volks-und Realschulbildung st?rker materiale Bildung der Bef?higung zur Umweltbew?ltigung gefordert wurden. In einem zweiten Teil werden Probleme und Defizite des Mathematikunterrichts beschrieben wie die Dominanz von Regeln und Kalkülen und die einseitige Orientierung an einer deduktiv aufgebauten Fachsystematik. In einem dritten Teil werden Konsequenzen und Ma?nahmen zur Behebung der Defizite vorgeschlagen wie die Orientierung an fundamentalen Ideen. Auf der Ebene der Lehr-Lern-Formen wird die Bedeutung produktiver Lernumgebungen hervorgehoben sowie die St?rkung von Eigenaktivit?ten und offenen Fragestellungen gefordert.

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Summary Mathematics — a polarizing subject. Mathematics is a polarizing subject, a subject either beloved or condemned. This contribution asks for the reasons for such polarization and, at the same time describes the position of Mathematics as a school subject. In the first part, the aims of mathematics teaching are described in relation with the historical development of mathematics. It becomes obvious that beyond its historical development mathematics teaching at the Gymnasium (higher type secondary school) was laying stronger emphasis on formal goals of mathematics such as the cultivation of the mind, while at the Volksschule (lower type secondary school) and Realschule (intermediate type secondary school) goals related to the ability of mastering daily life were more strongly demanded. In the second part problems and deficits of mathematics teaching are described, such as the prevailing dominance of rules and calculations and the unilateral orientation towards a deductively constructed systematics of the subject. In the third part consequences and measures for remedying the deficits are suggested, for example an orientation on fundamental ideas. At the level of teaching-and-learning-modes productive learning surroundings are demanded and the support of individually initiated activities and open problems is stressed.