Facilitation and impairment of conditioning in the preweanling rat after prior exposure to the conditioned stimulus

Olfactory aversion conditioning of preweanling rats, 10 or 18 days postnatal, was tested after some had been given nonreinforced experience with the to-be-conditioned odor stimulus. In three experiments, it was established that the amount of prior exposure to the CS determined the effectiveness of conditioning. For both ages, odor-shock conditioning was more likely impaired with longer durations of preexposure. This effect was more apparent in the older animals. Low to moderate degrees of prior exposure to the CS under some conditions facilitated, rather than impaired, olfactory conditioning in the 10-day-old rat. This result is in agreement with one previous study in which facilitation in learning was reported for this age after short-term preexposure to the CS. The present study adds to previous data on differential effects of CS preexposure on conditioning. Although the conditions under which facilitation rather than impairment occurs are not yet clear, age-related differences in the effects of CS preexposure were apparent in the present experiments.     

Morphological processing during visual word recognition in Hebrew as a first and a second language

The present study examined whether sublexical morphological processing takes place during visual word-recognition in Hebrew, and whether morphological decomposition of written words depends on lexical activation of the complete word. Furthermore, it examined whether morphological processing is similar when reading Hebrew as a first language (L1) or as a second language (L2), and whether L1’s morphological background, Semitic or Indo-European, modulates morphological processing in L2 Hebrew (a Semitic language), among proficient readers. To reveal the sublexical processing of the Hebrew morphemes, the Root (R) and the Pattern (P), a lexical-decision task was conducted, in which all critical stimuli were non-word letter-strings manipulated to include or exclude real Hebrew morphemes. Different combinations of real (+) and pseudo (?) morphemes yielded four types of non-words (+R+P; +R?P; ?R+P, ?R?P). Three groups of proficient Hebrew readers were tested: L1 Hebrew, L1 English-L2 Hebrew, and L1 Arabic-L2 Hebrew. Results demonstrated significant differences in latency and accuracy of responses to the four morphological conditions, indicating that sublexical morphological processing occurs during visual word-recognition of morphologically structured letter-strings in Hebrew. Importantly, the activation of real Hebrew morphemes occurred in non-word stimuli, indicating that morphological processing in Hebrew is separable from lexical activation. Moreover, the same pattern of results was observed in all three L1 groups, indicating that proficient L2 readers exhibit morphological processing strategies that are tuned to the L2 morphology, regardless of their L1 background.     

Challenges for Career Interventions in Changing Contexts

Current social and economic changes have created a challenging context for career counsellors. Within this context counsellors are being asked to view their role from different perspectives. There is recognition of the importance of lifelong guidance and also the need to view guidance from a broader social context with greater emphasis on social responsibility and ethics. New forms of delivery are also emerging. These include an emphasis on client centred and holistic counselling, an affirmation of narrative methods, and a more dynamic counselling approach. Lastly, there is the development of a number of new methods of service delivery. Some examples include one stop counselling centres, virtual counselling services, mentoring, career coaching, and the inclusion of social enterprises as part of the counselling process. The implementation of these changes has implications for training, specialization and for accreditation.     

The preservice microteaching course and science teachers' instructional decisions: A qualitative analysis

The purpose of this investigation was to qualitatively investigate the effects of a microteaching course on preservice science teachers' perceptions of teaching, instructional decisions, and changes in beliefs which occur throughout the course. A total of 17 preservice teachers constituted the sample for this investigation. In addition to viewing and self-critiquing the videotapes of their lessons, students received both oral and written feedback from peers and instructors. Subjects were also required to complete a reaction questionnaire concerning their beliefs/perceptions prior to the first presentation as well as following each of the four required presentations. Systematic comparisons among students' self-critiques and reaction questionnaires yielded a total of 12 categories of concerns/beliefs about teaching. These categories pertained to either “Concerns for Self” or “Concerns for Students.” Although the subjects appeared to proceed through a developmental process beginning with concerns for self and moving toward concerns for students, analyses of subjects' comments about students revealed that such remarks were actually egocentric. Additionally, the data indicated that preservice teachers view planning as a complex, two-component process (i.e., the physical act of writing a plan and the subsequent mental rehearsal of that plan.).     

A comparative analysis of the perceived influence of advanced placement and honors programs upon science instruction

These are two major models for advanced science instruction in American high schools, the traditional honors program and the Advanced Placement (AP) program of the College Entrance Examination Board. Using the self-reports of teachers who were experienced in teaching honors and AP courses to students of similar academic preparation and ability, the author examined the perceived influences of program format upon the use of basic teaching techniques, the laboratory experience, the pace of the course, curricular freedom, and student creativity. One of the most notable aspects of the AP program is the speed at which teachers move through the curriculum. In the rush to prepare students for the exam, most AP teachers adopt a strong lecture format and minimize student-centered activities such as laboratory experimentation, student projects, and student presentations. When laboratory work is not assessed on the national AP examination, such experiences are sacrificed to provide time for lecture. When laboratory experiments are assessed, however, teachers respond by allocating more time for laboratory work, and by upgrading their exercises to make them more quantitative and experimental than those used previously or those used in honors classes. Although AP is associated with a loss in curricular freedom and flexibility, teachers perceive no clear influence of program format upon student creativity.     

Career decision-making of high school students in Kenya

The aim of this study was to identify importantfactors that influence career decisionmaking of highschool students in Kenya. The study indicates thatrural students tend to seek help from parents andteachers more than urban students, and that parents,more than career teachers, play a major role in thecareer decision-making of students. Findings alsoindicate that gender, selfconcept and vocationalstereotyping are among the major factors thatinfluence career decisions of high school students inKenya.