The influence of cue type and configuration upon radial-maze performance in the rat

The influence of cue type and cue configuration on radial-maze performance in rats was examined in two experiments. In the first experiment, it was found that rats provided with both salient intramaze and extramaze cues acquired the task faster than rats given only one set of cues. No difference in acquisition was found between a group trained with intramaze cues alone and a group trained with extramaze cues alone. In a cue-preference test, it was found that groups that had been trained with extramaze cues, intramaze cues, or both sets of cues relied on extra-maze cues to avoid visited arms when given both types of cues concurrently. When all groups were transferred to intramaze-cue-alone trials, only the group that had been originally trained with extramaze cues alone showed any disruption. Also, during the second half of the intramaze-cue-alone trials, the arrangement of these cues was randomly changed on each trial. This disruption in cue configuration did not deleteriously affect performance in any of the three groups; all remained above chance performance, although the performance of the group originally trained with extramaze cues alone was inferior to that of the other two groups. In Experiment 2, groups of rats were trained on daily alternating trials under intramaze-cue-alone and extramaze-cue-alone conditions. For one group, the configuration of intramaze cues was altered randomly on each trial; the other group had intramaze cues always presented in the same configuration over trials. It was found that acquisition was more rapid on intramaze trials in the group given static configurations. Also, acquisition of the extramaze task was faster than the intramaze task in the group given variable intramaze cue configurations. No difference was found between the intramaze and extramaze conditions in the group given static intramaze cue configurations. These data suggest that a static cue configuration may influence radial maze performance, but is not a necessary condition for such performance.     

Socially induced diet preference can partially reverse a LiCl-induced diet aversion

I examined the capacity of a socially induced enhanced diet preference to reverse the effects of a LiCl-induced diet aversion. I found that rats poisoned after eating a novel diet (Diet NPT) would consume substantial amounts of Diet NPT following interaction with a conspecific that had eaten Diet NPT. Neither rats interacting with a conspecific fed some other diet nor rats exposed to Diet NPT itself exhibited reduced aversion to Diet NPT. This surprising capacity of social interaction to ameliorate even profound toxicosis-induced aversions suggests that social influence may be a major experiential determinant of the diet preferences of free-living rats.     

Demonstrator influence on observer diet preference: Analyses of critical social interactions and olfactory signals

Previous studies have shown that interaction of an observer rat with a previously fed conspecific demonstrator enhances the observer’s subsequent preference for the diet its demonstrator ate. The present series of experiments were undertaken to explore both the conditions sufficient to permit demonstrator influence on observer diet preference and the behavioral processes underlying such influence. We found (1) that an observer rat can be influenced in its subsequent diet selection by interaction for as little as 2 min with a demonstrator, (2) that during such brief interactions mouth-to-mouth contact between demonstrator and observer is necessary for demonstrator influence on observer diet preference, (3) that both cues emerging from the digestive tract of a rat fed by intragastric intubation and particles of food clinging to the fur of a demonstrator are sufficient to permit observers to identify their respective demonstrators’ diets, (4) that exposure to a diet is effective in enhancing an observer’s subsequent preference for that diet only if the diet is experienced in the presence of another rat, and (5) that diets experienced on the anterior of a live rat are more effective in altering observers’ subsequent diet preferences than the same diets experienced either on the anterior of a dead rat or the posterior of a live one.     

‘But sir,I lied’ – the value of autobiographical discourse in the classroom

This article aims to examine the benefits of teachers using their own autobiographical writing in the classroom. It explores the blurring of truth and fiction in autobiographical writing and argues that teachers can help students if they provide students with the cloak of fiction when writing about their own lives. Furthermore, it puts forward the case that when teachers share pertinent autobiographical episodes then pupils are more willing to respond in an engaged and passionate fashion. In developing my argument, I suggest that autobiographical writing can be therapeutic in certain classroom contexts. The data sources for this article are the author's own life and two case studies: an 11‐year‐old boy, George, and a 15‐year‐old girl, Eloise, both of whom were pupils of the author and wrote autobiographically for him. The methodological approach is that of bricolage: chiefly, the article combines ethnographical observation with interviews and discourse analysis. I also examine quantitative studies which look at the therapeutic dimensions of autobiographical writing. Theoretically I draw on Friere's concept of ‘conscientization’ (Friere 1985: 49) in order to critique the ‘banking’ concept of education, which would close down opportunities for pupils to write freely about their own lives.