Simultaneous processing of visual and spatial stimuli in pigeons

Pigeons were trained to symbolically match comparison stimuli to either visual sample stimuli presented on a center key or to spatial sample stimuli presented on side keys. Tests were carried out in which visual and spatial cues were simultaneously presented in compound and short-term memory was probed for either visual or spatial information. Symmetrical interference with the matching of visual and spatial components of compounds was found when the visual and spatial cues were presented on separate keys. However, when visual and spatial cues were superimposed on the same side key, no interference was observed relative to element control tests. Discussion of these findings focuses on accounts in terms of limited processing capacity, coding decrement, and receptor orientation mechanisms.     

Chinese adolescents' reasoning about democratic and authority-based decision making in peer,family, and school contexts

This study explored the judgments and reasoning of Chinese adolescents (13-18 years of age) from 3 regions of mainland China (N = 574) regarding procedures for making decisions involving children in peer, family, and school contexts. Participants evaluated 2 democratic decision-making procedures (majority rule and consensus) and decision making by adult authorities for 2 decisions embedded in each social context. Judgments and reasoning about decision-making procedures varied by social context and by the decision under consideration, and evaluations of procedures became more differentiated with increasing age. The findings reveal that concepts of rights, individual autonomy, and democratic norms (majority rule) are salient aspects of Chinese adolescents' social reasoning and are used to evaluate critically existing social practices.     

Encouraging science through playful discovery

Children are natural investigators. Their innate curiosity and interest in objects, coupled with adult encouragement for them to mess about with these materials, helps, ...children make discoveries that provide a base for scientific conceptual development on which they build for the rest of their lives (McIntyre, 1984, p. 25).Dwight L. Rogers is an assistant professor of Early Childhood Education at the University of North Carolina at Chapel Hill. Ralph E. Martin is an associate professor in the College of Education at Ohio University in Athens. Sharon Kousaleos is a kindergarten teacher at River Valley Community School in Athens, Ohio.     

A Self-Instructional Approach to Environmental Decision Making: Focus on Land Use

Abstract

The following paper explores the conceptual models of thought which have recently emerged to confront the conventional approaches to analysis and solution of complex problems. Beginning with a critical attack on the tradition of specialization and reductionism, the author then summarizes several models which have originated from ecology, cybernetics, and systems theory. Throughout the paper is an emphasis on the potential contribution that such models can make to complex areas of policy and management, particularly within the environmental professions. Equally stressed is the fundamental importance of social learning and collective problem solving, particularly as engendered in the environmental professions as learning facilitators. The substance of the paper therefore promises a dual significance to environmental education—first, in the preparation of successive generations of individuals who are prepared to interpret, analyze, and respond adaptively to changing issues of great complexity; and second, to help develop the environmental professions as catalytic agents within society through which the public gains increasing awareness of and participation in critical policy debate. Through the evolving enhancement of the models exemplified by those described, the author asserts that both those working directly in environmental issues as well as society at large will benefit.     

Experimenter Effects in Exercise Tolerance Testing: The Race and Gender of the Tester and the Tester/Subject Relationship

Abstract

Two studies examined the effects of the experimenter on heart rate (HR), rating of perceived exertion (RPE), and time to voluntary exhaustion on a graded treadmill test in college students. The first study determined the effects of the gender and race of the tester on black and white subjects of both sexes. Four testers (black female—BFT, white female—WFT, black male—BMT, and white male—WMT) tested 5 subjects of each gender and race. Differences based on gender and race were determined by a 2 × 2 × 2 × 2 ANOVA. The second study dealt with the tester/subject relationship. One tester tested 20 subjects. Ten were his friends (5 males, 5 females) and 10 (5 males, 5 females) did not know him. Differences were determined by 2 × 2 ANOVA. In both studies, the female subjects had poorer performance than the males. HR during moderate and heavy exercise was not affected by the race and gender of the tester or the tester/subject relationship. For time to exhaustion, white female subjects (WFS) exercised longer when being tested by a female but black female subjects (BFS) had a longer total time with male testers. Significant interactions occurred for HR at rest and at various times during light work for both studies. There were also significant interactions for RPE at various stages of light, moderate and heavy exercise for both studies. For subjects unaccustomed to exercise testing, it appears that the effects of the race and gender of the tester and the tester/subject relationship predominate at rest and during light work. Fewer effects are observed during moderate and heavy work. Many of the results in these studies are consistent with societal roles and expectations for males and females, blacks and whites. A consistent testing environment can minimize the influence of extrinsic testing variables.