Remembering past exchanges : apes fail to use social cues

The authors thank the Danish National Research Foundation [DNRF89] for funding.Nonhuman primates can remember events from their distant past. Furthermore, they can distinguish between very similar events by the process of binding. So far, research into long-term memory and binding has focused on the binding of contextual information, such as spatial surroundings. As such, we aimed to investigate if apes can bind and retrieve other types of information, specifically, social information. We presented great apes with three different object types; they learnt to exchange (via reinforcement) one of the object types with one experimenter and another type with a second, different, experimenter. The remaining object type was not reinforced by either of the experimenters. After a delay of two or ten weeks, we assessed the apes’ memory of which object type was exchanged with which experimenter. Additionally, we introduced a new experimenter to see if the apes could infer by exclusion that the remaining object type should be exchanged with the new experimenter. The apes successfully remembered which object types were exchanged, but failed to distinguish which object type was exchanged with whom. This failure to bind an object type to a specific person may have resulted from the apes learning to use a rule based on recency, as opposed to learning a conditional rule involving social information. However, results from a second experiment suggested they fail to incorporate social information even when no other information could guide successful performance. Our findings are consistent with research showing long-term memory in primates, but suggest that social information may not be bound in memory as readily as spatial or contextual information.Publisher PDFPeer reviewe

Seeing Is Believing: The CSI Effect Among Jurors in Malicious Wounding Cases

With the popularization of television crime shows that focus heavily on forensic science, such as CSI and its spin-offs, concerns about a new threat to jury trials have emerged in recent years. Dubbed the “CSI effect,” this phenomenon has reportedly come to influence the way jurors perceive forensic evidence at trials based on the way forensic evidence is presented on television. While the CSI effect has been the topic of much discussion throughout the popular press, the CSI effect has seldom been empirically tested. In this study, we present a selection of media accounts as well as criminological and legal literature that provides a review of the current state of the CSI effect. Additionally, we present the findings of a survey of 60 jurors from five malicious wounding cases on the influence of viewing CSI on jury decision-making. Using a logistic regression model, we found that belief in the accuracy of the scientific methods used on CSI was significantly related to juror verdicts

Distinctiveness enhances long-term event memory in non-human primates, irrespective of reinforcement

This research was funded by the Danish National Research Foundation (DNRF89).Non-human primates are capable of recalling events that occurred as long as three years ago, and are able to distinguish between similar events; akin to human memory. In humans, distinctiveness enhances memory for events, however, it is unknown whether the same occurs in non-human primates. As such, we tested three great ape species on their ability to remember an event that varied in distinctiveness. Across three experiments, apes witnessed a baiting event in which one of three identical containers was baited with food. After a delay of two weeks, we tested their memory for the location of the baited container. Apes failed to recall the baited container when the event was undistinctive (Experiment 1), but were successful when it was distinctive (Experiment 2), although performance was equally good in a less-distinctive condition. A third experiment (Experiment 3) confirmed that distinctiveness, independent of reinforcement, was a consistent predictor of performance. These findings suggest that distinctiveness may enhance memory for events in non-human primates in the same way as in humans, and provides further evidence of basic similarities between the ways apes and humans remember past events.PostprintPeer reviewe

Entwicklung der Infrastruktur des kontinuierlichen Lernens und Bildung des Wissens: mehrfache Perspektiven

U radu se analizira individualno, timsko i organizacijsko učenje u svjetlu zahtjeva za razvojem infrastrukture kontinuiranog učenja i stvaranja znanja. Izlaže se šira elaboracija razumijevanja prirode i problema procesa učenja u organizacijama iz različitih perspektiva − tradicionalne ili funkcionalne, društvene ili interpretativne perspektive i radikalne perspektive organizacijskog učenja. Razmatraju se pitanja koja su posebno važna za reevaluaciju načina razumijevanja učenja u organizacijama. Prema pristupu koji zagovara autorica, potrebno je uspostavljanje politika, praksi i sustava koji će omogućiti sljedeće aktivnosti: stvaranje kontinuiranih mogućnosti za učenje; promicanje propitivanja i dijaloga; poticanje suradnje i timskog učenja; uspostavljanje sustava za usvajanje i dijeljenje znanja; osnaživanje ljudi prema zajedničkoj viziji; povezivanje organizacije s njezinim okruženjem; te osiguravanje strateškog vodstva za učenje. Posebno se naglašava uloga i odgovornost vodstva u omogućavanju kontinuiranog učenja na svim razinama te se razmatraju strategije poticanja razvoja produktivnih sustava učenja individualnom i organizacijskom odgovornošću. Zaključak je rada da su razmatrana i brojna druga pitanja, koja su se sve donedavno smatrala pitanjima izvanpedagogijskih znanosti, još značajnija za ustanove koje same razvijaju ili prenose znanja. Za odgojno-obrazovne ustanove – čija je glavna odlika znanje i razvoj – promijenjeni pogledi na učenje i odnose u ustanovama znatno bi pridonijeli daljem proširivanju i produbljivanju koncepcije učenja u pedagogijskoj znanosti.This paper provides an analysis of individual, team, and organizational learning in the light of the demands for the development of continuous learning infrastructure and knowledge creation. Wider elaboration of understanding the nature and issue of the learning process within organizations has been expounded from different perspectives, i.e. traditional or functionalistic, social or interpretive, and radical perspective of organizational learning. The questions that are of considerable importance for re-evaluation of the way of understanding learning in organizations have also been considered. According to the approach being advocated by the author, there is a need for establishing such policies, practices and systems that are aimed at the following: to create continuous learning opportunities; to promote inquiry and dialogue; to encourage collaboration and team learning; to establish systems to capture and share learning; to empower people toward a collective vision; to connect the organization to its environment; and to provide strategic leadership for learning. Special emphasis has been put on the role and responsibilities of the leadership when providing continuous learning at all levels, and the strategies of encouraging the development of productive learning systems by individual and organizational responsibilities. The conclusion is that the mentioned and many other issues which, until recently, have been considered as the issues of out-of-pedagogical sciences are to a greater extent significant for the institutions that develop or transfer knowledge by themselves. As for educational institutions, whose main characteristics are knowledge and development, the altered views on learning and relationships that take place inside them would contribute significantly to further extension and deepening of the concept of learning in pedagogical science.In der Arbeit wird das individuelle, Team – und Organisaitonslernen im Lichter der Forderungen nach der Entwicklung der Infrastruktur kontinuierlichen Lernens und Bildung des Wissens analysiert. Es wird ein breites Panorama verschiedener Verständnisse von der Natur und Problemen des organisierten Lernprozesses aus unterschiedlichen Perspektiven dargelegt, darunter traditionelle oder funktionelle, gesellschaftliche oder deutende sowie radikale Perspektiven des Organisationslernens. Es werden Fragen von besonderer Bedeutung für die Reevaluation verschiedener Lernverständnisse in den Organisationen erörtert. Nach dem von der Autorin vertretenen Ansatz ist es notwendig, eine Bildungspolitik bzw. Praxis und System aufzubauen, die folgende Aktivitäten ermöglichen würden: Schaffung kontinuierlicher Lernmöglichkeiten, Förderung des Hinterfragens und Dialogs, Förderung der Zusammenarbeit und des Teamlernens, Aufbau eines Systems für die Aneignung und Vermittlung des Wissens, Bestärkung von Menschen in ihrer gemeinsamen Vision, Eingliederung der Organisation in ihr Umfeld sowie Sicherstellung der strategischen Lernführung. Insbesondere werden die Rolle und Verantwortung der Führung bei der Ermöglichung des kontinuierlichen Lernens auf allen Ebenen hervorgehoben sowie Strategien zur Förderung produktiver Lernsysteme durch individuelle und organisatorische Verantwortung erörtert. Die Arbeit kommt zur Schlussfolgerung, dass die erörterten sowie viele andere Fragen, die bis vor kurzem noch zu den Fragen nichtpädagogischer Wissenschaften zählten, von außerordentlicher Bedeutung sind für die Anstalten, die selbst Wissen erzeugen oder vermitteln. Für Erziehungs – und Bildungsanstalten, deren Hauptmerkmale Wissen und Entwicklung sind, könnten veränderte Ansichten über das Lernen und Beziehungen in den Anstalten bedeutend einer weiteren Erweiterung und Vertiefung des Lernkonzeptes in der Erziehungswissenschaft beitragen

On Critchfield's proposal: student concerns and recommendations

This is the published version, reproduced here with the publisher's permission. This article is also available electronically from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3359848/.No abstract available for this item

Toward Innovative, Cost-Effective, and Systemic Solutions to Improve Outcomes and Well-Being of Military Families Affected by Autism Spectrum Disorder

The burdens faced by military families who have a child with autism are unique. The usual challenges of securing diagnostic, treatment, and educational services are compounded by life circumstances that include the anxieties of war, frequent relocation and separation, and a demand structure that emphasizes mission readiness and service. Recently established military autism-specific health care benefits set the stage for community-viable and cost-effective solutions that can achieve better outcomes for children and greater well-being for families. Here we argue for implementation of evidence-based solutions focused on reducing age of diagnosis and improving access to early intervention, as well as establishment of a tiered menu of services, individualized to the child and family, that fit with the military ethos and system of health care. Absence of this new model of care could compromise the utility and sustainability of the autism-specific benefit

The Vehicle, Spring 1985

Vol. 26, No. 2 Table of Contents Beyond the FieldsKeila Tooleypage 3 Lonely Sculptor Accustomed to Living AloneMichelle Mitchellpage 4 Mona LisaBob Zordanipage 4 Poet Born in Pearl HarborAngelique Jenningspage 5 IntroductionsGraham Lewispage 6 Living InsideJennifer Soulepage 9 PictureKathy Greypage 10 Salvadore Dali in a Wheelchair on TVAngelique Jenningspage 11 Sonata in E FlatBecky Lawsonpage 12 Myopia and Wild KingdomMichelle Mitchellpage 12 On Becoming a GrandmotherKeila Tooleypage 13 A VisionJennifer D. Pringlepage 14 The Covered BridgeDebbie Woodleypage 14 Jacob\u27s LifeJoan Sebastianpage 15 ForgotGraham Lewispage 15 A Dozen and One TrainsongsAngelique Jenningspage 16 Women\u27s PlaceJennifer Soulepage 19 Night SailingKim Dumentatpage 20 She Isn\u27t There WhenMichelle Mitchellpage 20 A Case for the Common ColdMaggie Kennedypage 21 the cityTammy Batespage 22 The RattlesnakeEric S. McGeepage 22 New PictureKeila Tooleypage 23 Lewis and SinGraham Lewispage 24 Funny BarbecueBob Zordanipage 26 In a DreamF. Link Rapierpage 26 The Winter\u27s ColdJennifer Soulepage 27 Diary EntryTammy Batespage 27 Minor God and Patron Saint of Rabbits SpeaksAngelique Jenningspage 28 A MomentBrett Wilhelmpage 29 The Bishop SeatF. Link Rapierpage 30 The Thought of Being Rid of MyselfKeila Tooleypage 33 I Saw A ChildBea Cessnapage 33 Complacent gourmetGary Burrowspage 34 Night DreamsJennifer Soulepage 35 Changing ImagesAmy Callpage 35 Olsen Rug Co. Waterfall & ParkMaggie Kennedypage 36 Edge of the WildF. Link Rapierpage 37 DragonS. Hillpage 37 Harvests of CornBob Zordanipage 38 The Club JeromeGary Burrowspage 39 Tarzan And The CabPatrick Peterspage 39 The Rain That Never CameLynanne Feilenpage 40 Wonderment of the Far CrescentF. Link Rapierpage 40https://thekeep.eiu.edu/vehicle/1047/thumbnail.jp

The Vehicle, Fall 1986

Table of Contents Selling Poetry: Honesty with the InvestorPatrick Peterspage 2 Father\u27s Book, Jan. 1984 (A Fictional Autobiography)James T. Finneganpage 3 Pet Day in Afternoon KindergartenDan Von Holtenpage 7 Dental Dreams in the Bathroom MirrorDan Von Holtenpage 7 PhotographStephanie Eihlpage 8 SilenceJoe Hortonpage 8 SkullMichael Salempage 9 The TunnelJim Harrispage 10 Lindenwood CemeteryJean Chandlerpage 12 Into the SeaDan Seltzerpage 13 PhotographStephanie Eihlpage 13 WindowsJim Harrispage 14 Little Pieces of YouStuart Albertpage 18 Slicing the AppleAmy Callpage 19 Winter WalkLarry Mitchellpage 19 Komical KellyJohn Fehrmannpage 20 Thermal SueJohn Fehrmannpage 20 Death PoemBob Zordanipage 21 Venice, ItalySherry L. Clinepage 22 RoadkillPhil Simpsonpage 24 I Hate CowsLori Delzer, Joe Crites, Becky Michaelpage 32 Telephone Operators: 1942Jim Harrispage 33 Expiration Date 3/8/65Edward Schellpage 34 Desert FloorPatrick Peterspage 35 PhotographLawrence McGownpage 36 PhotographStephanie Eihlpage 37 Coping with NightStuart Albertpage 38 PhotographDan Mountpage 38 One On OnePatrick Peterspage 39 An Acquired TasteTina Wrightpage 40 PhotographStephanie Eihlpage 40 PhotographStephanie Eihlpage 41 When Children Are Alone, The Devil SpeaksTom Greenpage 41 BobChristy Denphypage 42 Gut & ScissorsDane Buczkowskipage 42 This Old HouseAmy Callpage 43 MortgageTina Wrightpage 43https://thekeep.eiu.edu/vehicle/1048/thumbnail.jp

The Vehicle, Fall 1986

Table of Contents Selling Poetry: Honesty with the InvestorPatrick Peterspage 2 Father\u27s Book, Jan. 1984 (A Fictional Autobiography)James T. Finneganpage 3 Pet Day in Afternoon KindergartenDan Von Holtenpage 7 Dental Dreams in the Bathroom MirrorDan Von Holtenpage 7 PhotographStephanie Eihlpage 8 SilenceJoe Hortonpage 8 SkullMichael Salempage 9 The TunnelJim Harrispage 10 Lindenwood CemeteryJean Chandlerpage 12 Into the SeaDan Seltzerpage 13 PhotographStephanie Eihlpage 13 WindowsJim Harrispage 14 Little Pieces of YouStuart Albertpage 18 Slicing the AppleAmy Callpage 19 Winter WalkLarry Mitchellpage 19 Komical KellyJohn Fehrmannpage 20 Thermal SueJohn Fehrmannpage 20 Death PoemBob Zordanipage 21 Venice, ItalySherry L. Clinepage 22 RoadkillPhil Simpsonpage 24 I Hate CowsLori Delzer, Joe Crites, Becky Michaelpage 32 Telephone Operators: 1942Jim Harrispage 33 Expiration Date 3/8/65Edward Schellpage 34 Desert FloorPatrick Peterspage 35 PhotographLawrence McGownpage 36 PhotographStephanie Eihlpage 37 Coping with NightStuart Albertpage 38 PhotographDan Mountpage 38 One On OnePatrick Peterspage 39 An Acquired TasteTina Wrightpage 40 PhotographStephanie Eihlpage 40 PhotographStephanie Eihlpage 41 When Children Are Alone, The Devil SpeaksTom Greenpage 41 BobChristy Denphypage 42 Gut & ScissorsDane Buczkowskipage 42 This Old HouseAmy Callpage 43 MortgageTina Wrightpage 43https://thekeep.eiu.edu/vehicle/1048/thumbnail.jp