Transient enhancement of photorefractive gratings in lead germanate by homogeneous pyroelectric fields

During holographic recording in pure (Pb5Ge3O11) and doped [(Pb1−xBax)5Ge3O11] lead germanate crystals, the diffraction efficiency is transiently enhanced at the initial stage. The enhancement is studied as a function of writing-beam intensity and of dark delay time between two successive recording processes and with open- or short-circuited crystal surfaces. Homogeneous pyroelectric fields that arise from heating of the crystals by cw illumination are revealed to be the main mechanism for diffraction efficiency enhancement. The combined effect of pyroelectric fields and charge compensation is analyzed and used for the explanation of the observed phenomena

Rethinking classic starling displacement experiments : evidence for innate or for learned migratory directions?

Funding for the present work came from the Spinoza Premium 2014 awarded to TP by the Netherlands Organization for Scientific Research (NWO), with supplementary funding from an anonymous donor, the Gieskes-Strijbis Fonds and the Ubbo Emmius Fonds of the University of Groningen. TO was supported by Rubicon a grant from NWO (ref. 019.172EN.011)In an attempt to encourage the discourse on sources of individual variation in seasonal migration patterns and the microevolution of bird migration, we here critically examine the published interpretations of a now classic displacement study with starlings Sturnus vulgaris. Based on the ring recoveries after experimental displacement towards the south and southeast of Dutch capture sites of over 18 000 hatch‐year and older starlings, in a series of analyses published in Ardea from 1958 to 1983, A. C. Perdeck established that displaced starlings showed appropriately changed orientations only when they were experienced. During both southward and northward migration, released adults navigated to an apparently previously learned goal (i.e. the wintering or the breeding area) by showing appropriately changed orientations. Juveniles showed appropriate directions when returning to the breeding grounds. In contrast, during their first southward migration displaced juveniles carried on in the direction (and possibly the distance) expected for their release at the Dutch capture site. From the mid‐1970s this work has become cited as evidence for starlings demonstrating ‘innate’ migratory directions. If the definition of innateness is ‘not learned by the individual itself’, then there is a range of non‐innate influences on development that are not ruled out by Perdeck's experimental outcomes. For example, young starlings might have carried on in the direction that they learned to migrate before being caught, e.g. by observing the migratory directions of experienced conspecifics. We argue that, despite over 60 citations to Perdeck as demonstrating innate migratory directions, the jury is out.Publisher PDFPeer reviewe

The learning styles neuromyth:when the same term means different things to different teachers

Alexia Barrable - ORCID: 0000-0002-5352-8330 https://orcid.org/0000-0002-5352-8330Although learning styles (LS) have been recognised as a neuromyth, they remain a virtual truism within education. A point of concern is that the term LS has been used within theories that describe them using completely different notions and categorisations. This is the first empirical study to investigate education professionals’ conceptualisation, as well as means of identifying and implementing LS in their classroom. A sample of 123 education professionals were administered a questionnaire consisting both closed- and open-ended questions. Responses were analysed using thematic analysis. LS were found to be mainly conceptualised within the Visual-Auditory-(Reading)-Kinaesthetic (VAK/VARK) framework, as well as Gardner’s multiple intelligences. Moreover, a lot of education professionals confused theories of learning (e.g., behavioural or cognitive theories) with LS. In terms of identifying LS, educators reported using a variety of methods, spanning from observation and everyday contact to the use of tests. The ways LS were implemented in the classroom were numerous, comprising various teaching aids, participatory techniques and motor activities. Overall, we argue that the extended use of the term LS gives the illusion of a consensus amongst educators, when a closer examination reveals that the term LS is conceptualised, identified and implemented idiosyncratically by different individuals. This study aims to be of use to pre-service and in-service teacher educators in their effort to debunk the neuromyth of LS and replace it with evidence-based practices.https://doi.org/10.1007/s10212-020-00485-236pubpub