Conditional discrimination acquisition in young children : are the facilitative of naming due to stimulus discrimination?

These experiments investigate whether the facilitative effect of naming on the acquisition of conditional discriminations in young children is due to enhancing discrimination of the sample and comparison stimuli or whether naming serves additional functions. Seventeen typically developing children, ages 4 to 6, were presented with a three-choice arbitrary MTS AB conditional discrimination on Macintosh computers. The participants were randomly selected to be in one of two sequences of conditions. The conditions utilized in Experiment 1 were Tacting Condition 1 (naming sample stimuli); Tacting Condition 2 (naming sample and comparison stimuli); Tally Sheet Condition 1 (marking sample stimuli); and Tally Sheet Condition 2 (marking sample and comparison stimuli). The conditions utilized in Experiment 2 were Tacting Condition 1; Tacting Condition 2; Cards Condition 1 (pointing to sample stimuli); and Cards Condition 2 (pointing to sample and comparison stimuli). Five participants acquired the AB conditional discrimination; two did so without exposure to naming and without evidence of common naming, and three did so with the addition of common naming. One participant demonstrated evidence of common naming but did not acquire the AB conditional discrimination. These results demonstrate that although naming can facilitate acquisition, it is neither necessary nor sufficient

Interactive 3D Digital Models for Anatomy and Medical Education

This chapter explores the creation and use of interactive, three-dimensional (3D), digital models for anatomy and medical education. Firstly, it looks back over the history and development of virtual 3D anatomy resources before outlining some of the current means of their creation; including photogrammetry, CT and surface scanning, and digital modelling, outlining advantages and disadvantages for each. Various means of distribution are explored, including; virtual learning environments, websites, interactive PDF’s, virtual and augmented reality, bespoke applications, and 3D printing, with a particular focus on the level of interactivity each method offers. Finally, and perhaps most importantly, the use of such models for education is discussed. Questions addressed include; How can such models best be used to enhance student learning? How can they be used in the classroom? How can they be used for selfdirected study? As well as exploring if they could one day replace human specimens, and how they complement the rise of online and e-learning

Thomas Wolfe's Characterization

An independent research paper on the characterizations of Thomas Wolfe by Stephen Lewis Stuff for the English department