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    Rats distinguish between absence of events and lack of evidence in contingency learning.

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    The goal of three experiments was to study whether rats are aware of the difference between absence of events and lack of evidence. We used a Pavlovian extinction paradigm in which lights consistently signaling sucrose were suddenly paired with the absence of sucrose. The crucial manipulation involved the absent outcomes in the extinction phase. Whereas in the Cover conditions, access to the drinking receptacle was blocked by a metal plate, in the No Cover conditions, the drinking receptacle was accessible. The Test phase showed that in the Cover conditions, the measured expectancies of sucrose were clearly at a higher level than in the No Cover conditions. We compare two competing theories potentially explaining the findings. A cognitive theory interprets the observed effect as evidence that the rats were able to understand that the cover blocked informational access to the outcome information, and therefore the changed learning input did not necessarily signify a change of the underlying contingency in the world. An alternative associationist account, renewal theory, might instead explain the relative sparing of extinction in the Cover condition as a consequence of context change. We discuss the merits of both theories as accounts of our data and conclude that the cognitive explanation is in this case preferred

    Optimized laser turrets for minimum phase distortion

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    An analysis and computer program which optimizes laser turret geometry to obtain minimum phase distortion is described. Phase distortion due to compressible, inviscid flow over small perturbation laser turrets in subsonic or supersonic flow is calculated. The turret shape is determined by a two dimensional Fourier series; in a similar manner, the flow properties are given by a Fourier series. Phase distortion is calcualted for propagation at serveral combinations of elevation and azimuth angles. A sum is formed from the set of values, and this sum becomes the objective function for an optimization computer program. The shape of the turret is varied to provide minimum phase distortion

    Partitioning the power set of [n][n] into CkC_k-free parts

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    We show that for n≥3,n≠5n \geq 3, n\ne 5, in any partition of P(n)\mathcal{P}(n), the set of all subsets of [n]={1,2,…,n}[n]=\{1,2,\dots,n\}, into 2n−2−12^{n-2}-1 parts, some part must contain a triangle --- three different subsets A,B,C⊆[n]A,B,C\subseteq [n] such that A∩BA\cap B, A∩CA\cap C, and B∩CB\cap C have distinct representatives. This is sharp, since by placing two complementary pairs of sets into each partition class, we have a partition into 2n−22^{n-2} triangle-free parts. We also address a more general Ramsey-type problem: for a given graph GG, find (estimate) f(n,G)f(n,G), the smallest number of colors needed for a coloring of P(n)\mathcal{P}(n), such that no color class contains a Berge-GG subhypergraph. We give an upper bound for f(n,G)f(n,G) for any connected graph GG which is asymptotically sharp (for fixed kk) when G=Ck,Pk,SkG=C_k, P_k, S_k, a cycle, path, or star with kk edges. Additional bounds are given for G=C4G=C_4 and G=S3G=S_3.Comment: 12 page

    The Brujo Song

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    Inclusive or exclusive participation: Paradigmatic tensions in the mosaic approach and implications for childhood research

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    Caralyn Blaisdell - ORCID 0000-0002-5491-7346 https://orcid.org/0000-0002-5491-7346Early childhood research continues to be dominated by psychological research in the positivist paradigm. The Mosaic approach is one work that contests this dominant discourse on early childhood, using task-based, participatory inquiry to share power and involve children as co-constructors of knowledge. However, there are paradigmatic tensions underlying the use of task-based methods. In this paper I examine these tensions in the context of my own experience as an early career researcher. In particular the complex role of the researcher is discussed, and connected to issues of inclusion and exclusion regarding children’s participation in the research process.http://www.childhoodstoday.org/article.php?id=686pubpub
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