Pigeons' withdrawal from an appetitive conditioned inhibitor under two training procedures

The approach-withdrawal behaviour of pigeons to a red keylight was measured under three conditions; a negative contingency (NC) between keylight and food reinforcement, a CI or conditioned inhibition procedure where the keylight was non-reinforced in compound with a tone which was reinforced when presented alone, and a random control procedure (RC). The keylight-food contingencies in CI and NC were identical, and keylight and food presentation frequency were the same in all conditions. Subsequently the effect of adding the red keylight to a novel CS+ during or after excitatory conditioning was examined (summation test of inhibition). The inhibitory procedures, CI and NC, generally yielded similar functions for the acquisition of withdrawal, and the results of the withdrawal and summation measures were positively correlated. The implications of the results for theories of the acquisition and behavioural action of conditioned inhibitors are discussed.     

The role of police dogs as companions and working partners

Written responses to a questionnaire by 255 officers who used canines in police work were assessed. Almost all officers frequently played with, talked to, petted, and brushed their dogs and believed the dogs benefitted their health and well-being. Officers whose dogs slept indoors, often in the same bedroom, generally said they loved their dogs and they described their dogs as calm rather than active, as indicated by a multiple correspondence analysis. These 96 officers more than the 154 officers whose dogs slept outdoors or in kennels also planned to remain in canine work. Although departments often assumed responsibility for purchasing the dogs, the more experienced officers usually were involved in the final selection of dogs (logistic regression: p < .0001). Compared with 94 officers not involved in selecting their dogs, 106 officers with a specific role in selecting their dogs planned to stay in canine work, as shown by a multiple correspondence analysis. They believed the dogs had saved their lives (p < .01). Over-all, officers reported spending 4.1 hr. on-duty and 2.9 hr. off-duty per week training their dogs, and also played with them for 6.5 hr. per week, assuring a regular pattern of exercise for the officers. Virtually all officers valued canine service and believed the dogs enhanced the department's effectiveness. This study showed that both close companionship with the dog and involvement in selecting the dog were associated both with satisfaction with the dog and with working as a canine officer.     

Chronic Pain and Neuropsychological Functioning

This review article examines the effect of chronic pain on neuropsychological functioning. Primary attention is given to studies that include patient groups without a history of traumatic brain injury (TBI) or neurologic disorders. Numerous studies were identified that demonstrate neuropsychological impairment in patients with chronic pain, particularly on measures assessing attentional capacity, processing speed, and psychomotor speed. Despite suggestive findings, further studies are needed to clarify the variables that mediate the impact of pain on neuropsychological functioning and the unique role of various symptoms often associated with chronic pain.     

PRiME: Integrating professional responsibility into the engineering curriculum

Engineering educators have long discussed the need to teach professional responsibility and the social context of engineering without adding to overcrowded curricula. One difficulty we face is the lack of appropriate teaching materials that can fit into existing courses. The PRiME (Professional Responsibility Modules for Engineering) Project (http://www.engr.utexas.edu/ethics/primeModules.cfm) described in this paper was initiated at the University of Texas, Austin to provide web-based modules that could be integrated into any undergraduate engineering class. Using HPL (How People Learn) theory, PRiME developed and piloted four modules during the academic year 2004–2005. This article introduces the modules and the pilot, outlines the assessment process, analyzes the results, and describes how the modules are being revised in light of the initial assessment. In its first year of development and testing, PRiME made significant progress towards meeting its objectives. The PRiME Project can strengthen engineering education by providing faculty with an effective system for engaging students in learning about professional responsibility. An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005.