An assessment of response, direction and place learning by rats in a water T-maze

Behavioral data suggest that distinguishable orientations may be necessary for place learning even when distal cues define different start points in the room and a unique goal location. We examined whether changes in orientation are also important in place learning and navigation in a water T-maze. In Experiment 1, rats were trained to locate a hidden platform and given a no-platform probe trial after 16 and 64 trials with the maze moved to a new position. Direction and response strategies were more prevalent than a place strategy. In Experiment 2, acquisition of place, response and direction strategies was assessed in a water T-maze that was moved between two locations during training. Rats were impaired on the place task when the maze was translated (moved to the L or R) but were successful when the maze was rotated across trials. These data are consistent with findings from appetitive tasks.     

The psycho‐physical laws of intentionality

Intentional mental states have causes and effects. Davidson has shown that this fact alone does not entail the existence of psycho‐physical laws, but his anomalism makes the connection between the content and causation of intentional states utterly mysterious. By defining intentional states in terms of their causes and effects, functionalism promises to explain this connection. If intentional states have their causes and effects in virtue of their contents, then there must be intrinsic states (of the people who have them) which are ‘local causal surrogates’ for the propositions believed, desired, or whatever. We can define these intrinsic states in terms of the laws that govern them, but these laws alone are not sufficient to account for intentional content. To do that we need to invoke laws which link these intrinsic states with their contents. Such a ‘wide’ functional account is sketched; it combines a suggestion of Ramsey's about truth conditions with a ‘feedback’ account of the content of desires.     

The actor's behavioral history,his current role,and the divergence between actor and observer responsibility attributions

The actor's behavioral (High or Low) and role (High, Medium, or Low) respectability were varied in an actor-observer attribution study. A scenario described the actor's background combination of behavioral and role respectability and an event in which the actor participated. Subjects assigned actor and situational responsibilities to the event from their own viewpoint and from their perceptions of the actor's viewpoint. Subjects' awareness of the attributional divergence between actors and observers (Jones, E. E. & Nisbett, R. E. In Attribution: Perceiving the causes of behavior. New York: General Learning Press, 1971) and the information (public versus private) utilized by each were reflected in the results.     

An analysis of the conceptual framework underlying definitions of learning disabilities

Various theoretical perspectives have contributed to the different types of definitions of learning disabilities (LD) that have been developed since the category was first established. To date, there has been little consensus on the definition of learning disabilities. In the present study, three kinds of definitions, ability-achievement discrepancy, low achievement, and scatter, were examined to determine the extent to which there was common variance. The subject were 48 school-identified LD children and 96 non-LD children. Both samples had previously been administered a battery of psychoeducational tests. These data were used to classify each child as LD or non-LD according to each of 14 operational definitions. A factor analysis resulted in two distinct groupings of LD students; low achievement accounted for over four times as much variance as ability-achievement discrepancy. Scatter did not contribute independently to classification. The implications for LD-identification practices are discussed.