Sensory interaction: Control of auditory discrimination by visual stimulation in the pigeon

Two pigeons were trained to peck at different keys. each associated with a different tone Intensity. Although the test tones were of the same Intensity as those used during training, simultaneous presentation of a light With the tone altered the probability of correct key choice In the same manner as increasing the intensity of the tone.     

如何理解作为公共艺术的雕塑

本文主要关注公共艺术中的雕塑，并讨论公共空间、公共领域、艺术家在公共艺术中的角色、观众在公共艺术中的角色等与公共艺术密切相关的几个问题。公共空间和公共领域构成了我们理解公共艺术的基本框架，但是随着电子空间的出现和民主社会的发展，这两个概念的含义已经发生了深刻的变化，这个变化又深刻地影响着公共雕塑的实践和观念。相应地，艺术家和观众在公共雕塑中的角色也发生了巨大的变化。在一个日趋多元化的社会里，当代公共雕塑的诸多发展，要求我们重新思考雕塑的定义并调整我们的公共艺术观念。     

Daily Time-Place Learning in Young Children

Abstract

Pre-school children find it difficult to correctly report if it is morning or afternoon. The present study tested whether children could learn a non-verbal Time-Place Learning (TPL) task that depended on time of day. Twenty-five 4-year-olds were repeatedly asked to find a toy in one of two boxes. Children in the Cued condition were told the toy was in one box in the morning and in another box in the afternoon. Children in the Not Cued condition were told the toy was sometimes in one box and sometimes in the other box. After 80 trials, children were asked if it was morning or afternoon. About 65% of the children learned the TPL task, and about three-quarters of the children verbally identified if it was morning or afternoon. However, the children who learned the TPL task were not necessarily the children who correctly answered whether it was morning or afternoon, and those in the Cued condition were no more likely to solve the task than those in the Not Cued condition. The implication is that children have a sense of time that can be used to solve spatio-temporal contingencies, but does not depend on the verbal understanding of time of day.