Helping students to understand their own study methods

Improving students' studying often consists of giving advice or training in new techniques. This directive approach tends to embody conceptions of learning which are far removed from what students are willing or able to take on, and can misorient students towards inappropriate goals and interfere with natural abilities to learn. It is often claimed that this kind of approach is rooted in the psychology of learning, though its experimental basis renders its relevance to academic study doubtful. By contrast, a student-centred approach allows the nature of study tasks to be explored from the students' existing standpoints — emphasising the purposes of study tasks rather than their mechanics, and utilising people's capacity to develop their own learning strategies. Such an approach is illustrated with a practical application.     

A Gross-Cultural Comparison of Needs and Achievement of University Freshmen

An attempt was made to replicate an American study in Australia. In the Australian study, the Edwards Personal Preference Schedule was administered to 203 students who were later differentiated as 30 male and 72 female Australian study, the Edwards Personal Preference Schedule was adminis-achievement was related to needs for achievement and persistence, whereas nonachievement was associated with needs for affiliation, nurturance, and change. For males, achievement was related to deference, whereas non-achievement was associated with heterosexual needs. In general, successful students were characterized by needs for order and endurance; unsuccessful students by needs for change, heterosexuality, and aggression. The Australian results conformed to those of the replicated American study in that there were marked sex differences in the characteristics related to academic achievement, though more specific cross-cultural correspondence occurred only in relation to the results for female freshmen.     

Interpreting What Speakers Say and Implicate

The traditional view in pragmatic theory is that a distinction exists between what speakers say and what they mean, communicate, or implicate in context. For example, when uttering Jane has three children, a speaker might only say that "Jane has three children but may have more than three," but the speaker implicates that "Jane has exactly three children." Under this view, pragmatics plays only a small role in determining what speakers say and has a primary part in interpreting speaker's intended messages. My aim in this article is to challenge this view. I describe empirical work showing that pragmatics has a fundamental role in determining both what speakers say and implicate. Thus, when a speaker utters Jane has three children, enriched pragmatic information is used to infer that the speaker says "Jane has exactly three children" and that in specific contexts, the speaker can go on to express additional pragmatic meanings, such as "Jane is married" or "Jane is very busy because she has three children." I also describe work on the importance of complex pragmatic, metarepresentational reasoning in understanding irony and metaphor. Finally, I briefly discuss the relevance of these new developments in pragmatics for neurolinguistic research.     

Inhibition of the Endothelial Isoform of Nitric Oxide Synthase Impairs Long-Term Memory Formation in the Chick

Previous studies with general inhibitors of nitric oxide synthase have yielded variable and contradictory results with respect to their effects on memory. This may have been due to differential effects of blocking the various isoforms of this enzyme. We show that day-old chicks trained on a single-trial passive-avoidance task suffered significant memory loss from ~40 min post-training following post-training intracranial administration of a potent inhibitor of eNOS. Administration of a specific nNOS or iNOS inhibitor at the same time had no effect on retention, although a role for either of these isoforms when administered at a different time after learning has yet to be fully investigated. The onset of memory loss following eNOS inhibition is the same as observed following general NOS inhibition, which suggests that amnestic effects observed in previous studies using nonspecific inhibitors may be attributable to blocking the function of eNOS. The findings indicate that eNOS may play a role in memory formation for this task, which is at least distinct from any role that may be played by nNOS.     

Consumption Effort: The Mental Cost of Generating Utility and the Role of Consumer Energy Level in Ambitious Consumption

We propose that the essence of consumption is the mental process of generating utility from products, that this process expends consumption effort, and that consumers take consumption effort into account in their decision making. In 2 studies, we tested the hypothesis that consumption preferences become more ambitious—individuals become more inclined to choose challenging‐to‐consume products—when consumer energy levels are elevated. In Study 1, energy induced by ingesting caffeine increased participants’ tendency to choose subtitled foreign movies rather than domestic remakes of those same movies. Study 2 demonstrated the same effect with naturally occurring energy levels and with consumption experiences whose effortfulness and quality were varied independently. In choosing among sets of poems to read, participants with higher levels of energy exhibited less effort aversion but neither more nor less quality seeking. A reanalysis of Study 1 showed that the energy effect is not simply a case of consumers using more energy when they have more energy, because the energy effect disappeared when participants were made aware of the energy source, suggesting that a preference‐correction process occurred. The energy dependence of consumer preferences affords tactical opportunities for marketers, but the welfare implications for consumers are intriguingly unclear, because in both studies we found that energy increased participants’ choice of challenging consumption experiences without increasing their liking of those experiences.     

Basing for the Bayesian

Synthese - There is a distinction between merely having the right belief, and further basing that belief on the right reasons. Any adequate epistemology needs to be able to accommodate the basing...     

Maternal hen calls modulate memory formation in the day-old chick: the role of noradrenaline

Facilitation of memory for discriminative learning in young chicks is enhanced following exposure to a synthesized rhythmic auditory stimulus. Increased arousal, mediated by noradrenergic activation, is believed to underlie this effect. In this report we examine whether ethologically relevant rhythmic auditory stimuli produce the same noradrenaline-mediated memory enhancement in neonate chicks (Gallus gallus domesticus). Maternal hen attraction calls which contained a rhythmic pattern were found to facilitate retention. Intracerebral injection of noradrenaline or the beta(2)-adrenergic antagonist propranolol demonstrated that this enhancement is likely to be mediated by noradrenergic activation of central beta(2)-noradrenergic receptors. In contrast, a rhythmic alarm call inhibited retention. Subcutaneous injection of the alpha(1)-adrenergic antagonist prazosin revealed that this impairment may be due to higher arousal levels resulting in activation of alpha(1)-noradrenergic receptors. It is concluded that the maternal hen calls of domestic chickens can influence the memory ability of the offspring via noradrenaline release in the brain. The current data suggest that call meaning and rhythmicity interact to yield the appropriate levels of beta(2)-adrenergic activation required to facilitate retention for a discriminative task.