title: Peak Shift in Remembering

authors: Hoan, Andros

subjects: memory trace

abstract: If remembering is discriminative behaviour along the dimension of time and if, as Sargisson and White (2001) argued, generalisation around a peak can occur in this behaviour, then the peak shift which has been shown in discrimination along so many other stimulus dimensions, might also occur in remembering. To examine this hypothesis, 6 hens were trained in a delayed matching-to-sample procedure at delays of 2 and 4 s. The probability of reinforcement for correct responses was initially 0.9 at both delays until performance stabilised. A generalisation probe was then carried out by inserting unreinforced trials at delays of 0, 1, 1.5, 2.5, 3, 3.5, 4.5, 5 and 6 s in a session amongst normal training delay trials. The generalisation functions had a slight peak around 2 s. After further training, a second generalisation probe showed a slightly declining function. The probability of reinforcement at the 2 s delay was then dropped to 0.1, so that in the terms of the classical generalisation/peak shift paradigm, 2-s delay trials became S- and 4-s delay trials became S+. A third generalisation probe then was conducted. This resulted in a flat function from 0 s to 3 s, and a large, clear peak in discriminative performance at 4.5 s over all hens. After more of the same differential reinforcement training, a fourth generalisation probe showed a broad curve peaking at 3 s, with minima at 1 s and 6 s and a global maximum at 0 s. Another training condition was then run, with the probability of reinforcement at the 2-s delay dropped to 0, to see if increasing the "aversiveness" of S- would again result in a peak shift. A fifth generalisation probe was then conducted. This showed a sharp decline in discriminability at shorter delays, a dip around 2 s, and a very small area shift beyond 4 s, but no clear peak shift. This was interpreted as being due to overlearning, with the consequences of remembering at S- no longer significantly affecting performance at S+. A final training condition was then run, with S- moved from 2 s to 3 s with zero probability of reinforcement, and for only a short period, to prevent overlearning. It was predicted that this would cause peak shift to re-occur. A sixth generalisation probe was then conducted. This found a further decline in discriminability at shorter delays, a shift in the dip from 2 s to 3 s, and a large, clear peak at 4.5 s. This demonstration of peak shift in a remembering process would not have been predicted by any traditional theory of memory, but strongly supports the conception of remembering as discriminative behaviour along the stimulus dimension of time.

text: Peak Shift in Remembering If remembering is discriminative behaviour along the dimension of time and if, as Sargisson and White (2001) argued, generalisation around a peak can occur in this behaviour, then the peak shift which has been shown in discrimination along so many other stimulus dimensions, might also occur in remembering. To examine this hypothesis, 6 hens were trained in a delayed matching-to-sample procedure at delays of 2 and 4 s. The probability of reinforcement for correct responses was initially 0.9 at both delays until performance stabilised. A generalisation probe was then carried out by inserting unreinforced trials at delays of 0, 1, 1.5, 2.5, 3, 3.5, 4.5, 5 and 6 s in a session amongst normal training delay trials. The generalisation functions had a slight peak around 2 s. After further training, a second generalisation probe showed a slightly declining function. The probability of reinforcement at the 2 s delay was then dropped to 0.1, so that in the terms of the classical generalisation/peak shift paradigm, 2-s delay trials became S- and 4-s delay trials became S+. A third generalisation probe then was conducted. This resulted in a flat function from 0 s to 3 s, and a large, clear peak in discriminative performance at 4.5 s over all hens. After more of the same differential reinforcement training, a fourth generalisation probe showed a broad curve peaking at 3 s, with minima at 1 s and 6 s and a global maximum at 0 s. Another training condition was then run, with the probability of reinforcement at the 2-s delay dropped to 0, to see if increasing the "aversiveness" of S- would again result in a peak shift. A fifth generalisation probe was then conducted. This showed a sharp decline in discriminability at shorter delays, a dip around 2 s, and a very small area shift beyond 4 s, but no clear peak shift. This was interpreted as being due to overlearning, with the consequences of remembering at S- no longer significantly affecting performance at S+. A final training condition was then run, with S- moved from 2 s to 3 s with zero probability of reinforcement, and for only a short period, to prevent overlearning. It was predicted that this would cause peak shift to re-occur. A sixth generalisation probe was then conducted. This found a further decline in discriminability at shorter delays, a shift in the dip from 2 s to 3 s, and a large, clear peak at 4.5 s. This demonstration of peak shift in a remembering process would not have been predicted by any traditional theory of memory, but strongly supports the conception of remembering as discriminative behaviour along the stimulus dimension of time.

year: 2003

title: Work-family responsibilities and support for women academics in Pakistan

authors: Imran, Romana

abstract: Globally women have a long history of negotiating between public and private life.  While each individual woman undertakes such negotiation, all women’s lives are already shaped by historical, political, religious and cultural forces.  This study focused on contemporary academic women in Pakistan and their experiences of negotiation between professional and family responsibilities – in an Islamic nation, shaped by an imperial history. In particular it investigated both the possibilities and limitations of family and institutional support as women worked to fulfil both work and family responsibilities.  
This qualitative study employed semi-structured interviews, with individuals from three groups:  women academics, husbands of women academics, and heads of department of two Pakistani universities. The data from these interviews were then read alongside selected theory, to produce accounts of the visible and invisible discourses shaping the positions available to women as they navigate family and career responsibilities.  The study’s findings show that patriarchal traditions that position men as breadwinners and women as homemakers are disturbed when women take up career opportunities in academia, at the same time as patriarchal gender practices rob women of opportunities they have earned, as in examples of a woman giving up a job offer in favour of her husband, or giving an academic husband financial support for publication. As a further example of contesting discourses, the study identifies that academic women are expected to be productive on the terms of  globalised neo-liberal education at the same time as a traditional school curriculum and teaching practices position educated women - parhi likihi- as responsible for the basics of their children’s learning within the home.  Academic women are caught in the tension between the expectations of globalised tertiary education and the reality of the limited material resources in universities in a developing country.  The analysis of women academics’ accounts of family support includes few but significant examples of disturbing and resisting patriarchal gender practices, in ways that the thesis argues contribute to a “democracy to come”.   However, for the most part, the narratives of support include women academics’ husbands’ limited contributions and stories of women academics’ struggles, compromises and sacrifices of their own career progression for their husbands’ careers.  The thesis argues that identifying the possibilities of questioning and undoing patriarchal gender practices and producing alternative discursive practices might open up possibilities for gender justice within family and academic institutions.

text: Work-family responsibilities and support for women academics in Pakistan Globally women have a long history of negotiating between public and private life.  While each individual woman undertakes such negotiation, all women’s lives are already shaped by historical, political, religious and cultural forces.  This study focused on contemporary academic women in Pakistan and their experiences of negotiation between professional and family responsibilities – in an Islamic nation, shaped by an imperial history. In particular it investigated both the possibilities and limitations of family and institutional support as women worked to fulfil both work and family responsibilities.  
This qualitative study employed semi-structured interviews, with individuals from three groups:  women academics, husbands of women academics, and heads of department of two Pakistani universities. The data from these interviews were then read alongside selected theory, to produce accounts of the visible and invisible discourses shaping the positions available to women as they navigate family and career responsibilities.  The study’s findings show that patriarchal traditions that position men as breadwinners and women as homemakers are disturbed when women take up career opportunities in academia, at the same time as patriarchal gender practices rob women of opportunities they have earned, as in examples of a woman giving up a job offer in favour of her husband, or giving an academic husband financial support for publication. As a further example of contesting discourses, the study identifies that academic women are expected to be productive on the terms of  globalised neo-liberal education at the same time as a traditional school curriculum and teaching practices position educated women - parhi likihi- as responsible for the basics of their children’s learning within the home.  Academic women are caught in the tension between the expectations of globalised tertiary education and the reality of the limited material resources in universities in a developing country.  The analysis of women academics’ accounts of family support includes few but significant examples of disturbing and resisting patriarchal gender practices, in ways that the thesis argues contribute to a “democracy to come”.   However, for the most part, the narratives of support include women academics’ husbands’ limited contributions and stories of women academics’ struggles, compromises and sacrifices of their own career progression for their husbands’ careers.  The thesis argues that identifying the possibilities of questioning and undoing patriarchal gender practices and producing alternative discursive practices might open up possibilities for gender justice within family and academic institutions.

year: 2023

title: A Pilot investigation into the assessment of changes in the psycholinguistic abilities of new-entrant Māori school children using the Illinois Test of Psycholinguistic Abilities

authors: St George, William Vivian Ross

abstract: The role of language as the principal medium of instruction within the New Zealand (N .Z.) educational system has recently received increasing attention both from researchers and those responsible for the formulation of our national educational policy. In particular, much attention has been directed toward the Maori pupil and the use of the English language as the medium for his instruction. The range of literature on this question includes controlled research studies on English usage by Maori children, educational policy statements concerning the - medium of instruction to be employed in New Zealand schools and writings of a more speculative, and potentially political nature, questioning educational policy and the role of language in "Maori education".

text: A Pilot investigation into the assessment of changes in the psycholinguistic abilities of new-entrant Māori school children using the Illinois Test of Psycholinguistic Abilities The role of language as the principal medium of instruction within the New Zealand (N .Z.) educational system has recently received increasing attention both from researchers and those responsible for the formulation of our national educational policy. In particular, much attention has been directed toward the Maori pupil and the use of the English language as the medium for his instruction. The range of literature on this question includes controlled research studies on English usage by Maori children, educational policy statements concerning the - medium of instruction to be employed in New Zealand schools and writings of a more speculative, and potentially political nature, questioning educational policy and the role of language in "Maori education".

year: 1969