title: Transfer of stimulus control from a TFT to CRT screen

authors: Railton, Renee Caron Richards

subjects: conditional discrimination

abstract: The use of television and computer screens for presenting stimuli to animals is increasing as it is non-invasive and can provide precise control over stimuli. Past studies have used cathode ray tube (CRT) screens; however, there is some evidence that these give different results to non-flickering thin film transistor (TFT) screens. Hens’ critical flicker fusion frequency ranges between 80 and 90 Hz – above standard CRT screens. Thus, stimuli presented on CRT screens may appear distorted to hens. This study aimed to investigate whether changing the flicker rate of CRT screens altered hens’ discrimination. Hens were trained (in a conditional discrimination) to discriminate between two stimuli on a TFT (flickerless) screen, and tested with the stimuli on a CRT screen at four flicker rates (60, 75, 85, and 100 Hz). The hens’ accuracy generally decreased as the refresh rate of the CRT screen decreased. These results imply that the change in flicker rate changed the appearance of the stimuli enough to affect the hens’ discrimination and stimulus control is disrupted when the stimuli appear to flicker.

text: Transfer of stimulus control from a TFT to CRT screen The use of television and computer screens for presenting stimuli to animals is increasing as it is non-invasive and can provide precise control over stimuli. Past studies have used cathode ray tube (CRT) screens; however, there is some evidence that these give different results to non-flickering thin film transistor (TFT) screens. Hens’ critical flicker fusion frequency ranges between 80 and 90 Hz – above standard CRT screens. Thus, stimuli presented on CRT screens may appear distorted to hens. This study aimed to investigate whether changing the flicker rate of CRT screens altered hens’ discrimination. Hens were trained (in a conditional discrimination) to discriminate between two stimuli on a TFT (flickerless) screen, and tested with the stimuli on a CRT screen at four flicker rates (60, 75, 85, and 100 Hz). The hens’ accuracy generally decreased as the refresh rate of the CRT screen decreased. These results imply that the change in flicker rate changed the appearance of the stimuli enough to affect the hens’ discrimination and stimulus control is disrupted when the stimuli appear to flicker.

year: 2010

title: "Schema" in theories of truth

authors: Ulatowski, Joseph W.

abstract: This brief summary of “schema” aims to help novices better appreciate what a schema is, how it is used, and why it is important for theories of truth. The summary should not be interpreted as replacing original work on “schema;” rather, it is meant to serve as a supplement for students who are unfamiliar with schema in philosophy or mathematics. For a more detailed account, I encourage interested readers to read Corcoran (2006) and Corcoran and Hamid (2016).

text: "Schema" in theories of truth This brief summary of “schema” aims to help novices better appreciate what a schema is, how it is used, and why it is important for theories of truth. The summary should not be interpreted as replacing original work on “schema;” rather, it is meant to serve as a supplement for students who are unfamiliar with schema in philosophy or mathematics. For a more detailed account, I encourage interested readers to read Corcoran (2006) and Corcoran and Hamid (2016).

year: 2021

title: The teaching and learning of te reo Māori in a higher education context: Intensive fast track immersion versus gradual progressive language exposure

authors: Nock, Sophie

subjects: grading of students

abstract: I report here on a comparison of the course grades of Bachelors degree students who are following two different pathways towards a major in te reo Māori - a traditional pathway in which language courses at different levels are spread over three or four years, and an intensive, fast-track, language immersion pathway in which courses in te reo Māori are concentrated into the first year of the degree programme. My findings are that, overall, in terms of course grades at level three, students following the intensive, fast-track, language-immersion pathway out-perform other students in te reo Māori course assessments. Thus, so far as course grades are concerned, many students appear to benefit from the fast track pathway. Whether course grades can be related to proficiency achievements and whether immediate gains are reflected in long-term gains is something that remains to be investigated.

text: The teaching and learning of te reo Māori in a higher education context: Intensive fast track immersion versus gradual progressive language exposure I report here on a comparison of the course grades of Bachelors degree students who are following two different pathways towards a major in te reo Māori - a traditional pathway in which language courses at different levels are spread over three or four years, and an intensive, fast-track, language immersion pathway in which courses in te reo Māori are concentrated into the first year of the degree programme. My findings are that, overall, in terms of course grades at level three, students following the intensive, fast-track, language-immersion pathway out-perform other students in te reo Māori course assessments. Thus, so far as course grades are concerned, many students appear to benefit from the fast track pathway. Whether course grades can be related to proficiency achievements and whether immediate gains are reflected in long-term gains is something that remains to be investigated.

year: 2006