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Pigeons responded in a successive-encounters procedure that consisted of a search state, a choice state, and a handling state. The search state was either a fixed-interval or mixed-interval schedule presented on the center key of a three-key chamber. Upon completion of the search state, the choice state was presented, in which the center key was off and the two side keys were lit. A pigeon could either accept a delay followed by food (by pecking the right key) or reject this option and return to the search state (by pecking the left key). During the choice state, a red right key represented the long alternative (a long handling delay followed by food), and a green right key represented the short alternative (a short handling delay followed by food). In some conditions, both the short and long alternatives were fixed-time schedules, and in other conditions both were mixed-time schedules. Contrary to the predictions of both optimal foraging theory and delay-reduction theory, the percentage of trials on which pigeons accepted the long alternative depended on whether the search and handling schedules were fixed or mixed. They were more likely to accept the long alternative when the search states were fixed-interval rather than mixed-interval schedules, and more likely to reject the long alternative when the handling states were fixed-time rather than mixed-time schedules. This pattern of results was in qualitative agreement with the predictions of the hyperbolic-decay model, which states that the value of a reinforcer is inversely related to the delay between a choice response and reinforcer delivery.

The rise of mathematical models in the experimental analysis of behavior has increased over the years, and they offer several advantages. Mathematical models require theorists to be precise and unambiguous, often allowing comparisons of competing theories that sound similar when stated in words. Sometimes different mathematical models may make equally accurate predictions for a large body of data. In Such cases, it is important to find and investigate situations for which the competing models make different predictions because, unless two models are actually mathematically equivalent, they are based on different assumptions about the psychological processes that underlie ail observed behavior. Mathematical models developed in basic behavioral research have been used to predict and control behavior in applied settings, and they have guided research in other areas of psychology. A good mathematical model call provide a common framework for understanding what might otherwise appear to be diverse and unrelated behavioral phenomena. Because psychologists vary in their quantitative skills and in their tolerance for mathematical equations, it is important for those who develop mathematical models of behavior to find ways (such as verbal analogies, pictorial representations, or concrete examples) to communicate the key premises of their models to nonspecialists.

In two experiments, we investigated directed forgetting of a single item. We presented participants with two phone numbers to remember and instructed half of the participants to forget the first phone number. The first number was either learned on a single trial (Experiment 1) or on three trials (Experiment 2). In Experiment 1, there was evidence of directed forgetting as a result of differential encoding; the forget instruction affected recall and recognition for both phone numbers. In Experiment 2, the evidence favored differential rehearsal because the forget instruction affected recall but not recognition. These results indicate that instructions to forget can affect memory of single items.

It has been suggested in the identity literature that a readiness to change may play a role in identity development beyond adolescence, but an empirical investigation of this relationship had yet to be conducted until now. Therefore, the purpose of the current study was to establish a longitudinal relationship between readiness to change and adult identity development. Participants completed measures of readiness to change and identity at both the beginning and the end of the study. The results revealed a relationship between readiness to change and changes in identity exploration over the study interval, and between readiness to change and changes in identity commitment. The findings are discussed in terms of the currently available literature on identity development in adulthood. (c) 2006 Elsevier Inc. All rights reserved.

Abstract. This study investigated whether a reflective journal writing assignment would improve students' course performance. A total of 166 students from undergraduate sections of a course taught by the same instructor over three semesters completed the assignment as part of their requirements. Students (N = 317) from five previous semesters of the same course taught by the same instructor, who were not required to complete the assignment, served as a comparison group. Intervention and comparison groups were comparable on a variety of variables including all assignments, excepting the journal assignment. The findings are interpreted within the context of factors such as students' study habits and motivation. © 2006, Copyright Taylor & Francis Group, LLC.

Pigeons responded on concurrent-chains schedules with equal variable-interval schedules as initial links. One terminal link delivered a single reinforcer after a fixed delay, and the other terminal link delivered either three or five reinforcers, each preceded by a fixed delay. Some conditions included a postreinforcer delay after the single reinforcer to equate the total durations of the two terminal links, but other conditions did not include such a postreinforcer delay. With short initial links, preference for the single-reinforcer alternative decreased when a postreinforcer delay was present, but with long initial links, the postreinforcer delays had no significant effect on preference. In conditions with a postreinforcer delay, preference for the single-reinforcer alternative frequently switched from above 50% to below 50% as the initial links were lengthened. This pattern of results was consistent with delay-reduction theory (Squires & Fantino, 1971), but not with the contextual-choice model (Grace, 1994) or the hyperbolic value-added model (Mazur, 2001) as they have usually been applied. However, the hyperbolic value-added model could account for the results if its calculations were expanded to include reinforcers delivered in later terminal links. The implications of these findings for models of concurrent-chains performance are discussed.

Presidential nominations in recent years have been settled with increasing speed, most of the time in the early stages of the primaries and caucuses, and certainly before the national convention, which has become more of a rally. Even when the battle for the Democratic Presidential nomination continued to the end of the primary season in 2008, it was settled before the convention. Analysts have emphasized the importance of the “invisible primary” and the front-loaded delegate selection schedule in explaining the early resolution of Presidential nomination contests. However, not enough attention has been paid to a much more fundamental change in our political parties and party system: The old umbrella parties have been replaced by ideological polarization between the parties and ideological homogenization within the parties. Our new party system dates back about forty years, and features increased ideological unity and decreased factionalism, making it easier to settle nominations. Even today's front-loaded nominating calendar would not have prevented some of the hotly contested conventions of the old umbrella parties. Polity (2009) 41, 312-330. doi:10.1057/pol.2009.4; published online 11 May 2009

In this article, the intellectual thought of a group of key late 19th century national administrative reformers is isolated and analyzed. These reformers were interested in reforming the civil, military and business administrative functions of the executive branch to provide for greater elite administrative supervision over and intervention in the national society and economy. The reformers often articulated their reform purposes, motives and goals in the Hamiltonian language of administrative authority and popular deference to executive administrative counsels. An important key to understanding this article is recognizing that while environmental social and economic conditions had changed significantly for the Gilded Age reformers since the American constitutional founding, many elements of the Hamiltonian tradition still resonated with the reformers a full century later. In this way, the historically transmitted ideology and rhetoric of Hamiltonian thought can be seen as having an independent, causative impact on the administrative reformers' purposes, motives and goals related to executive administrative reform.

This paper explores the Post Cold War origins of the organized criminal violence that once gripped Colombia and now grips Mexico and particularly the highly controversial counterinsurgency strategy used in Colombia that forms the basis for the current strategy in Mexico. It argues that ideology is a reason why the military aspect of these problems was neglected for so long and the reason its detractors see it as a strategy that reduces national sovereignty and endangers democracy when statistics on control of territory, reduction of violence and democratic progress demonstrate the opposite to be true. The paper uses the term “colombianization” to emphasize Colombia’s dramatic shift from almost ungovernable to one of the most stable countries in the region. Colombianization is defined not as a counterdrug strategy as are both the Colombian and Mexican U.S. assistance strategies but as an integrated, law-based, counterinsurgency strategy implemented from the bottom up that facilitates the establishment of elite consensus and puts the country on a path toward rule of law. Ironically, it was democratic and free market reforms that strengthened the forces of instability in both Colombia and Mexico and the militarization of security that appears to facilitate democratic stability. This study uses local level assessments of Plan Colombia and local interviews conducted in Chihuahua and Michoacán to evaluate the prospects of colombianization in urban and rural Mexico. Colombia's experience suggests that colombianization can stabilize the country and help reactivate the economy but democratic progress is painfully slow and the strategy has little impact on the drug industry and the corruption associated with it.

This article examines the debate over the compatibility of trade and the environment. First, it discusses the range of arguments in the debate from trade being inherently beneficial to inherently harmful to the environment. Second, the entry examines the place of the environment within the GATT/WTO and various controversies surrounding the GATT/WTO and environmental protection. Finally, the article examines the role of multilateral environmental agreements in protecting the environment and their possible consequences for the international trading system.

This article identifies and explores the presence of republican thought in the intellectual and policy writings of Alexander Hamilton, particularly as it applied to his theoretical understanding of the American executive branch. The article moves chronothematically, highlighting, through the Revolutionary, Constitutional, and Governmental periods of American political development, Hamilton's unique sense of republicanism with respect to international and domestic politics, as well as American political economy. The article not only attempts to demonstrate Hamilton's intellectual adherence to the republican tradition, but also his commitment to rhetorically applying the ideology to the realization of practical executive policy goals.

Results of 974 speckle observations of 546 binary stars are presented. Observations were obtained at the WIYN 3.5 m Telescope at Kitt Peak National Observatory during the time interval from 2007 January to 2008 June. In all cases, the relative separation and position angle of the components are measured, and the magnitude difference is determined in 809 cases. The precision of the results as judged from repeat observations and objects with very well-determined orbits is similar to previous papers in this series, namely ∼ 3 mas in separation and <1° in position angle in most cases. Similarly, the photometric precision remains consistent with previous WIYN speckle data, on average ∼ 0.1 mag per observation. Six systems of special interest are discussed. © 2010. The American Astronomical Society. All rights reserved.

In this paper we compare and contrast student's pretest/post-test performance on the Halloun-Hestenes force concept inventory (FCI) to the Thornton-Sokoloff force and motion conceptual evaluation (FMCE). Both tests are multiple-choice assessment instruments whose results are used to characterize how well a first term, introductory physics course promotes conceptual understanding. However, the two exams have slightly different content domains, as well as different representational formats; hence, one exam or the other might better fit the interests of a given instructor or researcher. To begin the comparison, we outline how to determine a single-number score for the FMCE and present ranges of normalized gains on this exam. We then compare scores on the FCI and the FMCE for approximately 2000 students enrolled in the Studio Physics course at Rensselaer Polytechnic Institute over a period of eight years (1998-2006) that encompassed significant evolution of the course and many different instructors. We found that the mean score on the FCI is significantly higher than the mean score on the FMCE, however there is a very strong relationship between scores on the two exams. The slope of a best fit line drawn through FCI versus FMCE data is approximately 0.54, and the correlation coefficient is approximately r=0.78, for preinstructional and postinstructional testings combined. In spite of this strong relationship, the assessments measure different normalized gains under identical circumstances. Additionally, students who scored well on one exam did not necessarily score well on the other. We use this discrepancy to uncover some subtle, but important, differences between the exams. We also present ranges of normalized gains for the FMCE in a variety of instructional settings.

First results of a new speckle imaging system, the Differential Speckle Survey Instrument, are reported. The instrument is designed to take speckle data in two filters simultaneously with two independent CCD imagers. This feature results in three advantages over other speckle cameras: (1) twice as many frames can be obtained in the same observation time which can increase the signal-to-noise ratio for astrometric measurements, (2) component colors can be derived from a single observation, and (3) the two colors give substantial leverage over atmospheric dispersion, allowing for subdiffraction-limited separations to be measured reliably. Fifty-four observations are reported from the first use of the instrument at the Wisconsin-Indiana-Yale-NOAO 3.5 m Telescope9The WIYN Observatory is a joint facility of the University of Wisconsin-Madison, Indiana University, Yale University, and the National Optical Astronomy Observatories. in 2008 September, including seven components resolved for the first time. These observations are used to judge the basic capabilities of the instrument. © 2009. The American Astronomical Society. All rights reserved.

The Center for Research on Interface Structures and Phenomena (CRISP) is a National Science Foundation (NSF) Materials Research Science and Engineering Center (MRSEC). CRISP is a partnership between Yale University, Southern Connecticut State University (SCSU) and Brookhaven National Laboratory. A main focus of CRISP research is complex oxide interfaces that are prepared using epitaxial techniques, including molecular beam epitaxy (MBE). Complex oxides exhibit a wealth of electronic, magnetic and chemical behaviors, and the surfaces and interfaces of complex oxides can have properties that differ substantially from those of the corresponding bulk materials. CRISP employs this research program in a concerted way to educate students at all levels. CRISP has constructed a robust MBE apparatus specifically designed for safe and productive use by undergraduates. Students can grow their own samples and then characterize them with facilities at both Yale and SCSU, providing a complete research and educational experience. This paper will focus on the implementation of the CRISP Teaching MBE facility and its use in the study of the synthesis and properties of the crystalline oxide-silicon interface. C 2010 Materials Research Society.

Applications of nanoscience in the non-traditional classroom have successfully exposed students to various methods of research with applications to micro- and nano-electronics. Activities obtained from the NanoSense website associated with current global energy and water concerns are solid examples 1. In this regard, all 36 students in the 2008-2009 Science Research Program (SRP) prepared and delivered individual and group lesson plans in addition to their authentic, year-long research projects. Two out of 36 students selected nanoscience based projects in preparation for science fair competition in 2009. Additionally, preliminary research was conducted while participating in the Center for Research on Interface Structures and Phenomena (CRISP) Research Experience for Teachers (RET) Program in summer 2008 which supported the idea of developing a photolithography kit. This kit is intended to introduce high school students to the fundamentals of photolithography. In this paper, the design, implementation and feasibility of this kit in the high school classroom is described as well as details involving individual and group nanoscience based projects. Supporting educational models include self-regulated learning (SRL) concepts: situated cognition; social constructivism; Renzulli's (1977) enrichment triad and Types I - III inquiry enrichment activities 2,3. © 2009 Materials Research Society.