Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Horses are well able to form classical and instrumental associations and so the focus of much recent research has been on the stimulus control of instrumental learning. Horses appear to discriminate using spatial cues more easily than other stimulus features, as indicated both by the speed of initial task acquisition and by the extent to which acquired discriminations can be reversed. Phenomena associated with discrimination learning in laboratory animals, including generalisation and peak shift, have been demonstrated in horses. However, the ability of horses to classify stimuli into categories is more controversial. Although there is some evidence that horses may be able to form categories based on similarities in the physical appearance of different stimuli, there is currently no evidence that they are able to develop abstract concepts. Their performance on social learning tasks has also been poor. Few correlations are observed between the learning ability of individual horses on different tasks, suggesting that it may not be possible to classify individual horses as 'good' or 'poor' learners. Better learning performance by horses that are naturally calm is probably due to reduced interference in the learning process. Correct handling procedures can lower reactivity levels in horses, and may facilitate learning in some circumstances. Future research on equine learning needs to take into account the complex nature of equine social interaction. Studies on the effects of stress on learning, and on social and spatial cognition, are also particularly needed

Ability. --- Acquisition. --- Animal. --- Animals. --- Appearance. --- Association. --- Cognition. --- Control. --- Cues. --- Discriminate. --- Discrimination. --- Equine. --- Handling procedures. --- Handling. --- Horse. --- Horses. --- Interaction. --- Laboratory animals. --- Laboratory-animals. --- Laboratory. --- Learning ability. --- Learning-ability. --- Learning. --- Level. --- Need. --- Needs. --- Performance. --- Physical. --- Reactivity. --- Research. --- Social interaction. --- Social-interaction. --- Social. --- Spatial cognition. --- Spatial. --- Stimuli. --- Stimulus. --- Stress. --- Task. --- Tasks.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Cognitive function as measured by the Hebb-Williams maze task was examined in Fischer 344 male rats that had been exposed to an enriched environment for periods of variable duration and at different starting ages. In one experiment, rats were exposed to environmental enrichment from weaning until the age of 2.5, 15, or 25 months. The results of 12 problems of the Hebb-Williams maze task showed that the enriched rearing condition improved the learning ability in all the age groups; however, factor analysis and ANOVA demonstrated that four of the 12 maze problems were not suitable for detecting the effect of age under different environmental conditions. Reanalysis of the results obtained with the other eight maze problems more clearly revealed both the effects of rearing condition and aging. The latter analysis demonstrated that the learning rate of rats reared under enriched conditions was faster than that of rats reared under standard social conditions. Short-term (3-month) exposure also had positive effects on cognitive function in both adult (11-month-old) and aged (22-month-old) animals. The effect of long-term exposure to an enriched environment starting at weaning was much greater than that of short-term exposure in aged. rats, whereas the effects of both long-term and short-term exposure were almost the same in adult rats. These results show that aged animals still have appreciable plasticity in cognitive function, and suggest that environmental stimulation could benefit aging humans as well. (C) 2002 Wiley-Liss, Inc

Ability. --- Adult rats. --- Adult-rat. --- Adult-rats. --- Adult. --- Age. --- Aging,enriched environment,hebb-williams maze task,learning and memory,brain plasticity. --- Aging. --- Analysis. --- Animal. --- Animals. --- Cerebral-cortex. --- Cognitive function. --- Dentate gyrus. --- Duration. --- Enriched environment. --- Enriched. --- Enrichment. --- Environment. --- Environmental enrichment. --- Environments. --- Experience. --- Experiment. --- Exposure. --- Function. --- Group. --- Human. --- Humans. --- Learning ability. --- Learning-ability. --- Learning. --- Long-term. --- Male rat. --- Male-rats. --- Male. --- Neurogenesis. --- Old rats. --- Performance. --- Periods. --- Plasticity. --- Rat. --- Rats. --- Rearing. --- Social. --- Spatial memory. --- Starting. --- Stimulation. --- Synapses. --- Task. --- Time. --- Weaning. --- Young.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Didactic evaluation --- #KVHB:Psychodiagnostiek --- #PBIB:2005.2 --- Intelligence tests --- Learning ability --- Transfer of training --- Transfer of learning --- Educational psychology --- Learning, Psychology of --- Formal discipline --- Learning --- Intelligence levels --- Intelligence testing --- IQ tests --- Mental tests --- Psychological tests --- Evaluation --- Testing --- Ability testing --- Intelligence -- mesure --- Mesure --- Outil -- evaluation

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

In this book, Carl Bereiter--a distinguished and well-known cognitive, educational psychologist--presents what he calls ""a new way of thinking about knowledge and the mind."" He argues that in today's Knowledge Age, education's conceptual tools are inadequate to address the pressing educational challenges and opportunities of the times. Two things are required: first, to replace the mind-as-container metaphor with one that envisions a mind capable of sustaining knowledgeable, intelligent behavior without actually containing stored beliefs; second, to recognize a fundamental difference between

Cognition --- Educational change --- Knowledge, Theory of --- Learning, Psychology of --- #PBIB:2002.4 --- Learning --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Epistemology --- Theory of knowledge --- Philosophy --- Psychology --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Psychological aspects --- Cognitive psychology --- Teaching --- Learning, Psychology of. --- Knowledge, Theory of. --- Cognition. --- Educational change.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

The second half of the twentieth century witnessed the emergence of the most complex global organizations ever known. Taking a complexity theory perspective, this book explores the key factor that sustains them: leadership.The book examines how leadership is currently understood primarily from a systems based perspective, as an attribute of the individual, the leadership role being to articulate values, missions and visions and then persuade others to adhere to them. It argues for a new view of ethics as co-created through identity and difference, representing the end of 'business et

Leadership --- Executives --- -Self-organizing systems --- Business ethics --- #SBIB:034.IO --- #SBIB:35H303 --- #SBIB:316.334.2A553 --- #SBIB:35H52 --- Business --- Businesspeople --- Commercial ethics --- Corporate ethics --- Corporation ethics --- Professional ethics --- Wealth --- Learning systems (Automatic control) --- Self-optimizing systems --- Cybernetics --- Intellect --- Learning ability --- Synergetics --- Business executives --- Company officers --- Corporate officers --- Corporation executives --- Managers --- Management --- Ability --- Command of troops --- Followership --- Conduct of life --- Organisatieleer: mensen --- Personeelsbeleid en loonbeleid, functieclassificaties --- Ethiek van bestuur en beleid --- Moral and ethical aspects --- Business ethics. --- Leadership. --- Self-organizing systems. --- Conduct of life. --- Self-organizing systems --- Executives.