The first comprehensive in vivo documentation of the long term profile of pathological and spared tissue is described in a group of 10 patients with a diagnosis of herpes simplex encephalitis, who were left with memory difficulties as a major residual sequel of their condition. With a dedicated MRI protocol, which included high resolution images of temporal lobe and limbic system areas, data are provided on structures that have recently gained importance as anatomical substrates for amnesia. The major features of the lesion profile were: (1) unilateral or bilateral hippocampal damage never occurred in isolation, and was often accompanied by damage to the parahippocampus, the amygdala, specific temporal lobe gyri, and the temporal poles; (2) the insula was always abnormal; (3) neocortical temporal lobe damage was usually unilateral or asymmetric. It never occurred in isolation, and was invariably associated with more medial pathological changes; (4) anterior and inferior temporal lobe gyri were damaged more often and more severely than posterior and superior temporal lobe gyri; (5) pronounced abnormality was often present in the substantia innominata (region of the basal forebrain/anterior perforated substance); (6) there was evidence of significant abnormality in the fornix; (7) there was evidence of damage to the mammillary bodies; (8) thalamic nuclei were affected in around 50% of cases, with damage usually unilateral; (9) frontal lobe damage was present in a few patients, and affected medial areas more than dorsolateral areas; (10) there was some involvement of the striatum, although this was usually unilateral and mild; (11)

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In an effort to restore quality and flexibility to the tutorial provision on some undergraduate courses, first, second and third year psychology students at the University of Southampton have been inducted into the use of ‘skywriting’ as a medium for learning support. Email messages from students and tutors, primarily focussed on issues arising from the course content, are directed to a course list so that all participants receive them; both tutors and students may reply to these. The course tutor maintains a Web‐based archive of threaded discussions by the occasional modification of message subject lines. Within this archive, the exchanges can be searched and read by theme, by participant, or by date. This provision is in addition to the usual lectures and face‐to‐face tutorial meetings. This paper examines students’ participation in skywriting on three courses. Participation is examined in relation to gender, and to attitudes and experience with computers. Levels of contribution to face‐to‐face tutorials and to skywriting are compared, and their relation to students’ learning styles is explored.

Solving problems involving conditional relationships has been postulated to play a central role in the development of deductive reasoning, which itself underpins much cognitive developmental theory. The traditional Piagetian and “natural logic” approaches to this topic have more recently been challenged by findings that are more readily explained in terms of the concept of pragmatic schemas. On this basis it was predicted that even young “pre-formal” children would be able to succeed in a Reduced Array Selection Task if the test statement (referring to a previously told story about bees living in a hive) was couched in such a way as to evoke an authorization or permission schema. This proved to be the case in the present study involving 54 nine- and ten-year-old children: The permission condition elicited 70% globally correct solutions, compared to the 11% elicited by the formal control condition. Moreover, this facilitatory effect of the permission condition carried over to a second trial conducted in a standard way across all the conditions.