No abstract

This experiment explored how expert credit administrators and trained, but not yet expert, credit administrators (i.e., trained nonexperts, TNEs) differ in their ability to generate and verify inferences. Subjects read a case study describing a bank that appeared to be growing rapidly but, because of quality control problems, was heading for major difficulty. Subsequently, they performed a retelling task, a recognition task, and a problem identification/justification task. For each task, dependent measures were derived to detect the ability to retrieve explicit facts about the case and the ability to infer and reason about the case. Results showed that experts and TNEs did not differ in their ability to encode or retrieve the facts given explicitly in the case. However, for each task, marked differences appeared for inferencing and reasoning ability. Taken together, the data argue that the ability to reason within a complex domain is not simply the result of acquiring the requisite declarative knowledge. Rather, reasoning ability depends on problem solving practice and real-world experience in the domain. Implications for instruction are discussed.

No abstract

Apis mellifera (honeybees) are a well-established model for the study of learning and cognition. A robust conditioning protocol, the olfactory conditioning of the proboscis extension response (PER), provides a powerful but straightforward method to examine the impact of varying stimuli on learning performance. Herein, we provide a protocol that leverages PER for classroom-based community or student engagement. Specifically, we detail how a class of high school students, as part of the Ryukyu Girls Outreach Program, examined the effects of caffeine and dopamine on learning performance in honeybees. Using a modified version of the PER conditioning protocol, they demonstrated that caffeine, but not dopamine, significantly reduced the number of trials required for a successful conditioning response. In addition to providing an engaging and educational scientific activity, it could be employed, with careful oversight, to garner considerable reliable data examining the effects of varying stimuli on honeybee learning.

Honeybees are a well-established model for the study of learning and cognition. This is mostly due to the existence of well established conditioning protocols in this group. Although most conditioning protocols are straightforward, their implementation can be challenging due to the presence of multiple procedural steps necessary to ensure learning. Therefore, the use of volunteers to assist in data collection, can be a valuable resource to those who study animal cognition. Here, we developed and implemented a protocol to safely study the effects of caffeine and dopamine on learning performance in honeybees. Using a classical conditioning protocol, we demonstrated that caffeine, but not dopamine, significantly reduced the number of trials required for a successful conditioning response.