This study assesses undergraduate students' understanding of plagiarism through the use of an interactive, Web-based tutorial, Plagiarism: The Crime of Intellectual Kidnapping. The author details the instructional design process used to create this information literacy resource and integrate it into the curriculum. Data from 2,829 student quiz scores are analyzed to assess student learning. The results of this study indicate that students have difficulty grasping concepts related to paraphrasing. A comparative analysis of pre-and posttest results shows that student scores improved an average of 6 percent.ampuses nationwide are increasingly aware of plagiarism problems in academic communities. Studies conducted by the Center for Academic Integrity point to an increase in plagiarism, with over 75 percent of students admi ing to some cheating.

This study was undertaken to assess incoming international students' exposure to libraries, computer literacy skills, and to determine their library needs. Results from a survey conducted in August 2003 include demographic information about incoming students, computer and library use before coming to the United States, library concepts that are new to them, and opinions about the library. Survey results show that international students arrive in the U.S. with high levels of computer literacy and that most incoming students have used a library in their home country. Findings suggest that international students would benefit from specialized library information competence and orientation programs.

No abstract

Using a continuous recognition memory procedure for visual object information, we sequentially presented rats with eight novel objects and four repeated objects (chosen from the 8). These were selected from 120 different three-dimensional objects of varying sizes, shapes, textures, and degree of brightness. Repeated objects had lags ranging from 0 to 4 (from 0 to 4 different objects between the first and repeated presentation). An object was presented on one side of a long table divided in half by an opaque Plexiglas guillotine door, and the latency between opening the door and the rat moving the object was measured. The first presentation of an object resulted in reinforcement, but repeated presentations did not result in a reinforcement. After completion of acquisition training (significantly longer latencies for repeated presentation compared with the first presentation of an object), rats received lesions of the perirhinal, medial, or lateral entorhinal cortex or served as sham operated controls. On the basis of postsurgery testing and additional tests, the results indicated that rats with perirhinal cortex lesions had a sustained impairment in performing the task. There were no sustained deficits with medial or lateral entorhinal cortex lesions. The data suggest that recognition memory for visual object information is mediated primarily by the perirhinal cortex but not by the medial or lateral entorhinal cortex.

No abstract