Conditioned Place Preference is a way of finding out what animals want. Researchers train them to associate one place with an experience such as food or a loud noise and another place with something completely different, usually where nothing happens. The two places are made obviously different to make it as easy as possible for the animal to associate each place with what happened to it there. The animal's preference for being in one place or another is measured both before and after its experiences in the two places. If there is a shift in where the animal chooses to spend its time for the reward, this suggests that it liked the experience and is trying to repeat it. Conversely, if it now avoids the place the stimulus appeared and starts to prefer the place it did not experience it, then this suggests that it found the stimulus unpleasant. For example, mice with cancer show a preference for the place where they have been given morphine, a drug used to relieve pain, rather than where they have received saline whereas healthy mice developed no such preference. This suggests that the mice with cancer wanted the morphine.
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① researchers measure animal reactions to food and loud noises ② mice choose different locations based on their current health condition ③ animals avoid unpleasant stimuli by preferring neutral locations over stimulus-related ones ④ place preference shows how animals adapt to new environments ⑤ animals can show preferences for places based on their experiences
Near the equator, many species of bird breed all year round. But in temperate and polar regions, the breeding seasons of birds are often sharply defined. They are triggered mainly by changes in day length. If all goes well, the outcome is that birds raise their young when the food supply is at its peak. Most birds are not simply reluctant to breed at other times but they are also physically incapable of doing so. This is because their reproductive system shrinks, which helps flying birds save weight. The main exception to this rule are nomadic desert species. These can initiate their breeding cycle within days of rain. It's for making the most of the sudden breeding opportunity. Also, different species divide the breeding season up in different ways. Most seabirds raise a single brood. In warm regions, however, songbirds may raise several families in a few months. In an exceptionally good year, a pair of House Sparrows, a kind of songbird, can raise successive broods through a marathon reproductive effort.
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① birds' reproductive systems shrink to enhance their ability to fly ② nomadic species breed frequently due to changing environmental factors like rainfall ③ seabirds typically raise many broods throughout the year ④ bird breeding seasons are adapted to environmental conditions and food availability ⑤ songbirds thrive in cold regions with long breeding seasons
One factor that may hinder creativity is unawareness of the resources required in each activity in students' learning. Often students are unable to identify the resources they need to perform the task required of them. Different resources may be compulsory for specific learning tasks, and recognizing them may simplify the activity's performance. For example, it may be that students desire to conduct some experiments in their projects. There must be a prior investigation of whether the students will have access to the laboratory, equipment, and chemicals required for the experiment. It means preparation is vital for the students to succeed, and it may be about human and financial resources such as laboratory technicians, money to purchase chemicals, and equipment for their learning where applicable. Even if some of the resources required for a task may not be available, identifying them in advance may help students' creativity. It may even lead to changing the topic, finding alternative resources, and other means.
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① proper preparation helps students succeed in both academic and personal tasks ② students' creativity can be hindered by not recognizing necessary resources for learning tasks ③ conducting experiments is the main way students enhance creativity in learning ④ identifying unavailable resources early can help students adapt their learning activities ⑤ students often need financial support to complete their learning projects
All translators feel some pressure from the community of readers for whom they are doing their work. And all translators arrive at their interpretations in dialogue with other people. The English poet Alexander Pope had pretty good Greek, but when he set about translating Homer's Iliad in the early 18th century he was not on his own. He had Greek commentaries to refer to, and translations that had already been done in English, Latin, and French ─ and of course he had dictionaries. Translators always draw on more than one source text. Even when the scene of translation consists of just one person with a pen, paper, and the book that is being translated, or even when it is just one person translating orally for another, that person's linguistic knowledge arises from lots of other texts and other conversations. And then his or her idea of the translation's purpose will be influenced by the expectations of the person or people it is for. In both these senses every translation is a crowd translation.
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① every translation depends solely on the translator's personal linguistic knowledge ② Alexander Pope translated Homer's Iliad without much external help ③ translators frequently face pressure to adhere strictly to the original text's meaning ④ the purpose of a translation is shaped by readers' expectations ⑤ translators rely on various sources and influences to create their work
Some people argue that there is a single, logically consistent concept known as reading that can be neatly set apart from everything else people do with books. Is reading really that simple? The most productive way to think about reading is as a loosely related set of behaviors that belong together owing to family resemblances, as Ludwig Wittgenstein used the phrase, without having in common a single defining trait. Consequently, efforts to distinguish reading from nonreading are destined to fail because there is no agreement on what qualifies as reading in the first place. The more one tries to figure out where the border lies between reading and not-reading, the more edge cases will be found to stretch the term's flexible boundaries. Thus, it is worth attempting to collect together these exceptional forms of reading into a single forum, one highlighting the challenges faced by anyone wishing to establish the boundaries where reading begins and ends. The attempt moves toward an understanding of reading as a spectrum that is expansive enough to accommodate the distinct reading activities.
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① reading is better understood as a spectrum of related behaviors rather than a single concept ② attempts to define reading often reveal the complexity of reading activities ③ defining reading precisely is essential to understanding how people engage with books ④ Ludwig Wittgenstein's philosophy offers no insight into understanding modern reading behaviors ⑤ reading and nonreading can easily be distinguished by clear, logical boundaries
Weber's law concerns the perception of difference between two stimuli. It suggests that we might not be able to detect a 1-mm difference when we are looking at lines 466 mm and 467 mm in length, but we may be able to detect a 1-mm difference when we are comparing a line 2 mm long with one 3 mm long. Another example of this principle is that we can detect 1 candle when it is lit in an otherwise dark room. But when 1 candle is lit in a room in which 100 candles are already burning, we may not notice the light from this candle. Therefore, the Just-noticeable difference (JND) varies as a function of the strength of the signals. For example, the JND is greater for very loud noises than it is for much more quiet sounds. When a sound is very weak, we can tell that another sound is louder, even if it is barely louder. When a sound is very loud, to tell that another sound is even louder, it has to be much louder. Thus, Weber's law means that it is harder to distinguish between two samples when those samples are larger or stronger levels of the stimuli.
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① the law helps explain how the brain processes signals from various sensory inputs ② people can easily detect differences between strong and weak stimuli in all situations ③ the just-noticeable difference is the same regardless of the intensity of stimuli ④ as stimuli become stronger, it becomes harder to detect small differences between them ⑤ Weber's law states that detecting differences depends on the strength of the stimuli
Any new resource (e.g., a new airport, a new mall) always opens with people benefiting individually by sharing a common resource (e.g., the city or state budget). Soon, at some point, the amount of traffic grows too large for the "commons" to support. Traffic jams, overcrowding, and overuse lessen the benefits of the common resource for everyone ─ the tragedy of the commons! If the new resource cannot be expanded or provided with additional space, it becomes a problem, and you cannot solve the problem on your own, in isolation from your fellow drivers or walkers or competing users. The total activity on this new resource keeps increasing, and so does individual activity; but if the dynamic of common use and overuse continues too long, both begin to fall after a peak, leading to a crash. What makes the "tragedy of commons" tragic is the crash dynamic ─ the destruction or degeneration of the common resource's ability to regenerate itself.
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① new resources always lead to individual benefits without any negative consequences ② the crash dynamic highlights the sustainability of common resources over time ③ traffic jams and overcrowding improve the shared resources for all users involved ④ the tragedy of the commons occurs when shared resources become overused and decline ⑤ individual actions alone can effectively manage and solve the problems of common resources
Theoretically, our brain would have the capacity to store all experiences throughout life, reaching the quality of a DVD. However, this theoretical capacity is offset by the energy demand associated with the process of storing and retrieving information in memory. As a result, the brain develops efficient strategies, becoming dependent on shortcuts. When we observe a face, the visual image captured by the eyes is highly variable, depending on the point of view, lighting conditions and other contextual factors. Nevertheless, we are able to recognize the face as the same, maintaining the underlying identity. The brain, rather than focusing on the details of visualization, creates and stores general patterns that allow for consistent recognition across diverse circumstances. This ability to match what we see with general visual memory patterns serves as an effective mechanism for optimizing brain performance and saving energy. The brain, being naturally against unnecessary effort, constantly seeks to simplify and generalize information to facilitate the cognitive process.
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① the brain's energy demand prevents it from effectively storing any information at all ② cognitive processes become more efficient when focusing on the specific details of experiences ③ the brain simplifies and generalizes information to optimize memory storage and retrieval ④ recognizing faces relies solely on detailed visual memory without any general patterns ⑤ our brain has the capacity to remember every detail of every experience in life
Where scientific research is concerned, explanatory tales are expected to adhere closely to experimental data and to illuminate the regular and predictable features of experience. However, this paradigm sometimes conceals the fact that theories are deeply loaded with creative elements that shape the construction of research projects and the interpretations of evidence. Scientific explanations do not just relate a chronology of facts. They construct frameworks for systematically chosen data in order to provide a consistent and meaningful explanation of what is observed. Such constructions lead us to imagine specific kinds of subject matter in particular sorts of relations, and the storylines they inspire will prove more effective for analyzing some features of experience over others. When we neglect the creative contributions of such scientific imagination and treat models and interpretive explanations as straightforward facts ─ even worse, as facts including all of reality ─ we can blind ourselves to the limitations of a given model and fail to note its potential for misunderstanding a situation to which it ill applies.
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① scientific research is strictly about presenting objective facts without any creative input ② scientific explanations are shaped by creative elements that influence research interpretations ③ neglecting creativity in scientific models leads to clearer and more accurate findings ④ a rigid adherence to data can result in overlooking the complexities of scientific inquiry ⑤ theories in science are always straightforward and do not involve any imaginative aspects
We encounter contrary claims about the relation of literature to action. Theorists have maintained that literature encourages solitary reading and reflection as the way to engage with the world and thus counters the social and political activities that might produce social change. At best it encourages detachment or appreciation of complexity, and at worst passivity and acceptance of what is. But on the other hand, literature has historically been seen as dangerous: it promotes the questioning of authority and social arrangements. Plato banned poets from his ideal republic because they could only do harm, and novels have long been credited with making people dissatisfied with their lives and eager for something new. By promoting identification across divisions of class, gender, and race, books may promote a fellowship that discourages struggle; but they may also produce a keen sense of injustice that makes progressive struggles possible. Historically, works of literature are credited with producing change: Uncle Tom's Cabin, a best-seller in its day, helped create a revulsion against slavery that made possible the American Civil War.
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① literature only encourages passive reflection and deters involvement in social struggles ② literature's impact is limited to reinforcing the social order and suppressing dissent ③ novels historically promote unity without sparking revolutionary change ④ literature can both inspire social change and promote detachment from action ⑤ books like Uncle Tom's Cabin show that literature can inspire political and social movements
According to Hobbes, man is not a being who can act morally in spite of his instinct to protect his existence in the state of nature. Hence, the only place where morality and moral liberty will begin to find an application begins in a place where a sovereign power, namely the state, emerges. Hobbes thus describes the state of nature as a circumstance in which man's life is "solitary, poor, nasty, brutish and short". It means when people live without a general power to control them all, they are indeed in a state of war. In other words, Hobbes, who accepted that human beings are not social and political beings in the state of nature, believes that without the power human beings in the state of nature are "antisocial and rational based on their selfishness". Moreover, since society is not a natural phenomenon and there is no natural force bringing people together, what will bring them together as a society is not mutual affection according to Hobbes. It is, rather, mutual fear of men's present and future that assembles them, since the cause of fear is a common drive among people in the state of nature.
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① the state of nature allows for moral liberty without the need for a sovereign ② Hobbes views humans as naturally social and political beings in the state of nature ③ Hobbes believes that society forms due to mutual fear, not natural social bonds ④ mutual affection is what unites people into a society, according to Hobbes ⑤ without societal control, humans act selfishly and are driven by self-preservation
There is research that supports the idea that cognitive factors influence the phenomenology of the perceived world. Delk and Fillenbaum asked participants to match the color of figures with the color of their background. Some of the figures depicted objects associated with a particular color. These included typically red objects such as an apple, lips, and a symbolic heart. Other objects were presented that are not usually associated with red, such as a mushroom or a bell. However, all the figures were made out of the same red-orange cardboard. Participants then had to match the figure to a background varying from dark to light red. They had to make the background color match the color of the figures. The researchers found that red-associated objects required more red in the background to be judged a match than did the objects that are not associated with the color red. This implies that the cognitive association of objects to color influences how we perceive that color.
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① the study suggests that people's memory influences their color perception ② cognitive associations influence how we perceive the color of objects ③ objects not associated with red required less red in the background for a match ④ the study shows that perception is purely based on the physical properties of objects ⑤ participants matched all objects equally regardless of their typical color