relevance for outcomes in which student responses may be assessed simply as correct or incorrect. Feedback is defined in a particular way to highlight its function in formative assessment. This definition differs in several significant respects from that traditionally found in educational research. Three

that perceptual details are stored in memory and are integral to later perception. In this research the author tested an episodic model (MINERVA 2; D. L. Hintzman, 1986) against speech production data from a word-shadowing task. The model predicted the shadowing-response-time patterns, and it correctly predicted

remains constant throughout conditioning. The second part of the article presents a reformulation of the nature of the learning produced by inhibitory-conditioning procedures and a discussion of the way in which such learning can be accommodated within the model outlined for excitatory learning. A recent

excitatory and inhibitory inputs was investigated theoretically. Such a balance emerges naturally in large networks of excitatory and inhibitory neuronal populations that are sparsely connected by relatively strong synapses. The resulting state is characterized by strongly chaotic dynamics, even when

individuals' responses to subjective well-being questions vary with their circumstances and other factors. We will argue that it is fruitful to distinguish among different conceptions of utility rather than presume to measure a single, unifying concept that motivates all human choices and registers all

1980 and 1995 an internationally diversified portfolio of past medium-term Winners outperforms a portfolio of medium-term Losers after correcting for risk by more than one percent per month. Return continuation is present in all twelve sample countries and lasts on average for about one year

that qualitative researchers should reclaim responsibility for reliability and validity by implementing verification strategies integral and self-correcting during the conduct of inquiry itself. This ensures the attainment of rigor using strategies inherent within each qualitative design, and moves

feedback operates on the affective but not on the cognitive component of the humor response. Finally, the results suggested that both inhibitory and facilitatory mechanisms may have contributed to the observed affective responses.

. The model predicts correctly effects of within- and between-categories similarity, individual-object familiarity, and extended practice on classification response times. It also builds bridges between the domains of categorization and automaticity. Models of multidimensional perceptual classification have

The present study employed event-related fMRI and EEG to investigate the biological basis of the cognitive control of behavior. Using a GO/NOGO task optimized to produce response inhibitions, frequent commission errors, and the opportunity for subsequent behavioral correction, we identified