The value of new archaeological knowledge is strongly determined by how credible it is, and a key measure of scientific credibility is how replicable new results are. However, few archaeologists learn the skills necessary to conduct replication as part of their training. This means there is a gap between the ideals of archaeological science and the skills we teach future researchers. Here we argue for replications as a core type of class assignment in archaeology courses to close this gap and establish a culture of replication and reproducibility. We review replication assignments in other fields and describe how to implement a replication assignment suitable for many types of archaeology programs. We describe our experience with replication in an upper-level undergraduate class on stone artifact analysis. Replication assignments can help archaeology programs give students the skills that enable transparent and reproducible research.

The experiments in conscious non-immobilized rabbits showed that cessation of the reactions without reinforcement (elaboration of the internal inhibition) is accompanied by an enhanced phasic state, by alternation of activation and inhibition of neuron firing, and by the corresponding slow potential oscillation (SPO). These changes can be either localized, predominantly in the structures of conditioned stimulus, or, under enhancement of the inhibitory state, generalized in the brain structures. On the basis of our experience and published data, it is concluded that the above event results from relative enhancement of the inhibitory hyperpolarizing processes due to increase in reactivity of the inhibitory systems to stimulus, which acquires inhibitory properties during learning. Changes in the excitability and reactivity of neuron populations appearing during enhancement of the hyperpolarizing inhibition, and differing in the various brain structures, play an active role in the execution of the main function of the internal inhibition: limitation of excitation transmission to the effectors. An inhibitory mediator gamma aminobutyric acid (GABA) is of great importance in inhibiting the excitation in response to the stimulus which lost its biological significance. These experimental data and their interpretation in the light of published data give the basis for the development of the hyperpolarization theory of internal inhibition.

A new memory model is proposed based on regression analysis and exponential- shaped learning curves. The efficacy of the model is tested with several types of experiments including food aversion in snails, maze learning in rats and memory tests for adults and children. The model is also tested on drug abusers and alcoholics. The results of goodness of fit tests indicate that our model can accurately be used to predict the memory dynamics of diverse experiments and populations. The model can also be used to predict both group and individual performance. The application of the model to detect memory impairment is discussed, as are limitations.

Research conducted in academic contexts suggests a moderating effect of impulsive behavior on the relationship between aptitude and achievement. According to these studies, intelligence scores being equal, higher levels of impulsivity have an adverse effect on achievement (Helmers, Young, & Pihl, 1995; Vigil-Colet & Morales-Vives, 2005; Zeidner, 1995). The present study aims to contrast the aforementioned moderator effect in the context of a discriminant learning task, carried out under a fixed-ratio 3 reinforcement schedule. To that end, an impulsive behavioral pattern was identified in a sample of 1,600 participants' task execution based on response rate and latency. Said pattern was consistent and stable across several trials and can be ascribed to subjects' interactive style (Hernández, 2000). The observed interaction effect supports the hypothesis that impulsivity has a moderating effect on the aptitude-achievement relationship, highlighting how it impacts achievement differentially depending on the subject's level of aptitude.

The research described here investigates the role played by inhibitory processes in the discriminations made by the nervous system of humans and animals between familiar and unfamiliar and significant and nonsignificant events. This research compared the effects of two inhibitory mediators of gamma-aminobutyric acid (GABA): 1) phenibut, a nonselective agonist of ionotropic GABAA and metabotropic GABAB receptors and 2) gaboxadol a selective agonist of ionotropic GABAA receptors on the process of developing active defensive and inhibitory conditioned reflexes in alert non-immobilized rabbits. It was found that phenibut, but not gaboxadol, accelerates the development of defensive reflexes at an early stage of conditioning. Both phenibut and gaboxadol facilitate the development of conditioned inhibition, but the effect of gaboxadol occurs at later stages of conditioning and is less stable than that of phenibut. The earlier and more stable effects of phenibut, as compared to gaboxadol, on storage in memory of the inhibitory significance of a stimulus may occur because GABAB receptors play the dominant role in the development of internal inhibition during an early stage of conditioning. On the other hand this may occur because the participation of both GABAA and GABAB receptors are essential to the process. We discuss the polyfunctionality of GABA receptors as a function of their structure and the positions of the relevant neurons in the brain as this factor can affect regulation of various types of psychological processes.

Una investigación entre los 150 psiquiatras en prácticas e instructores de 24 países europeos (sobre todo de Europa Occidental) participantes en el Simposio Anual del EFPT reveló que, en la mayoría de los países, la supervisión y la observación en vivo no se utilizan en la formación. Para empeorar aún más las cosas, los psiquiatras en prácticas apenas reciben supervisión alguna. Cerca de un tercio de los participantes no han observado nunca durante el curso de su formación a un psiquiatra experimentado interactuar con un paciente. La mitad de los participantes no han sido observados nunca durante el curso de su formación mientras interactuaban con un paciente. El autor explica con detalle cinco de las razones por las que la supervisión y la observación en vivo son herramientas indispensables para formar a los psiquiatras. Concluye que es poco ético permitir que los psiquiatras en prácticas lleguen a ser profesionales sin esta clase de formación. Para que la psiquiatría se convierta en una profesión que se gane más respeto de los otros facultativos y el público general, es necesario que los psiquiatras experimentados tengan más respeto por su propia profesión, dando a los que están en prácticas una formación adecuada en el oficio de la psiquiatría.