The Goderich Signal-Star, 1970-10-01, Page 740.
it
oppocH fila 1 areiAR, THWWWP &Y
mist
BY G. MacLEOD, ROSS this consistently, day after day.
But when the floor Is electrified,
At a juncture in our history
so . as to, shock the rat wheii it
when ,we are nearing the end of alights, {even 24 hours after, the
• yet another experiment in ret will not leave the platform.
education, (one:: of many, of .late;, The rat has demonstrated
years); When in essence, we have long-term memory . for the
at last convinced o�irselves not , painful'. experience. When a
to mention the "millions of second rat is taken and his
unformed minds," that dollars short-term memory iittrfered
• do not teach; That the sutn of a with by-passing a mild electric
• currentacross his brain
pupils learning isnot measured
in dollars, and cents; When we immediately aftr he steps
down, the rat will not recall theaide puzzled by the fact -that our
.> children receive • so , , much foot -shock next ' day. If a long
d schooling, but so little period -is -allowed him, between
education When all this, has the , brain -shock and the
emerged, pit is- something of a foot -shock, the rat will not step
relief to listen to +pr. David down, thus proving that
Krech, of the University of longterm memory had been,
California, Berkeley, addressing established. -
soma school administrators` at a There are parallels in human
semlt'rar on innovation, on -the experiences, Stich s accidental
subject of "The Chemistry of injury to the head, sufficient to,
Learning."produce loss` of consciousness,
* * * but no permanent damage to
The validity of the brain tissue. ' The . patient will
'0 ' experience- a -"gap'' in his
assumption • that school
administrators have something memory for events just prior to
to a do with education Is not his accident. ,The theory is that
completely self-evident to poor events "were, being carried•
everyoner.but assuming they do, only by the short-term memory
then they are involved in the and thatthe accident disrupted
most awesome enterprise on this
earth, for what they say' and do
must intimately affect millions
of unformed minds. Dr. Krech is
the sort of doctor who "does no
one any good". When he is
the long-term processes.
r , ANTIBIOTICS REPEL
LONG-TERM.MEMORY
Dr. Bernard Agaroff working
at the University of Michigan
untreated, -but but hereditarily rats were- trick) • re. uits in
superior colleagues. - p4IpabJe, rneasureable, .
HQre then we have, not only a deterioration -.of the animalrs
chemical facilitator of learning, " brain.
but one ,which acts as."Groat_. Now we must- return .to. Dr,
Equalise" among hereditarilx Krech's initial assumption: That
different groups. Dr. Krech does'. what is .good for the rat will be
not ' say so, but a word of gpwd,forthe, child. We have -seen..., ,
warning should be injected here. that while the biochemist can
The optimal Bose varies -greatly introduce chemical factors into
with the individual, so'• that the brain by injection, the
much experimentation would.be, educator -can - induce chemical •
necessary to produce ' the factors by. a stimulating
Roared." environment. The question
But afore seriously, the which remains to be answered is:
doctota fi::d they have available What educational experieneea
a fairly a u.ensive crass' of drugs • will best reinforce th'e
which car facilitate learning and biochemist's drugs? The " first
memory in animals in different .,--,steps are being • taken by
ways for different individuals. educators in the State of
Some improve memory; some Michigan, where a program is
learning, -'others p attentiveness being implemented, not with
and persistence. Some act on the animals, but with children, to
short-term lnei};ory, others on discover how much a Head-Starf
the ioneerm.. ' Program serves to develop the
brain.
Medical School Ann Arbor ..
zsupports he hypothesrsgthat.the.:- goes°_ toy. ' an unstimulati g
as ' '
:.. Identifiedat.a.sockta j party --.
" sychologi " his wife is quick
.po ou e� tr w4h t ie
'martini -inspired urge to consult'
him, that he is not THAT kind
of psychologist. On the contrary
he is a lab -bound experimental'
.psychologisti-w.orse _still -.-he has
-,never -worked or p rimente'dr-
. with. people. _-.He is what is
known .in the trade as a "rat
man," and has spent all his years
-of lucidity working on the brains
of rats, analysing their chemical
_� cotrtent. -
He is quick to reassure the
• hard b%tten,, including the twice
bitten, realists, that he brings no
naive theory from his lab which
will unlock the mysteries of
learning in children based on
inaze-ruhning rats, - pecking
pigeons or submersible goldfish:
In fact, what he has to say " has
very little. to do with
psychological -learning theory.
.-Mis theme.•iso-the Ghemistry f
e Brain a ilze brae , - a %
.-Dr.. sgrumeritr
predicated on a statement of
faith and belief, not on a
demonstrated fact,. is that while
the -brains of children are bigger
and better than those of rats,
nevertheless what is discovered
about rat -brain chemistry does
not. deviate greatly. from what
will be � discovered eventually
about human -brain chemistry:
EFFECTS OF LACK
QF EARLY EDUCATION
What does this mean for the. Will ill he have to
become . Pharmacist? The
answer -is z: O! Let us look into
the 15 -year. old work being done
at Tolman Hall, Berkeley, by a
team oT five. here one rat from
each of a dozen pairs of male
twins is chosen -to enter an .
educationally acti•ve-
environment, while the other
longterm. -memory -process,. pis, �envJror merit :: The -first ..group.
''dependeii` > :., 'fr-A'1 eT` °Tiro --gves'"in--.a 3susy-well :light i ab
together of proteins. in the brain. -where cages are' equipped with
He argues that if we can prevent ladders, wheels, and other
the formation of new proteins in creative rat toys. As they grow
the.. brain, even • though the : older,. up t� 80 days, little
;...short erm -memory- is, ..-rot : earnin tasks are -__fou d—for...
disrupted, • the long-term them and . rewards of sugar
memory process will not be dispensed.
established. Dr. Agaroff works Those in solitary
with goldfish and his subject fish confinement, +v though fed the
has to swim over a small barrier same food" in quantity and
dividing _the tank�into trio halves
within 20 seconds, after a light quality- as the -former-group;
has been flashed on, otherwise never have any fun and games..
'the fish receives a stiock. The At the end °of. 105 days comes
fish is ' conditioned :~ until he the day of reckoning when the
swims hell -beet -for -leather as . rats are sacrificed and their
--soon as -the light is flashed. Most brains__ dissected and- chemically
- fish learrr shock -avoidance quite analysed. The short answer to all
easily and remember it over this is 'that the former group
several days. But when Dr. , shows, as a result of this early
Agaroff injects an antibiotic, . a rat -type . Head_ Start program,
protein inhibitor, into the brain . that it is possible to create
• of the fish- which preents the superior problem -solving
Q "c orination of new roterns 'Tin he : animals,T1te lack oL fyeducatroo
,4ruS� �k^rt ` rY��'."J K:rft,e':cm"W?*einrii7*"onnilienir,
M" �'f"3'y�'"iMstrmulat5,3, tarn; • tiie is s'iro.impairment of sh"no .'matter hfiv
memory and refuses to 'eras the , good the food supply, or how
barrier. However several days good the family (recall that the,
later he has forgotten and -must • i
be taught the_effect of the shock
allover again. The deduction is
that short-teiln memory, unlike
- long-term, - is not dependent on
the production of new proteins
in the brain: Thus, with the •
trbiotic em to ed - we have
an P y
• THE TWO-STAGE the -. first • chemical memory
-MEMORY PROCESS _ eraser or rather a chemical
One of :the major theories longterm memory -preventive.
These resulis.<f'were further
which guide his research. is as. ..
•,_-'under: Eight,.four, eight, five, confirmed 'liy � experiment with
four, five, three. If asked" to rats and mice.
'repeat these numbers INCREASING SHORT-TERM
immediately, it is probable you °
would succeed, --since seven digits
are well within die' "immediate • Dr. James" L. McGaugh of the
memory" span of the non -senile • University ,of California,
adult. But suppose we wait half Riverside, argues that •stimulants
an hour before asking 'for a such as 'strychnine etc., should
repetition-,.f,,the digits; most enhance, fortify and .extend
people -would fail.. The 'test activity of the .short-term
would have • become one of . process, thus - increasing the
"long-term" ' memory, not ; probability of , initiating the'
immediate -memory. The above long -tern` process. If his theory;
represents the basic' behavioural holds, the injection of this-
observations which lie behind stimulant before or after training
the Two -Stage Memory Storage should i m proves -learning-
the
Process Theory, • performance.
Immediately 'following every • Dr. McGaugh took eight
experience, ' ' - a short-lived groups •o;f mice from two tluite
electro -chemical process is set up , di f f a r- a n't hereditary
in the brain. It is assumed that -backgrounds; the one bright and-
this
ndthis process isa psychologicalthe other stupid. He set them
mechanism, which carries the the problem of learning a simple
short-term memory; a process maze, after which each group
which decays within a few was injected with .different
seconds ' and disappears, Befote amounts of the central nervous
doing so it triggers a second system stimulant. In the result,
`"series of events in the brain. This . the bright strain of rats showed
second process is chemical in hereditary superiority of
nature and, without going into : learning over the. stupid one.
scientific detail, induces higher Given the' proper dosage, the
levels of ai;tivityin the .brain ' learning performance increased
�eelli;: As such it is more enduring -• appreciably. In fact under
than the former and 'serves as the optimal dosage, the animals
physiological basis of long term showed a 40 per cent
_..Axiemo, _ improvement. Better still, the
Dr. Murray Jarvik of the , 'stupid strain, when suitably;
Albert Einstein Medical School dosed, showed a better
in New York has d'vised a performance " thin r their
step-down procedure which tests
the. two -'stage memory storage .
proc+ ss. Suppo§e a rat is placed Some of the ne'ua- wonder drugs
on a small platform, a few inches are so powerful, you can only
above the :floor. It will step take them if you are in perfect -
down immediately and will do • health.
MEMORY —
4
& d
There is a further role or the
educator of the future: That of
Applied Education, wherein' he
will collaborate with the
biochemist to .combine skills to
ensure the intellectual and
educational development of the
child. `Rachel needs an
attention -span_ stretcher; Richard ,
needs an immediate memory
'stimulator; Joan needs to have
her ' mental processes slowed
down, while Bill remembers too
many details , and gets lost. Will
::t{re= _. Educator become the
to mewuc2ai .. �• • rti,' t .'.
biochemist? If so it will involve
our • teachers in some new
disciplines.
Dr. Krech means all this quite
literally. The "- ork-Session'' i- f
today concerns itself with the
Hardware of Education; the ,
computer assisted instruction; 8
mm cartridge loading projectors;
micro -transparencies. Dr. Krech,
on the other hand, introduces
the 'Chemware'�' of Education;
enzyme assisted instruction;
protein memory consolidators;
antibiotic repellers etc. Today
these themes may be shamefully
speculative, but in the year 2000
these are the kinds of things
with which Educators will be
concerned.
•[ Based ' on a paper given by,
Dr. David Krech' at .tbe .Charles,,
;Kettering Foundation ,•-and the
cited States Office of
Education three ' National
Seminars . on Innovation at
Honolulu, 21/.7/67 j m
7D
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