Longman human and social biology for CSEC.

Texto de biología para preparar el Certificado de Educación Secundaria del Caribe (CSEC). Está estructurado en seis secciones temáticas con un número variable de capítulos cada una : sección A, los organismos vivos y el medio ambiente; sección B, los procesos de vida; sección C, la herencia y la variación, sección D, la enfermedad y su impacto en los seres humanos; Sección E, el impacto de las prácticas de salud en el medio ambiente. Cada sección empieza con una visión general de los capítulos, que comienzan con una lista de objetivos. Cada capítulo tiene un resumen para reforzar lo aprendido, un breve glosario, preguntas para revisar y reforzar los conocimientos adquiridos, que ayudarán a preparar el estilo de las preguntas del examen.

Human and social biology for CSEC.

Libro de texto para estudiantes de enseñanza secundaria de segundo ciclo que estén preparando el examen CSEC (Caribbean Secondary Education Certificate) en el área de la Biología Humana y la Sociobiología. Contiene los siguientes temas: células, tejidos, órganos y organismos, movimiento de partículas dentro y fuera de las células, fotosíntesis, cadenas y redes alimentarias, flujo de energía y ciclos, nutrición, el sistema respiratorio, el sistema circulatorio, el sistema esquelético, homeostasis, coordinación y control, reproducción, herencia y variación, enfermedad y su impacto en los seres humanos, impacto de las prácticas de salud en el medio ambiente.

A comparison of scores of deaf and hearing children on the Hiskey Test of learning ability and on performance scales

This paper discusses the Hiskey Test of learning ability and its use on hearing impaired and normal hearing children.

Visual perceptual skills, reading ability and the young deaf child

This paper is a review of a study investigating the relationship between visual perceptual skills and reading abilities of young deaf children.

Competition and dispersal in the pea aphid: clonal variation and correlations across traits

1. The presence of an across-species trade-off between dispersal ability and competitive ability has been proposed as a mechanism that facilitates coexistence. It is not clear if a similar trade-off exists within species. Such a trade-off would constrain the evolution of either trait and, given appropriate selection pressures, promote local adaptation in these traits. 2. This study found substantial levels of heritable variation in competitive ability of the pea aphid, Acyrthosiphon pisum Harris (Homoptera: Aphididae), measured in terms of relative survival when reared with a single clone of the vetch aphid, Megoura viciae Buckton (Homoptera: Aphididae). 3. Pea aphids can move to new patches by either flying (longer distance dispersal) or walking (local dispersal) from plant to plant. There was considerable clonal variation in dispersal ability, measured in terms of the proportion of winged offspring produced, and ability to survive away from their host plant. 4. Winged individuals showed longer off-plant survival times than wingless forms of the same pea aphid clone. 5. There was no evidence of a relationship between clonal competitive ability and either measure of dispersal ability, although the power of the test is limited by the number of pea aphid clones used in the trial. 6. However, there was a positive correlation between clonal fecundity and the proportion of winged offspring produced. Although speculative, it is suggested that clones that are more likely to either overwhelm their host plant or attract higher numbers of natural enemies as a result of having higher fecundity are more likely to produce winged morphs.

Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children

We investigated the time course of anaphor resolution in children and whether this is modulated by individual differences in working memory and reading skill. The eye movements of 30 children (10-11 years) were monitored as they read short paragraphs in which (i) the semantic typicality of an antecedent and (ii) its distance in relation to an anaphor, were orthogonally manipulated. Children showed effects of distance and typicality on the anaphor itself, and also on the word to the right of the anaphor, suggesting that anaphoric processing begins immediately but continues after the eyes have left the anaphor. Furthermore, children showed no evidence of resolving anaphors in the most difficult condition (distant atypical antecedent), suggesting that anaphoric processing that is demanding may not occur online in children of this age. Finally, working memory capacity and reading comprehension skill affect the magnitude and time course of typicality and distance effects during anaphoric processing.