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Biomedical subjects

J Capehart

Publications and source records attributed to J Capehart.

3 recordsLinked to original sources

Luteinizing hormone and progesterone concentrations and induction of estrus after use of norgestomet ear implants or constant infusion of gonadotropin-releasing hormone in anestrous, nonlactating dairy goats.

Plasma luteinizing hormone and progesterone concentrations, time to onset of estrus, and pregnancy rates were determined in nonlactating anestrous does given 1 of 4 treatments: subcutaneous ear implants containing 3 mg of norgestomet for 9 days (NOR; n = 6); subcutaneous administration, using osmotic minipumps, of 250 ng of gonadotropin-releasing hormone (GnRH)/h for 48 hours (GnRH; n = 6); 3 mg of NOR for 9 days, followed immediately by 250 ng of GnRH/h for 48 hours (NOR + GnRH; n = 6); or no treatment (control; n = 6). During the 72-hour period after removal of NOR or insertion of GnRH pumps, 6 of 6, 0 of 6, 6 of 6, and 3 of 6 does were observed in estrus at a mean (+/- 13.8) hours in groups NOR, GnRH, NOR + GnRH, and control, respectively. Time from end of treatment to peak concentrations of luteinizing hormone were 56 +/- 4.0, 28 +/- 4.7, 34 +/- 4.3, and 41 +/- 9.7 hours (mean +/- SE) for NOR, GnRH, NOR +/- GnRH, and control, respectively. Peak concentrations of luteinizing hormone were significantly greater and occurred significantly later in does given NOR. Progesterone concentrations in does that became pregnant increased to concentrations greater than or equal to 1.0 ng/ml 3 to 5 days after breeding and remained high. Functional corpora lutea (CL) was found in 6 does that did not become pregnant, 1 CL was associated with pseudopregnancy and 1 CL was associated with ovulation prior to placement of the GnRH pumps. Functional CL failed to form in 10 of the 12 doses in groups GnRH and control.(ABSTRACT TRUNCATED AT 250 WORDS)

Animals

Information processing vs visual attention during incidental learning.

The relationship between attention and incidental learning during discrimination training was studied in 30 children, aged 10 to 11. A polymetric eye-movement recorder measured direct visual attention. Consistent with previous findings, recall of incidental stimuli was greatest during the initial and terminal stages of intentional learning. Contrary to previous explanations, however, visual attention to incidental stimuli was not related to training. While individual differences in attention to incidental stimuli were predictive of recall, attention to incidental stimuli was not related to level of training. Results suggested that changes in higher order information processing rather than direct visual attention were responsible for the curvilinear learning of incidental stimuli during intentional training.

Attention