Product Catalog
Generic Accutane (Isotretinoin, Accutane® equivalent)
Isotretinoin is a form of vitamin A. It decreases the amount of sebum (oil) that is released by the sebaceous (oil) glands, and it increases that rate at which the skin renews itself. Isotretinoin is used to treat severe nodular acne that has not responded to other treatments, including antibiotics.
This product will arrive to you in 14-24 business days (free shipping worldwide)
10mg
| Quantity | Price | Price per pill | Returning customer price | Bonus | |
|---|---|---|---|---|---|
| 10 | $ 47.00 | $ 4.70 | $ 42.00 | ---- | Out of stock |
| 20 | $ 53.00 | $ 2.65 | $ 47.00 | ---- | Out of stock |
| 30 | $ 67.00 | $ 2.23 | $ 60.00 | ---- | Out of stock |
20mg
| Quantity | Price | Price per pill | Returning customer price | Bonus | |
|---|---|---|---|---|---|
| 10 | $ 60.00 | $ 6.00 | $ 54.00 | ---- | Out of stock |
| 20 | $ 67.00 | $ 3.35 | $ 60.00 | ---- | Out of stock |
| 30 | $ 80.00 | $ 2.67 | $ 72.00 | ---- | Out of stock |
Drug Medical Information
AGE AND BEHAVIOR: MEMORY THEORY – SECONDARY MEMORY - ANIMAL STUDIES – MASSED AND DISTRIBUTED LEARNING BY GOODRICK
Goodrick (1968) compared old Wistar albino rats (26 months of age and older) with younger adult controls (six months) in the learning of a complex maze involving 14 choice points. The old rats learned this maze less well than the young rats, with half of them being particularly slow to learn. Accepting Doty and Doty's massed practice experiment as indicating that an incomplete consolidation may explain these very poor performances, Goodrick continued training his slow old learners by having a spacing of trials of only one per day. This did not help the old slow learners, suggesting that consolidation is not a ready explanation to be emplopyed indiscriminately.
Goodrick then massed the learning trials; originally he gave them four trials a day, the distributed practice was of one trial a day; now he gave the old slow learners twelve trials per day, four consecutively on each of three occasions during the day. Contrary to what might have been anticipated from the results of Doty and Doty, this reduced, not increased, the errors of these old slow learners.
An analogous result was demonstrated with human subjects. Fraser (1958) compared two age groups of teachers (18-29 years and 30-55 years) with respect to the recall of eight-digit numbers. He had two conditions: In one condition the numbers were presented and recalled at a relatively fast rate (120 digits per minute), and in the other condition the rate was slower (40 digits per minute). The faster rate may be thought of as massed presentation and the slower rate as distributed presentation.
The two age groups were similar in their recall of the digits with the more rapid rate, but they differed when the presentation and recall were slower. The older group was poorer in recall than was the younger group when the time between digits was longer. It may be hypothesized that, during the interval, the inputs were not consolidated well—they decayed or were interfered with by extraneous factors. Fraser concluded that the span of immediate memory was the same for the two age groups but the rate of decay of memory was greater in the older group.
It is seen, then, that for the older person, learning and perceiving must not be hurried if memory is to be properly consolidated. On the other hand, there are situations during which, if the pacing is too slow, retention may suffer.
*380\220\8*
