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Several parameters are utilized when assessing primary hepatocyte stabilization in vitro. For example, the presence in culture of the classic hepatocyte morphology including a cuboidal shape and well-de ned cell borders with intact bile canaliculi is considered suggestive of a mature stable phenotype. Furthermore, there are four categories of liver function: metabolism, synthesis, bile excretion, and detoxi cation (phase I and phase II). Speci c markers are frequently analyzed as surrogate measures of these processes in hepatocytes within various in vitro contexts. These include albumin secretion, urea synthesis, and cytochrome P-450 (phase I) activity [Bhatia et al., 1999]. In addition to being surrogate markers, each of these functions represents an important hepatocyte process, and, accordingly, each is a critical component of a potentially effective bioarti cial liver device. Although not measured routinely in our laboratory, assays for bile duct excretion and phase II activity have also been performed in our laboratory as well as others to assess the degree of hepatocyte stabilization. Also, when comprehensive analysis is required, microarray analysis of the expression of a broad range of functionally important genes can be utilized. In addition to the evaluation of isolated hepatocyte populations, the measurement of hepatocyte-speci c functions is important in the assessment of hepatocyte differentiation from stem cell sources such as embryonic

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The second question raised by Pavlov s methods was intimately connected to the rst Exactly what was being associated as learning proceeded In philosophical theory, association took place between ideas, but this mentalistic formulation was, of course, anathema to behaviorists Thorndike began the S-R tradition by asserting that the learned connection (his preferred term) was directly between stimulus and response, not between mental ideas of the two Pavlovian conditioning could be interpreted in the same way, saying that the animal began with an innate association between US and UR and created a new association between CS and CR Indeed, this was for years the dominant behaviorist interpretation of Pavlovian conditioning, the stimulus substitution theory (Leahey & Harris, 2001), because it was consistent with the thesis that all learning was S-R learning.

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= (1m 2 + I\mm)[(A + X) 0 1m].

However, Pavlovian conditioning was open to an alternative interpretation closer to the philosophical notion of association of ideas, which said that ideas that occur together in experience become linked (see above) Thus, one could say that as US and CS were paired, they became associated, so that when presented alone, the CS evoked the US, which in turn caused the CR to occur Pavlov s own theory of conditioning was a materialistic version of this account, proposing that the brain center activated by the US became neurally linked to the brain center activated by the CS, so when the latter occurred, it activated the US s brain center, causing the CR American behaviorists who believed in two kinds of learning never adopted Pavlov s physiologizing and avoided mentalism by talking about S-S associations.

Oughts, in contrast, are de ned by a sense of duty, responsibility, or obligation. An ought is a self that one feels compelled to be, rather than intrinsically desires to be. The ought self is a positive value, in the sense that people try to conform to it. However, living up to an ought also implies acting to avoid a punishment self-disapproval or the disapproval of others. In our view, oughts are more complex structurally than ideals. Oughts intrinsically imply both an avoidance process and an approach process. Their structure thus resembles what was illustrated earlier in Figure 8.2. Recent work has demonstrated the avoidance aspect of the dynamics behind the ought self (Carver, Lawrence, & Scheier, 1999; Higgins & Tykocinski, 1992). A similar theme can be seen in the literature of selfdetermination theory (e.g., Deci & Ryan, 1985, 2000; Ryan & Deci, 2000). That theory focuses on the importance of having a sense of self-determination in one s actions. Actions that are self-determined are engaged in because they are of intrinsic interest or because they re ect values that are incorporated within the self. Such behavior clearly represents a voluntary approach of positive goal values. In contrast to this is what is termed controlled behavior, meaning that the behavior occurs in response to some sort of coercive force. The coercion can be from outside, or it can be self-coercion. An illustration of the latter is doing something because you feel you have to do it in order not to feel guilty. Such introjected values are very similar to the oughts of self-discrepancy theory, and we have suggested that they similarly involve an avoidance process along with the approach (Carver & Scheier, 1999a, 2000).

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It was sometimes said that Tolman was an S-S theorist, but this distorted the holistic nature of his cognitive maps As truly cognitive theories of learning returned in the 1970s, Pavlovian and.

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