Infants' Ability to Draw Inferences about Nonobvious Object Properties: Evidence from Exploratory Play

Generalizing knowledge about nonobvious object properties often involves inductive inference. For example, having discovered that a particular object can float, we may infer that other objects of similar appearance likewise float. In this research, exploratory play served as a window on early inductive capability. In the first study, 48 infants between 9 and 16 months explored pairs of novel toys in 2 test conditions: violated expectation (two similar toys were presented in sequence, the first toy produced an interesting nonobvious property, such as a distinctive sound or movement, while the second toy was invisibly altered such that it failed to produce the nonobvious property available in the first toy), and interest control (two similar-looking toys were presented in sequence, neither of which produced the interesting property). Infants quickly and persistently attempted to reproduce the interesting property when exploring the second toy of the violated expectation condition relative to the first toy of the interest control condition (a baseline estimate) or the second toy of the interest control condition (an estimate of simple disinterest). The second study, with 40 9–16-month-olds, confirmed these results and also indicated a degree of discrimination on infants' part: Infants seldom expected toys of radically different appearance to possess the same nonobvious property. The findings indicate that infants as young as 9 months can draw simple inferences about nonobvious object properties after only brief experience with just 1 exemplar.     

The Latin American studies association vs. the United States: The verdict of history

This paper grew out of a National Endowment for the Humanities Summer Seminar for College Teachers, “Social Problems: The Constructionist Stance”, held at Southern Illinois University in 1992. The author thanks Professor Joel Best, director of the seminar, for his encouragement and suggestions.     

Between Silence and Salience: A Multimethod Model to Study Frame Building From a Journalistic Perspective

Research into frame building, which aims to investigate the development of news framing in the journalistic realm, is on the rise. While most frame-building studies focus on the relative contribution of journalists or sources to news frames, this article presents and evaluates an integrated methodological model. The model is based on constructionist premises with the purpose of examining how frames are created as part of the interaction among reporters, editors, and sources. Based on a review of the methodologies used in earlier frame-building studies, we propose an ethnographic four-phase model in which multiple methods are interwoven: newsroom observations, reconstruction interviews, and frame analyses of news products (which illustrate what is made salient) as well as production documents (which also reveal what is silenced). The model is illustrated with two multisited studies in newspaper newsrooms: an interview-based study of the news reports of preselected journalists and an observation-based study for which the news reports to be analyzed were selected based on their salience in newsroom meetings. Through this multimethod model, this paper offers some guidelines for the study of frame building from a journalistic perspective.     

Teaching in Australian Higher Education: Possible Effects of Commonwealth Government Policies

In this essay, I review the main elements of the Dawkins program for change in Australian higher education ‐ very rapid expansion of enrolments, amalgamations, the designation of “priority areas”, the equity plan which aims to increase the participation of disadvantaged groups, the re‐organisation of distance education, the requirement for staff appraisal and the development of performance indicators ‐ and explore, in a speculative and personal way, some possible effects on the nature and quality of teaching in higher education institutions. Both positive and negative scenarios for future development are presented and I argue that the outcome is still in the balance, while acknowledging that the financial situation created by the steady erosion of per capita funding and recent patterns of over‐enrolment may be tipping the balance decisively towards decline.     

Destination unknown: An exploratory study of full-time faculty off the tenure track

The source of data in this study is the 1989 National Survey of Faculty by the Carnegie Foundation for the Advancement of Teaching.     

The buffering effects of rejection-inhibiting attentional training on social and performance threat among adult students

Concerns about social rejection can be disruptive in an academic context. We set out to train a positive cognitive habit that would buffer against social and performance threat thereby making students less vulnerable and more resilient to rejection. Participants from adult education centers (n = 150) were first trained to inhibit rejection using a specially designed computer task, and were then taken through a rejection and failure manipulation. Results showed that of the most vulnerable participants with low explicit and low implicit self-esteem, those in the experimental condition exhibited significantly less vigilance for rejection compared to their counterparts in the control condition. The attentional training also made participants with low explicit self-esteem feel less rejected after a rejection manipulation and less willing to persevere on a virtually impossible anagrams task. Finally, participants in the experimental condition reported less interfering thoughts of being rejected while completing the anagrams task, and overall higher state self-esteem after having been rejected and experiencing failure. The results show that training positive social cognitions can have beneficial self-regulatory outcomes in response to social and performance threat in a school context.