College attrition,student use of campus facilities,and a consideration of self-reported personal problems

Five groups of undergraduate students, Dropouts (academic dismissals), Low Stopouts (voluntary leavers with low GPA), Low Persisters (continuing students with low GPA), High Stopouts (voluntary leavers with high GPA), High Persisters (continuing students with high GPA), were compared in terms of their use of various campus facilities and their responses to a checklist of personal problems. The High Stopouts and High Persisters did not differ in use of facilities. However, among the low academic performance students, the Low Persisters made significantly greater use of facilities than the Low Stopouts, who, in turn, made significantly greater use of facilities than Dropouts. These findings, for the most part, did not appear to be related to the self-reported importance of personal problems. It was concluded that among low performance students, the broad use of campus services and facilities can be taken as a measure of student integration in the college community.     

Concept image and concept definition in mathematics with particular reference to limits and continuity

The concept image consists of all the cognitive structure in the individual's mind that is associated with a given concept. This may not be globally coherent and may have aspects which are quite different from the formal concept definition.The development of limits and continuity, as taught in secondary school and university, are considered. Various investigations are reported which demonstrate individual concept images differing from the formal theory and containing factors which cause cognitive conflict.     

Radicals reflect: The first twenty years of the caucus for a new political science

B. Nelson Ong is Assistant Professor Political Science at the College of New Rochelle, New Rochelle, NY 10805. He is also the Secretary of the National Association of Scholars.     

Salary comparisons: New methods for correcting old fallacies

Institutions of higher education place high priority on ensuring that their faculties are adequately paid. Since gauging the adequacy of compensation is a problem of relative measure, this assessment is usually performed by comparing university-level average salaries for a group of peer institutions. Often the potential distortions caused by differences in the rank mix of the faculty are forestalled by comparing average salaries for each of the four ranks. However, few if any institutions take similar steps to prevent the skewing of averages owing to differences in cost of living, differences in distribution of faculty in academic year and twelve-month appointments, and differences in the configuration of the faculty over disciplines. This paper shows that salary comparisons that do not compensate for these variation in staff mix are seriously flawed. A recommended methodology is demonstrated.     

The instructional audit in urban school settings: A descriptive policy analysis of instructional delivery using signal-receptor assessment theory and information referenced testing

High levels of student absenteeism, low SES home environments, and a general lack of experienced teachers to service the school curriculum all contribute to difficulties in insuring the delivery of apriori school district defined instructional programs. The importance of urban school site educational evaluation is underscored by recent studies which show that the effectiveness of instructional delivery is an important predictor of student antisocial behavior such as drug abuse, gang activity, vandalism. This study examines some of the problems associated with instructional evaluation in urban school settings using signal-receptor assessment theory analysis and a new type of test scoring procedure called Modified Confidence Weighted-Admissible Probability Measurement (MCW-APM). With MCW-APM, school administrative personnel can simultaneously evaluate and obtain policy relevant information for instructional leadership concerning the signal (instruction as delivered), the reception (student learning as received), and the assessment instrumentation itself (sensitivity of the test). Additionally, this method of scoring permits individual student performance on school district developed CRTs to be referenced to an information based standard (informed, partially informed, uninformed, and misinformed) of mastery as a selection standard instead of a percent correct score.     

Increase in retention of a taste aversion by weanling rats after a long interval

Weanling rats were tested for retention of an aversion to a novel flavor (chocolate milk) that had been conditioned as a single-element conditioned stimulus (CS) or in compound with a novel ambient odor (banana). The presence of the ambient odor during conditioning had no effect on flavor aversion shortly thereafter, confirming previous results. The flavor aversion observed 21 days after conditioning, however, was significantly stronger for pups conditioned with the single-element CS than for those given the flavor-odor compound as the CS. This retention effect was due to a surprisingincrease in the conditioned aversion observed 21 days after conditioning with the single-element CS. A second experiment confirmed this paradoxical increase in retention of the aversion to chocolate milk. This experiment also verified that no such increase occurred in retention of the conditioned aversion to a different flavor (saccharin), whether the initial aversion was strong or weak. The results may be explained in terms of generalized latent inhibition from consumption of mother’s milk.     

Concept learning by pigeons: Matching-to-sample with trial-unique video picture stimuli

Pigeons were trained to match-to-sample with several new methodologies: a large number of stimuli, computer-drawn color picture stimuli, responses monitored by a computer touch screen, stimuli presented horizontally from the floor, and grain reinforcement delivered onto the picture stimuli. Following acquisition, matching-to-sample concept learning was assessed by transfer to novel stimuli on the first exposure to pairs of novel stimuli. One group (trial-unique), trained with 152 different pictures presented once daily, showed excellent transfer (80% correct). Transfer and baseline performances were equivalent, indicating that the matching-to-sample concept had been learned. A second group (2-stimulus), trained with only two different pictures, showed no evidence of transfer. These results are discussed in terms of the effect of numbers of exemplars on previous failures to find concept learning in pigeons, and the implications of the positive finding from this experiment on abstract concept learning and evolutionary cognitive development.