Children and Fitness: A Public Health Perspective,Reaction to the Reactions

The purpose of this experiment was to determine whether a faded knowledge of results (KR) frequency during observation of a model's performance enhanced error detection capabilities. During the observation phase, participants observed a model performing a timing task and received KR about the model's performance on each trial or on one of two trials. Delayed retention and transfer tests were used to assess the observer's ability to detect error in the model's performance and in the participant's performance while physically practicing the task. Results indicated a beneficial effect of a reduced KR frequency for performance stability and the ability to detect errors in both the model and the participant's own performance. The results suggest that aspects of the processing mechanism(s) developed in observational learning and related to KR are probably similar to those developed through physical practice.     

Widening access to educational opportunities through teaching children how to reason together

This paper reports on a project to explore the impact of promoting exploratory talk as the medium of teaching across the curriculum for 6‐ and 7‐year‐old pupils in three primary schools in the UK. We found that this focus on teaching through exploratory talk (which we call the Thinking Together approach) enabled the children to work together more inclusively and more effectively, improving their social skills and, at the same time, their use of language for reasoning and learning.     

Appraisal and Distancing Responses to Hurtful Messages II: A Diary Study of Dating Partners and Friends

This study examined the interaction between perceived cancer risk and self-efficacy related to cancer screening on cancer-related information seeking and scanning behaviors (SSB) among the general population. Individuals completed a cross-sectional survey, were classified into 1 of 4 clusters based on their relative risk and self-efficacy belief scores (i.e., high relative risk and high self-efficacy, high relative risk and low self-efficacy, low relative risk and high self-efficacy, and low relative risk and low self-efficacy), and asked about their information SSB related to the colonoscopy, prostate-specific antigen test, or mammogram. A national probability sample of 2,489 adults aged 40 to 70 took part in this study. Individuals who perceived themselves to be at high relative risk for cancer and had high self-efficacy beliefs in performing cancer-screening behaviors generally reported the highest amounts of SSB for cancer-screening information, compared to the others.     

Electronic mail,privacy, and the electronic communications privacy act of 1986: Technology in search of law

This article is an examination of electronic privacy, specifically as it relates to e‐mail and related communication issues in the computer environment. Since the passage of the Electronic Communications Privacy Act of 1986 (U.S. C. 18, §§ 2510–2711), there have been questions raised as to whether the Act goes far enough in protecting privacy.

The article attempts to clarify the status of e‐mail privacy under the ECPA. It examines current law and the paucity of definitive case law that until now has left the ECPA untested. A review of cases and literature suggests there is a gap in the existing ECPA that allows for potentially abusive electronic monitoring and interception of e‐mail, particularly in the workplace. “Electronic Mail, Privacy, and the Electronic Communications Privacy Act of 1986: Technology in Search of Law.”;     

Employee mistreatment and muted voices in the culturally diverse workplace

This study examines mistreatment through the perspectives of employees with different cultural backgrounds and positions in order to understand the ways in which some voices are muted and others are privileged. Mistreatment is interactional, distributive, procedural, or systemic abuse of employees taking place at both interpersonal and institutional levels on the basis of cultural diversity. Narrative analysis of semi‐structured interviews with employees of a large research and development organization revealed three types of muted narratives used to respond to mistreatment (muted‐but‐engaged, angrily disengaged, and resigned) as well as one type of privileged response. The narratives provided evidence of two processes by which voices became muted: repeated silencing over time and silencing through ambiguity of policies.     

More Than a Number: Unexpected Benefits of Return on Investment Analysis

In 2010–2011, University of Colorado (CU) librarians implemented a multi-campus pilot study to measure the institutional value of library resources used by faculty in their research. The study incorporated quantitative methods including return on investment (ROI), cost benefit analysis (CBA), and citation analysis of journal articles published by faculty; and qualitative methodologies such as in-person interviews with faculty. The study resulted in a CU ROI model that can be used to measure faculty perceptions of value and the economic benefits of electronic journal collections for faculty research in terms of ROI. The CU ROI methodology provides outcomes beyond a single ROI number and led to unexpected benefits for informing collection development decisions and strategies.     

Elaborated metaphors support viable inferences about difficult science concepts

Instructional metaphors scaffold learning better when accompanied by an elaboration. Applying structure mapping theory, we developed and used an elaborated instructional metaphor (text and illustrations) for introductory chemistry concepts. In two studies (N ₁ = 44, N ₂ = 57), college students with little chemistry background read either the elaborated metaphor, sub‐concept metaphor statements (e.g. an atom is like a tile) only or (Study 2) sub‐concept labels (e.g. atom) only. When asked to write what they knew about the sub‐concept, those in the elaborated metaphor condition wrote more sophisticated domain inferences than those in the other condition(s), p < .05. The elaborated metaphor helped participants construct accurate pre‐conceptual mental models that could prepare them for future learning (i.e. acquisition of new knowledge). The results also suggested that acquisition of high‐level concepts may require active learner transactions with the analogue, as can be had in interactive instructional game worlds.