Learning to be prejudiced: A test of unidirectional and bidirectional models of parent–offspring socialization

According to Allport's (1954) model of socialization of prejudice the level of prejudice of parents and their offspring should co-vary due to the offspring's adaptation to the parents’ attitudes. Available empirical studies and literature reviews support Allport's assumption. Modern models of socialization give reason to extend Allport's unidirectional influence model to a bidirectional perspective which assumes that parents influence their offspring's attitudes and are simultaneously influenced by them. In a cross-sectional study, 408 parent–offspring dyads (64% female parents, 55% female offspring, mean age of children = 16.47 years, SD 1.87, parents = 42.08 years, SD 7.08) from the ethnic majority population in Costa Rica were asked about their prejudice towards immigrants and ethnic minorities in Costa Rica. Using structural equation modelling, unidirectional and bidirectional models of prejudice determination were tested. The data clearly support the unidirectional model of prejudice transmission from parents to offspring, even if moderator effects of sex, age, and importance of contact are taken into account.     

Effect of Active Lessons on Physical Activity,Academic, and Health Outcomes: A Systematic Review

Purpose: The purpose of this study was to conduct a systematic review of classroom-based physical activity interventions that integrate academic content and assess the effectiveness of the interventions on physical activity, learning, facilitators of learning, and health outcomes. Method: Six electronic databases (ERIC, PubMed, Google Scholar, Science Direct, Cochrane Library, and EMBASE) and reference lists were searched for English-language articles, published January 1990 through March 2015, reporting classroom-based interventions that deliberately taught academic content using physically active teaching methods for at least 1 week duration, with physical activity, health, learning, or facilitators-of-learning outcomes. Two authors reviewed full-text articles. Data were extracted onto an Excel spreadsheet, and authors were contacted to confirm accuracy of the information presented. Results: Fifteen studies met the inclusion criteria. Six studies reporting on physical activity levels were found to have medium-to-large effect sizes. All 4 studies reporting learning outcomes showed positive effects of intervention lessons. Teachers and students were pleased with the programs, and enhanced on-task behavior was identified (n = 3). Positive effects were also reported on students’ body mass index levels (n = 3). Conclusions: Physically active academic lessons increase physical activity levels and may benefit learning and health outcomes. Both students and teachers positively received and enjoyed these teaching methods. These findings emphasize the need for such interventions to contribute toward public health policy.     

Effect of the look-up line on the gaze and head orientation of elite ice hockey players

Abstract

A “look-up line” (LUL) has been proposed for ice hockey, which is an orange 1?m (40′) warning line (WL) painted on the ice at the base of the boards. The LUL purports to provide an early warning to players to keep their head up prior to and as they are being checked. We determined if players looked up more on a rink with the LUL compared to a traditional Control rink. Elite offensive (O) and defensive (D) players competed 1 vs. 1, while wearing an eye tracker that recorded their quiet eye (QE) and fixation and tracking (F-T) and an electrogoniometer that measured head angle. External cameras recorded skate duration during four skate phases: P1 preparation, P2 decision-making, P3 cut to boards, P4 contact. The QE was the final fixation prior to contact between O and D as they skated towards and across the WL during P3 and P4. Skate phase durations (%) did not differ by rink or rink by position. More QE and F-T occurred on the WL on the LUL rink than on the Control. The expected increase in head angle on the LUL rink did not occur during P3 or P4. Post-hoc results also showed O and D skated further from the boards on the LUL rink, suggesting the players preferred to control the puck on white ice, rather than the orange colour of the LUL rink. More research is needed to determine if these results apply to the competitive setting.     

In support of a functional definition of interaction

Abstract

A common theme in the distance education literature is that delivery technologies with the potential for real‐time interactivity will improve both the image and practice of distance education. Although there appears to be a growing acceptance of a causal relationship between system interactivity and instructional interaction, neither concept has been clearly or functionally defined. This article discusses several systems models and relates them to the contexts of instructional delivery, instructional design, instructional theory, and learning theory in an attempt to establish conceptual parameters for the function of interaction.     

Physician‐patient communication: Mutual role expectations

This study examined physician‐patient communication as it relates to expectations that patients and physicians hold for themselves and each other. Dimensions of mutual role expectation were determined to be physician as humanistic practitioner, physician authority, patient in the sick role, and patient as consumer. The study tested five hypotheses. Results showed patients had significantly higher expectations for patients in the sick role than had physicians. Other role expectations varied significantly by age within physician and patient groups. The implications of these differences for physician‐patient communication are discussed.