Sartre’s analysis of anti-Semitism and its relevance for today

In the second half of 1944, Jean-Paul Sartre wrote an essay entitled ‘Anti-Semite and Jew’. He analyses what might be termed the moral pathology of the anti-Semite. Such a person, Sartre suggests, has chosen to enact a passion, a passion of hatred. The motive is the desire for ‘impenetrability’ – a disavowal of reasoned argument – and a pleasure taken in the assertion and re-assertion of what is known to be false. Sartre’s essay was written hurriedly and looking back over 70 years, we can see its flaws. But I suggest that the kernel of his analysis of the anti-Semite is compelling, especially in the context of the growth of anti-immigrant prejudice in the UK and elsewhere. Using Sartre as a starting point, I discuss the nature of prejudice and suggest that to counter prejudices, a civic education is needed that emphasises a narrative of liberty.     

The Critical Role of Stereopsis in Virtual and Mixed Reality Learning Environments

Anatomy education has been revolutionized through digital media, resulting in major advances in realism, portability, scalability, and user satisfaction. However, while such approaches may well be more portable, realistic, or satisfying than traditional photographic presentations, it is less clear that they have any superiority in terms of student learning. In this study, it was hypothesized that virtual and mixed reality presentations of pelvic anatomy will have an advantage over two-dimensional (2D) presentations and perform approximately equal to physical models and that this advantage over 2D presentations will be reduced when stereopsis is decreased by covering the non-dominant eye. Groups of 20 undergraduate students learned pelvic anatomy under seven conditions: physical model with and without stereo vision, mixed reality with and without stereo vision, virtual reality with and without stereo vision, and key views on a computer monitor. All were tested with a cadaveric pelvis and a 15-item, short-answer recognition test. Compared to the key views, the physical model had a 70% increase in accuracy in structure identification; the virtual reality a 25% increase, and the mixed reality a non-significant 2.5% change. Blocking stereopsis reduced performance on the physical model by 15%, on virtual reality by 60%, but by only 2.5% on the mixed reality technology. The data show that virtual and mixed reality technologies tested are inferior to physical models and that true stereopsis is critical in learning anatomy.     

Putting Mutual Exclusivity in Context: Speaker Race Influences Monolingual and Bilingual Infants’ Word-Learning Assumptions

Previous work indicates mutual exclusivity in word learning in monolingual, but not bilingual toddlers. We asked whether this difference indicates distinct conceptual biases, or instead reflects best-guess heuristic use in the absence of context. We altered word-learning contexts by manipulating whether a familiar- or unfamiliar-race speaker introduced a novel word for an object with a known category label painted in a new color. Both monolingual and bilingual infants showed mutual exclusivity for a familiar-race speaker, and relaxed mutual exclusivity and treated the novel word as a category label for an unfamiliar-race speaker. Thus, monolingual and bilingual infants have access to similar word-learning heuristics, and both use nonlinguistic social context to guide their use of the most appropriate heuristic.     

Putting Radio Localism to the Test: An Experimental Study of Listener Responses to Locality of Origination and Ownership

This experimental study tested localism's influence on listener first impressions of radio programs and stations. Subjects heard program excerpts manipulated to test ownership and locality of origination. Dependent variables were affective response and medium credibility. Respondents in a Southeastern U.S. city (n = 331) heard excerpts manipulated to sound either locally originated or national, on stations ranging from low-power FMs to national groups such as Clear Channel Worldwide. Results showed slight preferences for local origination and a marginal preference for local ownership. Combining the independent variables in a 2 × 2 test strengthened differences, but the interaction term was not significant.     

Interpersonal coordination in interactions: Evaluations and social skills

Interactional synchrony and behavior matching is a fundamental, and often taken for granted, aspect of communicative situations. The level of interpersonal coordination exhibited during an interaction can vary depending on who is talking to whom. However, little empirical attention has been devoted to determining how people interpret the degree of coordination during interactions and what skills are associated with interactants who are more or less “in‐sync”; with their interaction partners. Using a sample of conversations between members of the same and different cultures, this preliminary study examined how interpersonal coordination is evaluated and the relationship between interpersonal coordination and social skills. The findings suggest that interpersonal coordination is a desirable and positively evaluated characteristic of interactions. The results further indicate that more socially skilled communicators can help facilitate interpersonal coordination in interactions.     

Citations and Citation Metrics in a Serial Assessment Using Master's Theses

We analyzed serial citations in 72 marine biology master's theses as well as the ranking data of aquatic science serials from six global serial citation metrics, to assess serial use by marine biology graduate students from two perspectives. From 1,035 unique serials, a core of 123 titles was identified and evaluated for access. Citation ages averaged 13.5 years, with 27% of serial citations dated prior to 1996. Students cited serials from disciplines beyond marine biology, demonstrating broad title dispersion compared to several other studies. Recommendations are offered for future investigation to develop a stronger understanding of graduate students’ use of the library's serial collection.     

Some of the Reasons Why Preparing for Exams Is So Hard: What Can Be Done to Make It Easier?

Why it is so difficult to prepare for academic exams is reviewed with respect to recent research. Textbooks, teaching, and information processing characteristics of students all contribute to undermining effective learning and review. Recommendations are made about how instructors can make it easier for students to review and appraise their test readiness, as well as about how students can make a difference in the quality of their own preparations for tests.     

The impact of a team's aggressive reputation on the decisions of association football referees

It has been suggested that individuals may use heuristic methods of reasoning and rely on schemata when a quick decision is necessary. Accordingly, it is possible that decisions made by sport officials may be influenced by prior knowledge they have about teams they are officiating. The aim of the present study was to determine whether sport officials are more likely to penalize individuals who participate in a team with an aggressive reputation. In a balanced design, 38 football referees were randomly assigned to either an experimental or control group and were presented with the same 50 video clips of incidents from football games, all involving a team in a blue strip ('blue team'). The incidents were categorized before the study by five experienced referees into fouls committed both by, and against, the blue team, where all participants agreed that a foul had been committed (certain incidents), disagreed it was a foul (uncertain incidents) or agreed that there was no foul (innocuous incidents). Both groups received written instructions before the task; in addition, the experimental group was informed that the blue team present in all of the clips had a reputation for foul and aggressive play. For each incident, the participants were required to indicate what action they would engage in if refereeing the game. Although there was no difference in the number of decisions made, the experimental group awarded significantly more red and yellow cards against the blue team both overall and for the 'certain' incidents. It is suggested that prior knowledge may impact referees' behaviour in a laboratory setting, although future research should explore whether a similar effect is observed in the behaviour of referees during football matches.