Mass Media Displacement and Saturation

This study addresses the contradiction between the theoretical displacement of incumbent media by new media versus empirical evidence of rising consumption of both new and incumbent media. By analyzing 4 years of biannual daypart media consumption surveys, this research reveals trends in the consumer use of advertiser-supported media in the United States. Large gains were seen in new media, such as Internet and e-mail, whereas incumbent media such as television, radio, newspapers, and magazines held steady or grew in core dayparts. The differential rates of change, with new media growing at twice the rate of incumbent media, created an overall increase in the consumption of ad-supported media. Implications for the displacement hypothesis, media saturation, simultaneous media consumption, and media management are discussed.     

Writing and Publishing in a Blended Learning Environment to Develop Students’ Scholarly Digital Ethos

The explosive growth of clinical psychology literature has made it difficult for anyone to get a comprehensive overview of the field. Clinical psychology handbooks help alleviate this problem by providing a thorough survey of the discipline. Despite their utility for both students and librarians, no literature reviews of handbooks in clinical psychology currently exist. The present study seeks to fill this gap by selectively reviewing handbooks currently available, as well as a few "classics."     

An empirical study of the determinants of revenues and marketing expenditures in the motion picture industry

This paper presents an empirical study of the determinants of a motion picture's financial success. Among the many factors which are included in this study, we find that quality and marketing expenditures are important determinants. Film ratings, production cost, and the presence of star performers are only important determinants when marketing is not included. We find that marketing expenditures are positively related to production costs, winning Academy Awards and the presence of major stars.Claremont McKenna College and Wayne State University respectively. Our thanks to Professors Eleanor Brown and Ken Inman for many valuable suggestions.     

Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers

ABSTRACT

As children learn to read, they become sensitive to context-dependent vowel pronunciations in words, considered a form of statistical learning. The work of Treiman and colleagues demonstrated that readers’ vowel pronunciations depend on the consonantal context in which the vowel occurs and reading experience. Using explanatory item-response models we examined child- and nonword-factors associated with children’s assignment of more versus less frequent grapheme-phoneme correspondences (GPC) to vowel pronunciations as a function of rime coda in monosyllabic nonwords. Students (N = 96) in grades 2-5 read nonwords in which more versus less frequent vowel GPCs were wholly supported or partially favored by the rime unit. Use of less frequent vowel GPCs was predicted by set for variability, word reading, and rime support for the context-dependent vowel pronunciation. We interpret the results within a developmental word reading model in which initially incomplete and oversimplified GPC representations become more context dependent with reading experience.     

Contract learning

Contract learning provides an effective way to structure the learning process to address individual educational needs. This learning method has now been applied successfully across a broad range of fields and levels within undergraduate education. In this paper the method is described, and the educational advantages of its use are examined. The role of the faculty member using learning contracts is discussed, and the applicability of the method to various student audiences is suggested. With the contract learning method students become interested and eager, since the learning process can truly be tailored to their individual needs.     

Secrets to shield or share? new dilemmas for military R&D policy in the digital age

The US Department of Defense (DOD) normally pursues a closed approach to technological development. It captures results from its own sponsored research and development (R&D), and the results are kept shielded by restrictions on related publications and exports. This R&D strategy is no longer viable. Now most military technology has commercial origins, the US no longer dominates all relevant technological fields, and sophisticated dual-use technology is accessible to adversaries in open global markets. DOD can address this dilemma by drawing on external R&D that tests a technology’s general capabilities against a variety of potential uses and by placing more of its internal emphasis on technology integration. Historically, this approach to military R&D also yields more commercial spin-offs.     

The impact of Teach First on pupil attainment at age 16

We evaluate whether the placement of Teach First's inexperienced new teachers into secondary schools with recruitment difficulties in disadvantaged areas in England has raised or lowered pupil attainment at the age of 16. Our matched difference‐in‐difference panel estimation approach compares the experiences of 168 schools participating early on in the scheme to those in the same region who will go on to participate in later years. We find the programme has not been damaging to these schools who joined and most likely produced school‐wide gains in GCSE results of around one grade in one of the pupils’ best eight subjects. Similarly, we estimate departmental gains of over 5% of a subject grade resulting from placing a Teach First participant in a teaching team of six teachers. The estimation approach cannot assert whether these gains arise solely through the greater teaching quality of Teach First participants compared to those they displace, or whether spillovers raise standards across the department or somehow change the ethos within the school.     

The Relationship Between Public and Private Schooling and Anti-Semitism

No previous research has directly examined the relationship between attending a public or private school as a child and people’s attitudes toward Jews when they become adults. This article sheds new light on this issue by using a large, nationally representative survey of over 1,500 adults in the United States to see how childhood schooling is related to adult anti-Semitism. It finds that even after controlling for a variety of background characteristics, people who attended private schools exhibit more positive attitudes toward Jews than those who attended public schools.