Communication and aging: A study of the effects of cohort‐centrism and perceived decoding ability on communication competence and communication satisfaction

From a sample of 190 males and females (120 “young,”; 70 “old"), this study sought to determine differences in perceived levels of communication competence and communication satisfaction as a function of the main and joint effects of cohort‐centrism and perceived decoding ability. Analyses provided only weak support for the joint effects. However, older persons considered their conversational partners, whether young or old, to be more competent than did younger persons. Also, on the whole, older persons were more satisfied conversing with young persons, while younger persons were less satisfied, regardless of the age of the conversational partner. Those who perceived themselves as high decoders rated their partners as more competent than did those who perceived themselves as low decoders, and high decoders were also more satisfied with the interaction than low decoders. Cohort‐centrism was supported only in the case of low‐decoding older persons.     

The development of a conceptual framework and tools to assess undergraduates' principled use of models in cellular biology

Recent science education reform has been marked by a shift away from a focus on facts toward deep, rich, conceptual understanding. This requires assessment that also focuses on conceptual understanding rather than recall of facts. This study outlines our development of a new assessment framework and tool-a taxonomy- which, unlike existing frameworks and tools, is grounded firmly in a framework that considers the critical role that models play in science. It also provides instructors a resource for assessing students' ability to reason about models that are central to the organization of key scientific concepts. We describe preliminary data arising from the application of our tool to exam questions used by instructors of a large-enrollment cell and molecular biology course over a 5-yr period during which time our framework and the assessment tool were increasingly used. Students were increasingly able to describe and manipulate models of the processes and systems being studied in this course as measured by assessment items. However, their ability to apply these models in new contexts did not improve. Finally, we discuss the implications of our results and the future directions for our research.     

Changes in the retrievability of associations to elements of the compound CS determine the expression of overshadowing

In two experiments, rats were presented with a taste conditioned stimulus (CS) alone, an odor CS alone, or an odor-taste compound followed by lithium chloride injection. When tested 1 day following conditioning, there was evidence that the odor cue overshadowed conditioning to the taste; however, there was no indication of overshadowing following a longer (21-day) retention interval, despite undiminished strength of the aversion in animals conditioned with only the single element (taste). The overshadowing observed at the 1-day retention interval was not reciprocal. Rats conditioned with the odor CS alone or with the compound CS expressed odor aversions of comparable strength—that is, no overshadowing. However, in contrast to the taste aversion, overshadowing of conditioning to the odor by taste was evident following a 21-day retention interval. Rather than reflecting a failure of the overshadowed stimulus to acquire associative strength, these data suggest that overshadowing may be expressed, or not expressed, as a result of changes in the relative retrievability of learned associations over time.     

The teacher-innovator: Models of teaching as the core of teacher education

A design for teacher education has been made around the concept of providing teacher trainees with the theoretical understanding of the major models of teaching and the clinical competence to employ them in the classroom. Research indicates that this design enables teachers to acquire the ability to radiate several models in the classroom regardless of their natural styles. While personal values do not appear to affect acquisition of the repertoire of models, conceptual level is related to repertory acquisition. The teaching behavior of cooperating (supervising) teachers is not related to the behavior of teacher trainees when practicing the models of teaching but is related to their more general teaching styles.

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Résumé Doter les futurs professeurs de la connaissance théorique des principaux modèles d'enseignement ainsi que de la compétence pour les utiliser en classe constitute le point central d'un programme de formation des maîtres. La recherche indique que ce programme permet aux professeurs d'acquérir la capacité d'utiliser en classe plusieurs modèles malgré leur style naturel. Même si les valuers personnelles ne semblent pas influer sur l'acquisition de la gamme de modèles, le niveau conceptuel est relié à l'acquisition de cette gamme. Le comportement en classe des professeurs (surveillants), lequel n'est pas relié à l'attitude des futurs professeurs lorsqu'ils pratiquent ces modèles d'enseignement, est plutôt fonction de leur style plus général d'enseignement.

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With Mike McKibbin, Michael Feller, Christina Gullion, Joe Kelly, and Gene Rude, all of whom contributed to the data collection and analysis and debate over substance. All are instructors at Teachers College.     

Multiple intelligence theory,knowledge identification and trust

This paper presents the results of introducing management students to Gardner's theory of multiple intelligences as a means of increasing respect for the knowledge and abilities of others, which in turn, may increase levels of trust in the ability of others, willingness to share knowledge and trust in equity of knowledge exchanges. The results indicate that most of the participants agreed that the theory raised their awareness of the knowledge of others as well as respect for the knowledge of others and trust in the abilities of others to provide knowledge, willingness of others to share knowledge and trust in an equitable exchange in knowledge sharing. However, large numbers of participants indicated that they remained unsure about the potential effects of their new knowledge on trust. Suggestions for more extensive and intensive research to test the effects of the theory and the proposed model are put forward.