Between Desires and Beliefs: Young Children's Action Predictions

1 view of children's developing understanding of mind contends that children adopt a succession of naive psychological theories, moving from a desirefocused theory to a mature theory that attributes a greater role to beliefs. Between these, a transition theory, in which desires are primary but beliefs play an auxiliary role, is characteristic. Novel predictions arising from this view were tested in 2 experiments utilizing within participants designs. Preschool children ( N s = 20 and 24) were asked to predict the actions of story characters who believed a desired object to be in one of two containers (which were shown to actually contain the desired object, nothing, or a different object). In both experiments, children's predictions accorded with belief significantly more when objects of the type desired were in both containers than when containers held nothing or other sorts of objects, supporting a transition theory interpretation over competing interpretations.     

Finding the right balance: campus involvement in the collections allocation process

Many libraries have sought the best approach to allocating the collections budget. “History plus increment” is the standard for many libraries in the allocation of any new dollars to collections budgets. Other libraries have identified factors that help make the process of disbursing new money more objective including counts of faculty and students, literature size and costs, and program changes on campus.The Library of the University of Illinois at Urbana-Champaign is striving toward a more open and understandable allocation process that uses an allocation formula, professional judgment of its librarians, and input from campus faculty and administration. Through this process, we work to achieve balance between formula and professional judgment, between decisions made outside the Library and within the Library, between competing disciplines and old and emerging fields for budget dollars.     

A theoretical framework and model towards media-rich social presence design practices

Educators are seeing rapid developments in online instruction with regard to not only available technologies, but also in design and teaching practices. Developing and maintaining social presence in an online environment is paramount to the success of a learning environment. This article touches upon some historical perspectives of social presence and proposes a theoretical framework and design guide towards media-rich social presence practices for future research. The design guide in this article adds to the historically text-based social presence applications by posing media-rich, higher-level thinking questions based upon a grounded theoretical framework.