Behavioral synchronization and affiliation: Dogs exhibit human-like skills

Behavioral synchronization is evolutionary adaptive, fostering social cohesion. In humans, affiliation between partners is associated with a high level of behavioral synchronization; people show increased affiliation towards people who synchronize with them. Surprisingly, until recently, little was known about these phenomena at an interspecific level, which is, however, essential to better understand the respective roles of evolution and ontogeny. After presenting why dog–human dyads are a relevant biological model to study this field of social cognition, we review the recent findings about dog–human behavioral synchronization. We summarize recently published findings on behavioral synchronization and affiliation between dogs and humans. We also review results showing that genetic selection modulates behavioral synchronization propensity in dogs, emphasizing the role of genetic selection on dog’s social behaviors towards humans. Finally, we discuss the possible evolutionary influences and proximate mechanisms of this phenomenon. We conclude that, as in humans, behavioral synchronization acts as a social glue between dogs and humans. After dogs’ ability to use human-directional cues or to produce referential cues towards humans, we evidenced a new human-like social process in the dog, at the interspecfic level with humans.     

The spread of private tutoring in English in developing societies: exploring students’ perceptions

ABSTRACT

Although research on private tutoring has gained visibility in recent years, private tutoring in English (PT-E) has not received notable attention. This paper examines students’ perceptions of PT-E in Bangladesh in terms of its necessity and helpfulness, peer pressure in PT-E participation and ethicality of PT-E practice and government intervention. Our analysis of survey data (N?=?572) leads to characterising PT-E and explaining the reasons for its popularity. As a popular learning space beyond formal schooling, PT-E is available in various forms and quality catering to the purchasing power of different social groups. We argue that students may resort to PT-E not because of its proven effectiveness but because of their declining faith in school English teaching. The paper contributes to our understanding of the complex interactions between the curricular (school) and non-curricular (PT-E) settings and family socioeconomic resources in the teaching of English as a globally desired language.     

Basic Counselor Skills Training and Counselor Cognitive Complexity

This study examined the relationship between basic counselor skills training and cognitive complexity levels in counseling trainees. Data from graduate counseling trainees enrolled in basic skills training courses and a control group were collected (N = 72). Cognitive complexity levels were measured using the traditional 2‐person form of the Role Category Questionnaire (B. R. Burleson & M. S. Waltman) in a pre‐ and posttest design. Participants exposed to the basic skills training course showed a significantly higher cognitive complexity level than the control group when posttest means were compared.     

Science Teacher Efficacy and Extrinsic Factors Toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning

Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher’s attitudes and efficacy where impacted while designing science-based video games. The study’s mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices.     

中小学精英主义的教学倾向及其分析

由于教学过程中的公平易被人忽视,所以中小学长期存在的精英主义教学倾向难以引起教师及社会的应有关注。中小学精英主义的教学倾向主要表现为"因材施教"的曲解、"勤能补拙"的隐喻及"圈子文化"的排斥。克服中小学精英主义的教学倾向需要教师、社会及家长通力合作,以多元视角看待学生智力,促进学生群体间平等对话,给予"非精英"更多关照,从而保证每位学生都得到更好的发展。     

Measuring Attitudinal Change in Mathematics and English Over the 1st Year of Junior High School: A Multidimensional Analysis

Changes in student self- and task evaluations, subjective valuation, and achievement behavior in mathematics and English over the 1st year of junior high form the basis of this study. The transition to junior high has been found to negatively affect students' self-concept and subjective valuation in mathematics and English, but previous research has not addressed changes in task evaluations and achievement behaviors. Gender and level of academic achievement effects are also relevant to the nature of changes in student attitudes. The participants (N =400) were from 3 coeducational Australian government schools in metropolitan Sydney of comparable socioeconomic status. When changes in perceptions occurred, they were negative, and gender differences favored boys in mathematics and girls in English. However, the nature and extent of change was dependent on school and level of achievement.     

The Four Year Reliability of a Test of Learning Problems

Learning disabled, emotionally disturbed, and unclassified male students (N = 123) originally tested with the Elizur Test of Psycho-Organicity (ETPO) when they were 6 to 11 years of age by Brooks (1) and Jackson (7), were followed-up and reassessed four years later. The test-retest reliability of the total ETPO score was .70, and subtest reliabilities ranged from .47 to .62. The pattern of subtest intercorrelations also remained stable over the four year interval. It was concluded that the ETPO is sufficiently stable for use with school-aged boys, though individual subtest scores should be used with caution.     

On Masters and Apprentices in Physical Education

This paper discusses the impact of the mentoring role of faculty on fostering a quality educational experience for graduate students. Although potentially significant graduate students naturally gravitate to work with significant faculty, it is the mentoring role of the advisor that allows the student's potential to be realized. Clues to the impact of this mentoring role are gleaned from Zuckerman's (1977) analysis of American Nobel Prize laureates. To promote a quality advisor–student relationship, departments need to look beyond the student and considerations of the norms and regulations of entrance and ongoing program criteria. One necessary and very significant precursor will be the presence of quality faculty.     

Student injuries in the dissecting room

Cadaver dissection is the first opportunity for many students to practice handling human tissue and is their first exposure to the occupational hazards involved with this task. Few studies examine dissection room injuries to ascertain the dangers associated with dissecting. We performed a retrospective cohort analysis of dissection room injuries from four student cohorts over an eleven‐year period (2001–2011), including second‐year medical students, third‐year medical students, second‐year dental students, and third‐year science students. Injury data included activity causing injury, object responsible, and injury site. A total of 163 injuries during 70,039 hours of dissection were recorded, with 66 in third‐year medical students, 42 in second‐year medical students, 36 in third‐year science students, and 16 in second‐year dental students. The overall rate was 2.87 injuries per 1,000 dissection hours, with second‐year medical students most frequently injured (5.5 injuries per 1,000 hours); third‐year medical students were least frequently injured (1.3 injuries per 1,000 hours). A significant difference in injury rates between student groups indicated a higher than expected injury rate to second‐year medical students and lower than expected rates to third‐year medical students. Injury rates increased for most groups between 2001–2006 and 2007–2011 periods. Most injuries (79%) were from scalpel cuts to the finger or thumb. This study provides injury rates for dissection room injuries to students, indicating differences in injury frequency between cohorts and an increase in injury rate over time. As scalpel cuts were the most likely injury mechanism, targeting scalpel handling with preventative strategies may reduce future injury risk. Anat Sci Educ 6: 404–409. © 2013 American Association of Anatomists.     

Comparison of 3D reconstructive technologies used for morphometric research and the translation of knowledge using a decision matrix

The use of three‐dimensional (3D) models for education, pre‐operative assessment, presurgical planning, and measurement have become more prevalent. With the increase in prevalence of 3D models there has also been an increase in 3D reconstructive software programs that are used to create these models. These software programs differ in reconstruction concepts, operating system requirements, user features, cost, and no one program has emerged as the standard. The purpose of this study was to conduct a systematic comparison of three widely available 3D reconstructive software programs, Amira^®, OsiriX, and Mimics^®, with respect to the software's ability to be used in two broad themes: morphometric research and education to translate morphological knowledge. Cost, system requirements, and inherent features of each program were compared. A novel concept selection tool, a decision matrix, was used to objectify comparisons of usability of the interface, quality of the output, and efficiency of the tools. Findings indicate that Mimics was the best‐suited program for construction of 3D anatomical models and morphometric analysis, but for creating a learning tool the results were less clear. OsiriX was very user‐friendly; however, it had limited capabilities. Conversely, although Amira had endless potential and could create complex dynamic videos, it had a challenging interface. These results provide a resource for morphometric researchers and educators to assist the selection of appropriate reconstruction programs when starting a new 3D modeling project. Anat Sci Educ 6: 393–403. © 2013 American Association of Anatomists.