The criterion-calibration model of cue interaction in contingency judgments

Siegel, Allan, Hannah, and Crump (2009) demonstrated that cue interaction effects in human contingency judgments reflect processing that occurs after the acquisition of information. This finding is in conflict with a broad class of theories. We present a new postacquisition model, the criterion-calibration model, that describes cue interaction effects as involving shifts in a report criterion. The model accounts for the Siegel et al. data and outperforms the only other postacquisition model of cue interaction, Stout and Miller’s (2007) SOCR model. We present new data from an experiment designed to evaluate a prediction of the two models regarding reciprocal cue interaction effects. The new data provide further support for the criterion-calibration model.     

‘Every child (of every size) matters’ in physical education! Physical education's role in childhood obesity

The role of schools and physical education in promoting health, producing a ‘healthy nation’ and in tackling obesity has been increasingly recognised in recent years. In England this is evidenced by various policies, strategies and responses from government that have highlighted schools to be instrumental in addressing health broadly and obesity specifically. In addition, individual schools and teachers at the local level appear to be responding to the obesity issue in varied and different ways. However, we and other researchers feel that the discourse surrounding obesity and some of the reports, messages, policies and measures being taken to tackle it are misleading, misguided and could do more harm than good. At the same time, as physical educators committed to the health and development of young people, we feel unable to ignore the issue and compelled to act. We contend that ‘every child of every size matters’ and can benefit from regular engagement in physical education and physical activity and furthermore that, as a profession, we have a responsibility to provide all young people, of all sizes, with meaningful, relevant and positive physical education and physical activity experiences. Given this, we consider what role physical education can and should realistically, sensibly and safely play in addressing childhood overweight and obesity. Firstly, some of the key ‘facts’, issues and debates concerning obesity are explored and the way in which the issue appears to be being addressed in many schools is critiqued. We then briefly summarise some of the formal guidance and recommendations available to schools on obesity, before concluding with some practical recommendations to support physical education teachers in effectively engaging all children in physical activity both within and beyond physical education.     

Conceptually enhanced simulations: A computer tool for science teaching

In this paper, we consider a way computer simulations can be used to address the problem of teaching for conceptual change and understanding. After identifying three levels of understanding of a natural phenomenon (concrete, conceptual, and metaconceptual) that need to be addressed in school science, and classifying computer model systems and simulations more generally in terms of the design choices facing the programmer, we argue that there are ways to design computer simulations that can make them more powerful than laboratory models. In particular, computer simulations that provide an explicit representation for a set of interrelated concepts allow students to perceive what cannot be directly observed in laboratory experiments: representations for the concepts and ideas used for interpreting the experiment. Further, by embedding the relevant physical laws directly into the program code, these simulations allow for genuine discoveries. We describe how we applied these ideas in developing a computer simulation for a particular set of purposes: to help students grasp the distinction between mass and density and to understand the phenomenon of flotation in terms of these concepts. Finally, we reflect on the kinds of activities such conceptually enhanced simulations allow that may be important in bringing about the desired conceptual change.     

Reactions of professors to retirement: A comparison of retired faculty from three types of institutions

Dorfman et al. (1982) compared the professional activities of retired professors from liberal arts colleges, a comprehensive university, and a major research university. This companion piece based on the same survey compares the professors' reactions to retirement. Results show that a majority of faculty from all types of institutions plan for retirement, are positive about retirement, and give suggestions for institutional retirement policy. The retired professors recommend the following: (1) help in planning, (2) more information about retirement, (3) support for continued work, (4) gradual retirement. Major differences among institutions are the following: (1) comprehensive university faculty plan for retirement more than do faculty from the other institutions, (2) faculty from both universities begin financial planning at a younger age than do faculty from the liberal arts colleges, (3) research university faculty miss work and like having time to spend on professional activities more than do faculty from the other institutions.     

Attention and memory for faces and actions in infancy: the salience of actions over faces in dynamic events

Discrimination and memory for video films of women performing different activities was investigated in 5.5 month-old infants. In Experiment 1, infants (N = 24) were familiarized to the faces of one of three women performing one of three repetitive activities (blowing bubbles, brushing hair, and brushing teeth). Overall, results indicated discrimination and memory for the actions but not the faces after both a 1-min and a 7-week delay. Memory was demonstrated by a visual preference for the novel actions after the 1-min delay and for the familiar actions after the 7-week delay, replicating prior findings that preferences shift as a function of retention time. Experiment 2 (N = 12) demonstrated discrimination and memory for the faces when infants were presented in static poses at the 1-min delay, but not the 7-week delay. In Experiment 3 (N = 18), discrimination of the actions was replicated, but no discrimination among the objects embedded in the actions (hairbrush, bubble wand, toothbrush) was found. These findings demonstrate the attentional salience of actions over faces in dynamic events to 5.5 month-olds. They highlight the disparity between results generated from moving versus static displays in infancy research and emphasize the importance of using dynamic events as a basis for generalizing about perception and memory for events in the real world.     

The OA Gourmand

It is trendy to be a supporter of Open Access publication with even journal publishers finding a role in communicating research results through this mechanism. When discussing Open Access it is rare for all parties to be clear about why Open Access is endorsed. The differences between Green Open Access and Gold Open Access can lead to unclear communication when the distinctions between the two are avoided.     

MANAGING STRESS AMONG ADULT WOMEN STUDENTS IN COMMUNITY COLLEGES

Stress management for adult women students in community colleges is essential because of the enormous demands they face from family, career, and financial responsibilities. Community colleges and adult educators must help adult women students identify their major sources of stress as well as provide strategies to alleviate those stressors. An extensive review of the literature and a campus-based study found high levels of stress resulting from parenting, nancial, and health concerns. Age was also found to be an important stress factor. Recommendations for helping adult women students are discussed.     

Investigation of Tacit Knowledge in Principal Leadership

This study investigated how tacit knowledge was used by expert and novice principals during problem-solving situations. Through the use of a phenomenological, qualitative approach, novice principals were compared with expert principals as both went about their daily tasks of school leadership. Results of the study contribute to the research on effective leadership and offer implications for leadership training models. Results suggest that experience may not be the most critical factor in expertise.     

Ten Years Later: A Follow-Up Study of Professors Still Working After Age 70

Little is known about the impact of the end of mandatory retirement on professors over the long term. This follow-up study investigated the ten-year experience of professors who chose not to retire from a major research university after the elimination of the age 70 mandatory retirement in 1994. The initial interview study was conducted in 1998 (Dorfman, 2000 Dorfman , L. T. ( 2000 ). Still working after age 70: Older professors in academe . Educational Gerontology , 26 , 695 – 713 .[Taylor & Francis Online], [Web of Science ®] , [Google Scholar], 2002 Dorfman , L. T. ( 2002 ). Stayers and leavers: Professors in an era of no mandatory retirement . Educational Gerontology , 28 , 15 – 33 .[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). All surviving professors (n = 13; age 80–84) agreed to be reinterviewed in 2007. The study investigated major reasons for continuing to work or retire, professional and nonprofessional activities, perceptions of departmental and institutional atmosphere and student and faculty attitudes toward older faculty, and preparation and plans for retirement. Content analysis of the tape-recorded open-ended questions revealed that employed professors continued to work mainly because they enjoyed it. Retired professors retired mainly because of age or felt it was time to retire. Retired professors as well as their employed counterparts continued professional activities, primarily research. Both groups reported mixed reactions to the overall atmosphere in their departments and university as well as to student and faculty attitudes toward older faculty, with one-third of retirees reporting departmental or institutional pressures to retire. The major type of planning for retirement was financial.