Women's attitudes toward progressive rock radio

The following pages, something of an experiment for the Journal, are the results of an attempt to summarize the major issues, key events, important participants, and selected bibliographic sources related to one of the most unusual and controversial cases in broadcasting history. Dr. Smith is professor and chairman while Dr. Prince is assistant professor in the Department of Broadcasting and Film of the School of Public Communication of Boston University.     

Television and Families: What Do Young Children Watch with Their Parents?

A sample of 271 3- and 5-year-olds and their families participated in a 2-year longitudinal study of television viewing patterns. 5 1-week diaries for all family members were collected at 6-month intervals. Programs were categorized as: (1) child informative, (2) child entertainment, (3) news and informative, (4) sports, (5) comedy, (6) drama, (7) action-adventure, and (8) variety-game. The majority of child programs were viewed without parents, while the majority of adult programs were watched with parents. Coviewing patterns of adult programs were predicted from parents' individual viewing habits, but not from the child's. Coviewing declined with age. Parental encouragement and regulation of viewing were orthogonal. Children whose parents encouraged viewing watched more child informative programming; children of restrictive parents watched less entertainment programming. Encouraging parents coviewed more than nonencouraging parents. Results support the assertion that parental viewing preferences, habits, and orientations toward television influence children's viewing, both with and without parents.     

ANNOUNCEMENTS

Social Services and HumanIm, prepare welfare applicants to find and retain employment to improve their lives. The intensive educational program utilizes the constructivism approach to learning, incorporating both developmental and social learning theories.     

行为重塑大脑

通过心理刺激和肢体训练，可以出人意料地塑造大脑，这让“不用则废”这一格言的信奉者又得了一分。     

Cooperative learning in industrial-sized biology classes

This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed.