Perceptual Learning: 12‐Month‐Olds’ Discrimination of Monkey Faces

Six‐month‐olds reliably discriminate different monkey and human faces whereas 9‐month‐olds only discriminate different human faces. It is often falsely assumed that perceptual narrowing reflects a permanent change in perceptual abilities. In 3 experiments, ninety‐six 12‐month‐olds’ discrimination of unfamiliar monkey faces was examined. Following 20 s of familiarization, and two 5‐s visual‐paired comparison test trials, 12‐month‐olds failed to show discrimination. However, following 40 s of familiarization and two 10‐s test trials, 12‐month‐olds showed reliable discrimination of novel monkey faces. A final experiment was performed demonstrating 12‐month‐olds’ discrimination of the monkey face was due to the increased familiarization rather than increased time of visual comparison. Results are discussed in the context of perceptual narrowing, in particular the flexible nature of perceptual narrowing.     

The how and why of academic collaboration: disciplinary differences and policy implications

This paper examines how and why academics in different parts of the academy collaborate. In this paper we argue that: (1) There is a useful analytical distinction to be made between collaboration (fluid and expressive) and Collaboration (concrete and instrumental); (2) These two are not mutually exclusive and their use varies between disciplines; and (3) This distinction is an informative one for policy making that aims to encourage collaboration. Two interview based studies were used to explore the differences in collaborative practices across disciplines. The first was small and confined to a single university (n = 36) and the second was a larger study conducted in three countries (n = 274). Cross tabulations and analysis of open ended questions demonstrated many differences across the humanities, sciences and social sciences in collaboration. The C/collaboration distinction proves useful in understanding different disciplinary approaches to research, and in pointing to implications for research policy and funding. Attempts to increase collaborative research through Collaboration only, may well have deleterious effects on both collaboration and Collaboration. Research policy and funding should bear these differences in mind when seeking to stimulate collaborative research, so as to gain better outcomes across a range of disciplines.     

The Society for Research in Child Development at 70: progress and promise

The major conceptual and empirical advances in the field of child development and in the Society for Research for Child Development (SRCD) as a professional organization over the last 70 years are examined. First, despite reasons for some skepticism, it is argued that both the field and organization have achieved significant progress. Second, several issues that need more attention in the future are noted. These include the need for a culturally diverse approach to child development, an interdisciplinary approach to the field, and increased attention to interdomain links. Finally, the value of a multisite, multi-investigator collaborative model as a complement to an individual-investigator paradigm for developmental science is emphasized.     

The ‘campus imaginary’: online students’ experience of the masters dissertation at a distance

Higher education research has overlooked online distance Masters students’ experiences of independent research, and this is an important gap at a time when increasing numbers of taught postgraduate programmes are delivered online. This article discusses findings from interviews with eighteen graduates from four online Masters programmes. It introduces a key theme from the research: the concept of the ‘campus imaginary’, which emerged during analysis as a way of accounting for interviewees’ tendencies to attribute challenging experiences to being at a distance from their supervisors, peers and the university campus. Common issues for Masters students, such as unexpected obstacles, difficult supervisory relationships, lack of time, and feelings of isolation were interpreted by students as features of the online dissertation process. We argue that the over-privileging of the campus and the face-to-face experience affects students’ campus imaginaries, but that imaginaries also leave space for more productive ways of engaging with online students at the independent research stage.     

The Significance of Formation Agendas in a Christian Higher Education Program for Spiritual Directors

The characteristics of a spiritual direction formation program as part of a postgraduate course were compared with a range of standard higher education academic agendas of learning. The formational characteristics included acknowledgment of prior experience, cooperative community approaches to learning, teachers as partners in learning, reflective learning processes, and experiential practice-based curriculum. In contrasting with other academic approaches, this study found the two approaches appeared to complement each other. The potential to develop curricula in religious education contexts that emphasize more holistic approaches incorporating aspects of both academic and formational approaches is worthy of further investigation and application.     

When each one has one: The influences on teaching strategies and student achievement of using laptops in the classroom

In this study, we examined the educational effects of providing fifth-, sixth-, and seventh-grade students with 24-hour access to laptop computers. Specifically we examined the impact of laptops on classroom activities, and on student use of technology and their writing and problem-solving skills. Participating teachers received computer integration training using the iNtegrating Technology for inQuiry (NTeQ) model to develop problem-based lessons that engage students in critically examining authentic issues, and strengthen research and writing skills. A matched treatment-control group design was employed, in which classes taught at the same grade levels in five participating schools served as the laptop (1 computer per student) and control (5+ computers per class) contexts. Participants included students, teachers, and parents from the two groups. Although systematic observations revealed relatively few differences in teaching methods between laptop and control classrooms, laptop students used computers more frequently, extensively, and independently. Writing assessment results showed substantial and significant advantages for laptop over control students, with six of eight effect sizes exceeding +0.80. Results also showed significant advantages for the laptop group on five of the seven components of the problem-solving task.     

Choices of destination for transnational higher education: “pull” factors in an Asia Pacific market

Traditional assumptions favouring native English language countries in transnational higher education (TNHE) overlook experiences of international students in new emerging Asian education hubs. Specifically, there has been limited research relating to international students’ choice for studying in Malaysia. Drawing from the “push-pull” model of factors influencing the movement of international student destination choice, this study identifies determinants of student destination decision for TNHE. While acknowledging perceived qualities and values of individual institutions as important criteria, findings from interviews with students that are currently enrolled at international branch campuses also indicated key influences driven by “pull” factors of country image – attractive features of Malaysia, i.e. comparatively low cost of living, low tuition fees, safe country for living, stable government, modern amenities, proximity in culture and religion and freedom from discrimination – as focal motives in their choice decision. These findings provide implications for policy-makers to deploy their educational resources as well as develop effective promotional and marketing strategies in promoting the local reputation and amenities in order to attract more international students.     

Does ratemyprofessor.com really rate my professor?

This article explores the usefulness and validity of self‐selected online student ratings of faculty. These ratings appear to be increasing in importance, particularly as students utilize them as guides in their choice of instructors. Validity is investigated by analyzing the pattern of relationships of online ratings for 399 randomly selected faculty. Analysis suggests that online ratings in their current form may be useful, even though possible abuses could limit validity in specific instances.