The persuasive effects of statistical evidence in the presence of exemplars

This paper explores the impact of statistical evidence by varying it while pairing it with a constant set of exemplars. The resulting design includes a condition in which the statistical information and the exemplars advocate the same position (consistent condition), one in which statistical information and the exemplars advocate different positions (inconsistent condition), and a third condition in which only exemplars are presented (control condition). The data indicate that statistical evidence has a substantial effect on judgments, and that the impact of statistical evidence on attitudes is indirect. Specifically, it is mediated by judgments.     

Topping the Classroom Charts: Teaching Criminological Theory Using Popular Music

Today’s students are entering college having been immersed in media to an extent that has not been seen previously. The media-driven influence on college students has led many educators to use non-traditional mediums to engage their classes in meaningful learning experiences. Many educators advocate for the use of music and/or musical lyrics as a non-traditional teaching tool, specifically to illustrate the basic concepts of criminological theory. While many types of songs and lyrics could be used to teach criminological theory to undergraduate college students, the emphasis of this particular paper is on the use of popular music. Included is a discussion of using non-traditional instruction in the college classroom, student examples of theory application to popular music, and suggestions for implementing popular music in the classroom.     

Social constructivism and the <Emphasis Type="Italic">Believing Game</Emphasis>: a mathematics teacher’s practice and its implications

The study reported here is the third in a series of research articles (Harkness, S. S., D’Ambrosio, B., & Morrone, A. S.,in Educational Studies in Mathematics 65:235–254, 2007; Morrone, A. S., Harkness, S. S., D’Ambrosio, B., & Caulfield, R. in Educational Studies in Mathematics 56:19–38, 2004) about the teaching practices of the same university professor and the mathematics course, Problem Solving, she taught for preservice elementary teachers. The preservice teachers in Problem Solving reported that they were motivated and that Sheila made learning goals salient. For the present study, additional data were collected and analyzed within a qualitative methodology and emergent conceptual framework, not within a motivation goal theory framework as in the two previous studies. This paper explores how Sheila’s “trying to believe,” rather than a focus on “doubting” (Elbow, P., Embracing contraries, Oxford University Press, New York, 1986), played out in her practice and the implications it had for both classroom conversations about mathematics and her own mathematical thinking.     

Flow of DNA solutions in a microfluidic gradual contraction

The flow of λ-DNA solutions in a gradual micro-contraction was investigated using direct measurement techniques. The effects on DNA transport in microscale flows are significant because the flow behavior is influenced by macromolecular conformations, both viscous and elastic forces dominate inertial forces at this length scale, and the fully extended length of the molecule approaches the characteristic channel length w_c (L/w_c ∼ 0.13). This study examines the flow of semi-dilute and entangled DNA solutions in a gradual planar micro-contraction for low Reynolds numbers (3.7 × 10⁻⁶< Re < 3.1 × 10⁻¹) and high Weissenberg numbers (0.4 < Wi < 446). The semi-dilute DNA solutions have modest elasticity number, El = Wi/Re = 55, and do not exhibit viscoelastic behavior. For the entangled DNA solutions, we access high elasticity numbers (7.9 × 10³< El < 6.0 × 10⁵). Video microscopy and streak images of entangled DNA solution flow reveal highly elastic behavior evidenced by the presence of large, stable vortices symmetric about the centerline and upstream of the channel entrance. Micro-particle image velocimetry measurements are used to obtain high resolution, quantitative velocity measurements of the vortex growth in this micro-contraction flow. These direct measurements provide a deeper understanding of the underlying physics of macromolecular transport in microfluidic flow, which will enable the realization of enhanced designs of lab-on-a-chip systems.     

The Universal and the unique in dyslexia: A cross-linguistic investigation of reading and reading fluency in Hebrew-and English-speaking children with reading disorders

Cross-linguistic studies provide a unique tool for the identification of universal processes in oral and written language, both in development and in breakdown (Annual Review of psychology, 52, 369–396). Examining the differential strengths and weaknesses of children with dyslexia in contrasting orthographies can help illumine both the more universal aspects of reading disabilities, as well as their individual language-specific attributes. The aim of this study, was to investigate the shared and distinctive characteristics of readers with dyslexia on reading and reading fluency across Hebrew and English orthographies. Differences between 60 Hebrew and English-speaking children with dyslexia on a battery of cognitive, linguistic, and reading measures will be discussed along with theoretical implications.