Children's Understanding of Logical Inconsistency

Five experiments involving 245 participants examined children's understanding of logical consistency. For instance, a character said that a man was both tall and very short. Only by 6 years of age did children show any understanding of logical inconsistency. This occurred despite: (1) good memory for the characters' claims; (2) the use of three different question forms including whether a person had made sense, said something silly, or whether both things a person said could be right; (3) the ability to identify other types of statements (e.g., factual inconsistencies) as not making sense; (4) the ability to compare and contrast the characters' claims in other ways; and (5) attempts to deepen children's processing of the claims by asking them to draw what each character said. Similar to false belief understanding, there was a monotonic relation between the number of older siblings a child had and logical consistency understanding on one of the tasks. It is argued that children may fail the different consistency tasks because of both logical factors (e.g., insufficient insight into logical necessity) and nonlogical factors tied to their social knowledge or insight into representation.     

Teaching MEDLINE to non-urban end users.

The University of Oklahoma Health Sciences Center (OUHSC) Library conducted a two-year program, funded by the National Library of Medicine (NLM), to teach Oklahoma's nonurban health professionals to perform searches of NLM's MEDLINE files using microcomputers. The training program included lectures, online demonstrations, and hands-on practice time. The initial target audience of non-urban physicians was later broadended to include other health professionals. Data collected on the 334 seminar participants included professions and specialties, previous microcomputer usage, and the size of their hospitals. On-site evaluation indicated a high degree of satisfaction with the trainers' communication skills, preparation, information imparted, and the visual aids used. The results of a follow-up survey to determine how many trainees subsequently obtained NLM codes, the amount of searching done, and the problems experienced await analysis.     

Standardization indices of cardiac hypertrophy in weight lifters

In order to investigate further the use of standardization procedures to determine training effects on cardiac dimension and function, two groups of subjects were analysed noninvasively. A control group of sedentary men (n = 7) and an experimental group of weight lifters (n = 12) volunteered for a standard M-mode echocardiographic assessment. Indices of cardiac function as well as absolute left ventricular dimensions and left ventricular mass were similar between the groups. Standardizing for body surface area and body weight separated the groups. The weight lifters were shown to have a more muscular left ventricular posterior wall. The weight lifters also demonstrated a dilated left ventricle when indexing for body surface area. All other dimensional and volumetric indices were non-significant. The present investigation underlines the need for matching control and experimental groups to biometric variables in order to avoid misinterpreting cardiac enlargement. There is evidence for a true relative hypertrophy in weight lifters as indicated by similar absolute cardiac dimensions and similar biometric variables. Therefore, when evaluating athletes engaged in a chronic pressure overload, cardiac hypertrophy indices should consider body surface area (BSA), body weight and lean body weight (LBW). Future work in this field should incorporate rigorous controls on all biometric variables for better interpretation of hypertrophy in relative or absolute terms.     

The Development of an Instrument for the Evaluation of Some Aspects of the Taught Component of an Advanced Courses Module for Teachers in International Schools

A scheme of professional development for teachers, leading to the award of Advanced Certificate, Advanced Diploma or degree of Master of Education, has been in operation at the University of Bath School of Education for some years. Recently this modular scheme has been extended to become more accessible to teachers in international and overseas schools around the world, with modules taught in a range of locations internationally including a Summer School held annually in July at the University of Bath. The Methods of Educational Enquiry (MEE) module provides an introduction to aspects of educational research and is recommended to participants as an early module for study: between 1992 and 1993 this module has thus been taught on more occasions than any other, in a number of different locations and by a number of different tutors. This paper considers issues arising from the implementation of an instrument for the evaluation of some aspects of the taught component of the MEE module in a wide range of contexts, and describes the development of two related measures of participants' satisfaction with respect to this component. A further paper will consider a wider range of issues across a number of different modules in a range of locations.