The income consequences of the all-doctorate marriage

Income levels and percentage change in 1971–1975 income were regressed on personal and institutional variables for husband and wife doctorates holding full-time academic positions. Results of the composite equation indicate a $1,254 premium associated with being male after controlling for the other variables. Composite results also indicate a negative relationship between income for one spouse and the perceived opportunities for employment of the other spouse. Separate equations for the spouses indicate that this result related only to the wives' perceived opportunities of their husbands' income. By eliminating individuals with education doctorates and substituting the husbands' weights for the wives', the $1,254 differential was partially eliminated. The remaining differential between husbands' and wives' income was due to the greater involvement of the males in consulting and administration, greater involvement of the women in education, and fewer number of years of full-time experience of the wives. Comparison of income changes in both the composite and separate equations indicate that the wives received an 8–9% greater income increase than their husbands.     

College Students’ Reasons for Depression Nondisclosure in Primary Care

Unwillingness to share depression experiences with primary care physicians contributes to the undertreatment of depression. This project examined college students’ reasons for depression nondisclosure to primary care providers (PCPs). Undergraduate participants read a vignette describing someone with depression and completed measures of disclosure barriers. Analyses indicated 26% of respondents would NOT disclose depression symptoms to PCPs. Reasons for nondisclosure included difficulty initiating the depression conversation, medication aversion, and fear of referral to a psychologist. Also, anger toward the vignette character varied with disclosure willingness, suggesting that nondisclosers feel more stigma than disclosers and are less likely to engage in psychotherapy. Because engagement in pharmacological and/or psychotherapeutic treatment requires identification of depression in healthcare settings, increased understanding of disclosure barriers could increase students’ access to depression treatment.     

Distance learners' interactions with text while studying

This paper reports part of an investigation into how tertiary‐level distance students use and learn from textual materials during actual study sessions. Methods used provided biographical data on students and students' perceptions of their study approaches and access to the moment‐by‐moment thinking of students during study. Close‐ups of students at work provided by analysis of these data were not flattering. They revealed that students were satisficers, processed text at a rate consistent with a surface approach, avoided in‐text questions and activities wherever possible and made limited use of aspects of the text's access structure. Reasons for the poorer‐than‐expected study performances are considered as well as ways of improving text design to enhance the quality of learning.     

Reflections on some contemporary educational slogans

Five fashionable ideas in educational theory are here identified as essentially amounting to slogans in which mere rhetoric supplants rational discussion. First, the back-to-basics movement, trading on a preference for what is essential and useful, blurs the point that there is serious dispute about what actually is essential in education. Second, progressive educators favour discovery learning, but ignore the fact that discoveries can grow out of teaching situations. Third, the notion of values clarification is attractive to all who reject authoritarianism in moral education, but it cannot be enough merely to clarify our moral views. We need to ask how far they are defensible. Fourth, the idea of the hidden curriculum is used to denounce subtle indoctrination, but it is too readily assumed that a hidden curriculum is both inevitable and undesirable. Finally, modern educators have succumbed to the apparent security offered by behavioural objectives without noticing that many educational outcomes, including dispositions, cannot be specified with the precision demanded. Slogans offer simplistic solutions, and serve to curtail serious criticism.

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Zusammenfassung Fünf gängige Begriffe aus der erziehungswissenschaftlichen Theorie, die wesentlich zur Schlagwortbildung beitragen, werden hier identifiziert, bei denen das rein Rhetorische die rationale Diskussion ersetzt. Erstens, die Back to Basics (Zurück zu den Grundfertigkeiten)-Bewegung, die mit Vorliebe übernimmt, was daran wesentlich und nützlich ist, jedoch die Tatsache verwischt, daß eine ernsthafte Auseinandersetzung darüber geführt wird, was eigentlich in der Erziehung wesentlich ist. Zweitens, fortschrittliche Erzieher bevorzugen entdeckendes Lernen, übersehen aber die Tatsache, daß Entdeckungen aus Lehrsituationen heraus erwachsen können. Drittens, der Begriff der Werteabklärung ist für alle verlockend, die das Autoritäre in der Moralerziehung ablehnen, aber es ist nicht ausreichend, nur unsere moralischen Standpunkte zu klären. Es muß die Frage gestellt werden, inwieweit sie zu verteidigen sind. Viertens, der Gedanke des verborgenen Curriculums wird angewandt, um die subtile Indoktrination zu entlarven, aber es wäre voreilig anzunehmen, daß das verborgene Curriculum gleichermaßen unvermeidlich und unerwünscht ist. Schließlich glauben moderne Erzieher durch die sich anbietenden Verhaltensweisen eine Garantie zu haben, ohne zu bemerken, daß vielfach Folgen der Erziehung einschließlich der Charakteranlagen, nicht im einzelnen mit der erforderlichen Präzision angegeben werden können. Schlagworte bieten vereinfachende Lösungen und dienen dazu, ernsthafte Kritik einzuschränken.

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Résumé Les cinq idées en vogue dans le domaine de la théorie éducative sont identifiées ici essentiellement en tant que slogans dans lesquels la rhétorique supplante le débat rationnel. Tout d'abord, le mouvement pour un retour aux éléments d'apprentissage essentiels de base, en tirant profit d'une préférence pour ce qui est fondamental et utile en éducation, cache la controverse sérieuse qui est soulevée lorsqu'il s'agit de savoir ce qui est vraiment essentiel en éducation. Deuxièmement, les éducateurs progressistes favorisent l'apprentissage par la découverte, mais ignorent le fait que ces découvertes peuvent provenir des situations d'apprentissage. Troisièmement, la notion de clarification des valeurs est attirante pour tous ceux qui rejettent l'autoritarisme dans l'éducation morale, mais il est insuffisant de clarifier nos vues morales. Nous devons nous demander jusqu'à quel point elles sont justifiables. Quatrièment, l'idée du curriculum dissimulé est utilisée pour dénoncer une indoctrinement raffinée, mais on affirme trop facilement qu'un curriculum dissimulé est inévitable et peu désirable à la fois. Enfin, les éducateurs modernes ont cédé à l'apparente sécurité offerte par les objectifs relatifs au comportement sans remarquer que de nombreux résultats éducatifs, y compris les dispositions, ne peuvent être spécifiés avec la précision demandée. Les slogans offrent des solutions simplistes et servent à amputer la critique sérieuse.

     

Extending WHIRL with background knowledge for improved text classification

Intelligent use of the many diverse forms of data available on the Internet requires new tools for managing and manipulating heterogeneous forms of information. This paper uses WHIRL, an extension of relational databases that can manipulate textual data using statistical similarity measures developed by the information retrieval community. We show that although WHIRL is designed for more general similarity-based reasoning tasks, it is competitive with mature systems designed explicitly for inductive classification. In particular, WHIRL is well suited for combining different sources of knowledge in the classification process. We show on a diverse set of tasks that the use of appropriate sets of unlabeled background knowledge often decreases error rates, particularly if the number of examples or the size of the strings in the training set is small. This is especially useful when labeling text is a labor-intensive job and when there is a large amount of information available about a particular problem on the World Wide Web.

The development of temporal metamemory

In two studies of knowledge about the properties and processes of memory for the times of past events, 178 children from 5 through 13 years of age and 40 adults answered questions about how they would remember times on different scales, how temporal memory is affected by retention interval, and the usefulness of different methods. The adults showed quite accurate knowledge about the main properties of memory for time and the processes that underlie it. Different properties and processes were first understood at ages ranging from 8 years to 12 years or later. Knowledge of the roles of reconstruction and impressions of temporal distances appear well after children use them to remember the times of events.     

An Experimental Investigation of Antisocial Lie-Telling Among Children With Disruptive Behavior Disorders and Typically Developing Children

Children's lie-telling is surprisingly understudied among children with significant behavioral problems. In the present study, experimental paradigms were used to examine antisocial lie-telling among ethnically diverse 5- to 10-year-old children with disruptive behavior disorders (DBD; n = 71) and a typically developing (TD) comparison sample (n = 50) recruited from a southeastern state from 2013 to 2014. Children completed two games that measured the prevalence and skill of their lies: (a) for personal gain and (b) to conceal wrongdoing. Children with DBD were more likely to lie for personal gain than TD children. With age, children were more likely to lie to conceal wrongdoing, but the reverse was true regarding lies for personal gain. Results advance knowledge concerning individual differences in children's lie-telling.     

Education,skills and international cooperation: Comparative and historical perspectives

International Review of Education -     

Learning Acetabular Fracture Classification using a Three-Dimensional Interactive Software: A Randomized Controlled Trial

Acetabular fractures are a real challenge for junior doctors as well as experienced orthopedic surgeons. Correct fracture classification is crucial for appreciating the fracture type, surgical planning, and predicting prognosis. Although three-dimensional (3D) tutorial is believed to improve the understanding of the complex anatomy structure, there have been few applications and randomized controlled trials to confirm it in orthopedics. This study aims to develop a 3D interactive software system for teaching acetabular fracture classification and evaluate its efficacy. Participants were randomly but evenly allocated into either the experimental group (who learned the acetabular fracture classification using a 3D software) or the control group (who used a traditional two-dimensional [2D] tutorial). Both groups were then tasked to classify 10 acetabular fractures and complete a five-point Likert scale on their satisfaction of each learning modality. To calculate significance (P < 0.05), independent t-test was used for normally distributed data whereas Mann-Whitney U test for non-normally distributed data. The experimental group significantly outperformed the control group (t (28) = 2.526, P = 0.017) with identifying correct acetabular fracture classification. Moreover, Likert scale score in the experimental group was also significantly higher than in the control group (Z = 2.477, P = 0.013). This 3D classification software has objectively and subjectively showed an advantage over the traditional 2D tutorial, resulting in an improved classification accuracy and higher Likert scale score. The 3D software has the potential to improve both clinical knowledge as well as identifying correct patient management in orthopedics.