The Media Audience

Philip Zimbardo and Ebbe B. Ebbeson's Influencing Attitudes and Changing Behavior: A Basic Introduction to Relevant Methodology, Theory, and Applications. (Addison-Wesley, $2.25 paper)     

International Communications

Church, Communication, Development (Committee on Society, Development, and Peace; Publications Department; Ecumenical Centre, 150 Route de Ferney, 1211 Geneva 20, Switzerland, $3.50)

Ithiel de Sola Pool, Philip Stone and Alexander Szalai's Communications, Computers and Automation for Development (UNITAR Research Reports No. 6, UNITAR, 801 United Nations Plaza, New York 10017, $2.00)

George Melly's Revolt into Style: the Pop Arts in Britain (Penguin [hardback], $8.95)

T.C. Worsley's Television: The Ephemeral Art (London: Alan Ross, $9.00)

D.G. Bridson's Prospero and Ariel: The Rise and Fall of Radio—A Personal Recollection (London: Gollancz, $10.50)

Raymond Durgnat's A Mirror for England: British Movies from Austerity to Affluence (Praeger, $11.95)

Asa Briggs History of Broadcasting in the United Kingdom (Oxford University Press, 1961, 1965)     

The audience product and the new media environment: Implications for the economics of media industries

Abstract

The issues currently facing the book publishing industry are profound and the resolution of these issues will ultimately affect how the industry is defined in the future. One of the most important issues that the industry faces is the emergence of a whole range of new media which have created important managerial tensions within the book publishing firms. These tensions include defining what a book is in light of the multi‐dimensional content available as well as the development of new modes of delivery; whether to remain focused on producing great content or become a more technologically oriented company; and the best organizational approach. While these tensions may be viewed as creating turmoil, they have been catalysts of change and are creating opportunities that will ultimately enable the industry to regenerate its businesses, reach a new generation of readers, and create an environment that is more conducive to innovation.     

Exploring the Principal's Contribution to School Effectiveness: 1980‐1995∗

This article reviews research from 1980‐1995 exploring the relationship between principal leadership and student achievement. The focuses is on the substantive findings that emerged from the review. Earlier reports focused on conceptual and methodological issues. The general pattern of results drawn from this review supports the belief that principals exercise a measurable, though indirect effect on school effectiveness and student achievement. While this indirect effect is relatively small, it is statistically significant and supports the general belief among educators that principals contribute to school effectiveness and improvement. Moreover, the review suggests that previously described discrepancies in research results may be explained by the conceptual and methodological tools employed by researchers. We also emphasize the limitations of these studies. Even taken as a group they do not resolve the most important theoretical and practical issues concerning the means by which principals achieve an impact on school outcomes and how contextual forces influence the exercise of leadership in the schoolhouse. It is concluded that while substantial progress has been made over the past 15 years in understanding the principal's contribution to school effectiveness, the most important scholarly and practical work lies ahead. In addition to this qualified, we assert that scholars are better equipped conceptually and methodologically to address these challenges than in 1980.

     

Children's understanding of substances,part 1: recognizing chemical change

Arising from a study which explored the development children's concept of a substance (ages 11-14), this two-part paper focuses on the idea of chemical change. Part one considers substance identity and pupils' interaction with the scientific idea of melting and boiling behaviour as a means for identification and the assessment of purity. Evidence is presented which suggests that children do not 'naturally' have a concept of substance identity which allows them to recognize chemical change as a possibility. Instead, their thinking is in terms of the history of samples. The scientific idea of identity led to a confrontation with the idea of chemical change but the pupils were unwilling to accept this phenomenon. The preference was to view the product of a chemical change as a 'mix' of the original substances rather than as a substance in its own right. Implications for teaching are discussed. Part two (in press) goes on to examine the issue of explaining chemical change.     

Race as a Factor in Persuasion

This study analyzed College Characteristics Index data for 207 students enrolled in a college of business administration to determine institutional press. The obtained scores were compared with Stern’s normative sample. Mean scores for College of Business Administration (CBA) and Arts (A) and Sciences (S) samples were analyzed in terms of the t ratio to determine the degree of press. No significant variance appeared for the groups in Work-Play, Group Life, and Academic Organization. In Non-Vocational Climate and Student Dignity significant differences appeared favoring the A and S sample. Mean scores for all other factors favored the CBA students. Press related to courses showed no threat. Factors related to Social Life interest the students only to a minor degree.     

The Use of Biological Measures to Estimate Behavioral Intelligence

Little attention has been paid to biological or physiological correlates of mental ability in the development of theories or tests of intelligence. A number of such biological correlates exist, however; some showing a pronounced relationship with performance on standard intelligence tests. Given the magnitude of the correlations that exist between behavioral intelligence and such measures as averaged evoked potentials, nerve conduction velocity, and cerebral glucose metabolic rate, it is proposed that an appropriately weighted combination of these and other physiological processes could provide a reliable, culture-fair estimate of intelligence that could be administered in the same manner to persons of almost any age or level of ability. Biological approaches to the measurement of intelligence may not replace traditional assessments, but the information that they can provide deserves greater attention than typically has been the case.