Exploring the Effect of Video Used to Enhance the Retrospective Verbal Protocol Analysis: A Multiple Case Study

This study was a multiple case study used to explore how video enhanced the use of the retrospective verbal protocol analysis (RVPA) within the cognitive task analysis (CTA). Qualitative and quantitative data were collected from phenomenological and structured interviews taken from six commercial driver's license driver trainers performing truck driver road tests during a RVPA. The mixed‐methods data collected were used to answer the research question, which asked how the video improved the quality, time, and cost of performing a CTA. Additionally the content collected was used to create curriculum designed to increase hiring managers' skill when performing road tests. The research suggests that video improved the quality to perform a CTA, but did not improve the time and cost to complete the CTA. Although time and cost experienced no improvement in terms of savings to the stakeholder, the findings when presented to the stakeholder provided a discussion for how acquisition of the high‐quality content outweighs time and cost when examining the return on investment. Therefore, taking the time and expending resources to acquire extensive content from experts through use of video as a reflective tool within a CTA during a job analysis can represent a significant return on investment to the organization. The return on investment might encourage stakeholders to approve time and resources necessary to create a training course improving hiring managers' skill when performing road tests.     

Preschoolers Selectively Infer History When Explaining Outcomes: Evidence From Explanations of Ownership,Liking, and Use

Two experiments provide evidence that preschoolers selectively infer history when explaining outcomes and infer past events that could have plausibly happened. In Experiment 1, thirty‐three 3‐year‐olds and thirty‐six 4‐year‐olds explained why a character owns or likes certain objects. In Experiment 2, thirty‐four 4‐year‐olds and thirty‐six 5‐year‐olds explained why a character either owns or is using the objects. Children aged 4 and 5 years, but not 3 years, inferred history when explaining ownership, but not when explaining liking or use. They also tailored their explanations to reflect likelihood, allowing them to infer plausible past events. These findings are informative about the development of children's ability to infer history in their explanations and also suggest that preschoolers appreciate that ownership depends on past investment.     

Cultural Competence and Cultural Identity: Using Telementoring to Form Relationships of Synergy

This study addresses the following research question: How does telementoring urban high school students by English teacher candidates develop candidates' cultural competence and impact mentees' cultural identity development? Mentee-mentor exchanges were analyzed to uncover how mentees used writing to develop cultural identity, how mentors' responses demonstrated cultural competence, and how cultural competence enhanced cultural identity development. Data analysis revealed two themes of synergy, where mentor-mentee exchanges enabled mutual learning. As mentors demonstrated cultural respect through cultural exploration, mentees broadened identity through cultural sharing. As mentors exhibited cultural affirmation through cultural empathy mentees shifted from silenced to spoken anger. Detailed excerpts illustrate how mentees grappled with cultural identity development and how mentors challenged personal assumptions and began to develop ideological clarity.     

MENTAL STATUS AS A PREDICTOR OF RESPONSE TO MEMORY TRAINING IN OLDER ADULTS

The present study assessed the association between rated mental status and response to a memory‐training program. A commonly used general measure of cognitive impairment, the Mini‐Mental State Exam (MMSE), was administered to 102 elderly participants enrolled in a 2‐week memory‐training program. The program used two visual‐imagery mnemonics (name‐face recall and list learning by the “method of loci"). The MMSE scores were positively related to improvement in recall performance. Individuals with relatively mild deficits (those scoring below 29) showed less improvement than those scoring 29 and 30. Differences in ability to benefit from training were also noted between the two mnemonic devices, suggesting a more rapid fall off in ability to benefit from training with a more complex mnemonic, the method of loci.     

Communications Law

CABLE TELEVISION AND OTHER NONBROADCAST VIDEO: LAW AND POLICY by Daniel L. Brenner and Monroe E. Price (Clark Boardman Co., 435 Hudson St., New York 10014, 1986—$85.00)

THE JOURNALIST'S HANDBOOK ON LIBEL AND PRIVACY by Barbara Dill (New York: Free Press, 1986—$19.95)

THE PRESS AND THE STATE: SOCIOHISTORICAL AND CONTEMPORARY INTERPRETATIONS by Walter M. Brasch and Dana R. Ulloth (Lanham, MD: University Press of America, 1986—$47.50/24.95)

THE TOLERANT SOCIETY: FREEDOM OF SPEECH AND EXTREMIST SPEECH IN AMERICA by Lee C. Bollinger (New York: Oxford University Press, 1986—$19.95)

CURRENT DEVELOPMENTS IN COPYRIGHT LAU 1986 (922 pp.)

COUNSELING CLIENTS IN THE ENTERTAINMENT INDUSTRY (793 pp.)