A comparison of verbal output and receptivity in relation to attraction and communication satisfaction in interpersonal relationships

This study tested relationships among verbal output, behavioral receptivity, attraction, and communication satisfaction in a variety of longer and shorter term relationships of differing levels of liking. Two behaviorally referenced reports on others were developed to measure perceived behavioral output and perceived behavioral receptivity. The study tested hypotheses within the attraction paradigm. Results generally supported the notion of an important reinforcement value of high behavioral receptivity and moderate verbal output. Substantial proportions of highly verbal people appeared to be below average in receptivity.     

Team Hyena Puppet: An Interdisciplinary Approach to Making and Teaching Science Through Art

In 2016, professors representing Biology, Dance, Music, and Theatre and dance program students created Dunes, a performance piece that depicts the ecological succession of Michigan's sand dunes. The process used to make this work is a direct representation of the steps that Team Hyena Puppet, a collective of teaching artists and scientists, takes in their science-based art collaborations, which are used to reflect on and depict scientific research and simultaneously teach student participants and audience members science through the performing arts.     

Specific predictors of length and frequency effects in German beginning readers: testing component processes of sublexical and lexical reading in the DRC

Reading and Writing - Reading a word requires several component processes. The dual route cascaded (DRC) model provides a characterization of these component processes and their involvement in...     

Relating early childhood teachers’ working conditions and well-being to their turnover intentions

High turnover rates of early care and education teachers reduce the quality of education; unsatisfied teachers, suffering from stress or emotional exhaustion, are less equipped to promote children’s development and more likely to leave the classroom. We used data from a national survey of US early childhood educators (n?=?1129) to examine associations between teachers’ working conditions, well-being, and motivation with professional commitment and turnover intentions to move, leave, or remain. Multiple regression analyses revealed that more intrinsically motivated teachers were more likely to report intentions to move over leave, emotionally exhausted teachers were more likely to report intentions to leave, and lower teacher-reported working conditions predicted intentions to move or leave the field over staying. The results suggest that teachers’ well-being and perceived working conditions relate with their intentions to remain at their job or within the field and to their commitment to the profession.     

Defining'science-based targets'

The 2015 Paris Agreement to keep global warming well below 2℃above pre-industrial levels and aim towards limiting warming to 1.5℃marked a wa-tershed in planetar...     

Effects of reading skill and CaSe MiXiNg on nonword reading in German

Many low‐skill readers have problems with visual word recognition. In particular, low‐skill readers show a substantial nonword reading deficit that is attributed to deficits in sub‐lexical processing. In this study, I examined whether the nonword deficits of German 14‐year‐old low‐skill readers were associated with inefficient use of multi‐letter information. In a lexical‐decision experiment, words and nonwords were presented in standard format and in MiXeD cAsE format which has been shown to be especially disrupting for sub‐lexical processing. When the stimuli were presented in standard format, low‐skill readers showed a substantial nonword reading deficit, that is they were generally slower than high‐skill readers, but had special problems with decoding nonwords. However, when stimuli were presented in MiXeD cAsE, low‐ and high‐skill readers showed equal impairments in nonword processing. This finding indicates that low‐skill readers do not use context‐sensitive multi‐letter rules during phonological assembly in normal reading.