Critics and performers as storytellers

Thinking based on narrative concepts provides a useful perspective from which to perceive and enhance the process of performance criticism. In narrative terms, the critic and performer each tell stories from their own angles of vision. The critic's and performer's stories are influenced by information that is both private and public and achieve credibility based upon their narrative probability and fidelity.     

Promotion to Full Professor: Moving Beyond Tenure and Associate Professorship

Although there has been great discussion and numerous workshops on obtaining tenure and promotion to associate professor, there has been little exploration of the expectations regarding the next step—promotion to full professor. To fill this void, this study gathered information from full professors teaching in 33 US doctoral programs in criminology and criminal justice. Survey questions asked subjects to note what they believe are the most important criteria for promoting a candidate to full professor. The study found that journal articles were critical for promotion, while grants, publishing a book, and service were not. Furthermore, individual variables such as gender, degree field, prior work as a criminal justice practitioner, and the department context such as program rank, the percentage of women, and number of full professors had significant impacts on the ranking of a candidate’s contributions, and the recommendation for promotion. The findings and implications are discussed.     

Ideational code‐switching: Walking the talk about supporting student creativity in the classroom

This article considers how teachers can begin to reconcile their value for creativity with a pedagogy that supports it. First, teachers’ experiences of finding themselves caught in the middle between valuing creativity and helping students conform to the constraints of the classroom are considered. Next, the role that constraints play in creativity is discussed. Finally, a new way of thinking about creative expression, called ideational code‐switching, is proposed. Ideational code‐switching represents the ability to move between intrapersonal creative interpretations and interpersonal creative expression. The article closes with suggestions for how teachers can support students’ ideational code‐switching and thereby encourage creative expression in their classroom.     

双任务中内隐运动技能学习对提高保持成绩的作用

本实验研究的目的是,调查在双任务条件下一个运动系列能否被不觉察地掌握,内隐学习是否比外显学习更有效地增加保持.36名实验对象被随机分为内隐学习组或外显学习组.要求所有被试通过敲击一个键盘上的F和J键,来移动计算机屏幕上的横杆,去接住一个下落的小球.一个固定的5种小球下落曲线的系列被安插在每组15次练习的中段.同时,实验参加者需要数每组练习中的所听到的嘟嘟声的数目,以作为第二项任务.在掌握该技能后的24小时进行3次保持测验.ANOVA分析发现固定小球下落曲线段的接球成绩随着练习的增加而提高,但是练习对随机段没有作用.尽管两种练习条件下,运动技能学习成绩没有差异,但内隐学习组比外显学习组在模拟接球的保持测试和第二项任务中表现较准确.这些结果显示内隐学习是一个改善运动技能长期记忆的有效手段,并且与外显学习相比,它在练习中占用较少的认知资源.