The effect of labeling on perceptions of the quality of AM and FM signals

The extent to which a barrier against AM radio listening has resulted from imagined versus real differences between AM and FM signal quality was addressed by examining the effects of AM and FM labels versus actual AM and FM signal quality differences. A total of 605 college undergraduates in four separate groups rated a recording of an AM broadcast, an FM broadcast, or a recording of a compact disc identified as either an AM or FM broadcast on semantic differential scales for fidelity, technical sound, hiss/noise/distortion, and overall quality. For all four scales, signals identified as FM (simulated and actual) were rated significantly more favorably than signals identified as AM. The results suggest that attitudinal barriers to the acceptance of AM radio depress evaluations of AM radio signals when compared to FM radio signals of the same quality.     

The Context of Educational Measurement Instruction for Preservice Teachers: Professor Perspectives

Professors from 28 mid-western colleges responded to a questionnaire on the nature of educational measurement instruction provided to students in preservice teacher education programs. The results reported here offer insight Into (a) course and student characteristics (b) professors' educational preparation and experience, and (c) learning/ instructional activities and content emphases. These characteristics, together with findings of previous research, serve as a basis for suggestions regarding the limitations of this instruction in light of teacher needs and perceived changes needed In educational measurement instruction.