Preschoolers Flexibly Shift Between Speakers' Perspectives During Real-Time Language Comprehension

In communicative situations, preschoolers use shared knowledge, or “common ground,” to guide their interpretation of a speaker's referential intent. Using eye-tracking measures, this study investigated the time course of 4-year-olds’ (n = 95) use of two different speakers’ perspectives and assessed how individual differences in this ability related to individual differences in executive function and representational skills. Gaze measures indicated partner-specific common ground guided children's interpretation from the earliest moments of language processing. Nonegocentric online processing was positively correlated with performance on a Level 2 visual perspective-taking task. These results demonstrate that preschoolers readily use the perspectives of multiple partners to guide language comprehension and that more advanced representational skills are associated with the rapid integration of common ground information.     

Emerging Adults’ Perceptions of Male Circumcision in the United States: Facts,Fictions, and Future Plans

Abstract

Societal perspectives on male circumcision and its implications are not well understood. In this exploratory qualitative study, participants (N?=?34, 7 male, 27 female) enrolled in a human sexuality course were asked to share their perspectives on male circumcision through the development of a written response to open-ended questions. Written responses were analyzed using qualitative thematic analysis to determine the ways in which participants perceive male circumcision, as well as to explore the arguments, contradictions, and rationalizations emerging adults use to justify it. Participants were largely in support of circumcision and believe it to be beneficial in terms of hygiene, esthetics, social acceptability, and tradition. Participants acknowledged the risks of circumcision and rationalized them, indicating they were in favor of the procedure and would circumcise their own sons despite limited knowledge of the benefits and drawbacks. Findings indicate emerging adults do not often discuss male circumcision and do not carefully consider the procedure, perhaps due to the widespread belief that circumcision is a social norm that should not be questioned. Despite this lack of discussion or formal education on the topic, most of the emerging adults did express strong opinions in favor of circumcision based on their personal experiences and social interactions.     

Adolescent Peer Relationship Qualities as Predictors of Long-Term Romantic Life Satisfaction

Adolescent-era predictors of adult romantic life satisfaction were examined in a multimethod, prospective, longitudinal study of 165 adolescents followed from ages 13 to 30. Progress in key developmental tasks, including establishing positive expectations and capacity for assertiveness with peers at age 13, social competence at ages 15 and 16, and ability to form and maintain strong close friendships at ages 16–18, predicted romantic life satisfaction at ages 27–30. In contrast, several qualities linked to romantic experience during adolescence (i.e., sexual and dating experience, physical attractiveness) were unrelated to future satisfaction. Results suggest a central role of competence in nonromantic friendships as preparation for successful management of the future demands of adult romantic life.     

Effective pedagogical practices for online teaching: Perception of experienced instructors

Institutions have focused on providing faculty with technological training to enhance their online teaching, but many online instructors would like to learn more effective pedagogical practices. This phenomenological study determines what experienced, award-winning South Dakota e-learning instructors perceive to be effective pedagogical practices. This study identified effective pedagogical practices for online teaching that are reflective of theories and practices referenced in the college teaching literature.     

A professional development climate course for sustainable agriculture in Australia

There are few professional development courses in Australia for the rural sector concerned with climate variability, climate change and sustainable agriculture. The lack of educators with a sound technical background in climate science and its applications in agriculture prevents the delivery of courses either stand‐alone or embedded in other courses, and adversely affects the ability of graduating students to apply climate information. This paper presents evidence from a professional development climate course with 20 professional educators and consultants and results from: surveys at the training workshop; from a questionnaire 12 months post‐workshop; and a combined interview and survey two years post‐workshop. The key finding was that professional development courses specifically addressing climate are essential, while topics should include climate and weather, the impacts of climate on agricultural systems, strategic thinking and planning options available for business. A project undertaken by professionals delivering climate education helped to improve their skills and confidence to deliver other stand‐alone climate courses or to embed climate in existing courses. The paper proposes that a suitable resource manual should be ‘problem‐based’ in its design to allow for a broad range of geographic climates, and should address a wide range of agricultural enterprises including livestock production, horticulture and cropping. The authors also propose ways to introduce and integrate applied climate knowledge and skills into the wider community. Possible progress for inter‐disciplinary education and the implications from enhancing learning about climate for sustainable agriculture are discussed.     

Determinants of participation in an Inuit online community of practice

An online community of practice (OCoP) is an important tool for managing and disseminating knowledge within a community. Unfortunately, research shows that OCoPs are often unsuccessful due to lack of participation by members of the community. This paper describes a preliminary investigation of the determinants that impact participation in an OCoP within an Inuit community. An open-ended interview questionnaire was developed and members of the Inuit community were interviewed. Our results show lack of time as the main barrier to participation. Our study also reveals an interest by many members of the Inuit community in being involved in the development of the OCoP. The Inuit have a strong culture built on knowledge sharing, and this allows for open conversations and greater trust within the community. In a culture built and sustained by knowledge sharing, we strongly believe that an OCoP can be a valuable tool, provided the right steps are taken to facilitate and encourage participation.