The editorial policy of a learned society

The effect on the editorial policy of a scholarly journal of its being published by a learned society rather than by an independent commercial owner can be examined through consideration of a number of questions that define possible influences on policy. The evidence from a look at the genesis of scholarly journals in learned societies and their evolution suggests that the answers can be many and that the qualities of scholarly journals depend more on the stage of a journal’s evolution, pressures for its profitability, and the editor’s decisions than on the question of a journal’s ownership. Some first–rate journals are non–society, commercially owned journals; some are society–owned and published.     

Food motivation of rehabilitated malnourished rats: Implications for learning studies

Adult male, and female rats that had suffered either postnatal undernutrition or postnatal zinc deficiency were more highly motivated for food than normal rats. A progressive ratio schedule was used to test the rats for food motivation. All rats were deprived of food 24 h prior to testing. Each rat was tested once a week for 8 consecutive weeks. The smaller body size of the previously malnourished rats relative to their body surface area seemed to be the best explanation for their higher level of motivation.     

Fair Game: Using Simulators to Change Likelihood of Distracted Driving at the Minnesota State Fair

Distracted driving is a problem on U.S. roadways. Strategic campaigns have tried to curb this behavior with varying success. Researchers are examining how distracted-driving simulators might be useful in helping to combat this epidemic. Participants (N = 193) took part in a pretest/posttest, between-subjects field experiment where they were randomly assigned to one of five video game driving simulation scenarios (e.g., texting/talking/two combo conditions/distraction-free). Results indicated that participants texting during simulation committed more crashes, fog line crossings, and speed infractions than those talking and those who were not distracted. Further, results indicated that the simulation experience led to reports of being less likely to drive distracted in the future.     

Multiculturalism’s Jewish problem

This article is adapted from a piece that appeared in the November/December 1991Congress Monthly. It is reprinted with the permission ofCongress Monthly. ? 1991 by the American Jewish Congress.     

Tests,Test Scores,and Constructs

In the service of educational accountability, student achievement tests are being used to measure constructs quite unlike those envisioned by test developers. Scores are compared to cut points to create classifications like “proficient”; scores are combined over time to measure growth; student scores are aggregated to measure the effectiveness of teachers, schools, and school districts; indices are created to measure college and career readiness. These and other new uses rely on derived scores created to measure new constructs. The field of educational and psychological measurement has largely ignored these significant, consequential measurement applications. The conceptual frameworks and analytical tools of educational and psychological measurement should be used to study such derived scores and the validity of their uses and interpretations.     

An analysis of diverging approaches to simple arithmetic: Preference and its consequences

Earlier research by the author indicated that many below average attainers do not remember number facts and use alternative strategies to obtain solutions to basic arithmetical problems. These alternatives were frequently seen as the best way of finding a solution.This paper considers the relationship between the various strategies used by mixed ability children aged 7 to 12. An analysis of alternatives suggests that the selection is not underpinned by regression through the learning sequence, but by regression dominated by the child's preference for certain strategies over others. Through the evaluation of a hierarchy of preferences, divergence between the strategies available to the less able and the more able child is revealed. The alternative strategies used are based either on counting — procedural strategies, or on the use of selected known knowledge — deductive strategies. Above average children have both available as alternatives; evidence of deduction is rare amongst below average children. The more able child appears to build up a growing body of known facts from which new known facts are deduced. Less able children — relying mainly on procedural strategies — do not appear to have this feedback loop available to them.The paper contends that, for some children, procedural methods do not encourage the need to remember; the procedure provides security. On the other hand, deductive methods initially enhance the ability to remember other basic facts and eventually help children make extensive use of facts that are known to remove the need to remember new ones. More able children appear to be doing a qualitatively different sort of mathematics than the less able.     

Academic decision making: Faculty appointments and reappointments

University faculties are composed largely of individuals who are tenured, but who are not due to retire until the years 2000 to 2010. As a result, there will be few new openings in the foreseeable future to adapt to rapidly changing educational demands. In addition, as this large number of individuals rises through the salary scale, the already small number of nontenured positions will be reduced for financial reasons, further compounding the problem of lack of academic flexibility. Deans do not have sufficient remaining academic personnel decisions to meet the demands required for either the evolution of academic programs that keep pace with social change over the next 15 years or for balancing their budgets. Universities must shift from the future to the present some of the academic and financial flexibility due to begin in the year 2000 through attractive programs of career alternatives.