The Impact of Management Education

This article summarizes research findings of a study that examined the effects of a sales management training program conducted at Digital Equipment Corporation. The authors used a typology of training outcomes developed by Kirkpatrick (1959a, 1959b, 1960a, and 1960b) to assess students' satisfaction, learning, and field implementation of skills taught in the class. In addition, they estimated the costs of the program and the actual increase in sales that can be attributed to the implementation of the skills in the workplace. The results indicate that properly conceived and carefully implemented programs have a positive net effect on the corporation's financial position.     

Artificial Neural Networks for Modeling Knowing and Learning in Science

Recent neurobiological evidence suggests that environmentally derived activity plays a central role in regulating neuronal growth and neuronal connectivity. Artificial neural networks with distributed representations display many features of knowing and learning that are known from biological intelligence. In this article, I advocate artificial neural networks as models for cognition and development. These models and how they work are exemplified in the context of a well‐known Piagetian developmental task and school science activity: balance beam problems. I conclude that artificial neural networks, because of their profoundly interactivist nature, are ideal tools for modeling cognitive development and learning in science. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 63–80, 2000     

Factitious disorder in school settings: A case example with implications for school psychologists

Factitious disorder is a condition that has received considerable attention in the medical literature yet is not fully recognized in the school setting. School psychologists can provide important data and observations that can facilitate early identification of this disorder. This article describes a case example of factitious disorder that was identified in the school setting. Symptoms of the disorder are presented, as are the differential diagnoses that must be considered. Specific recommendations for the school psychologist regarding identification, coordination with medical teams, interventions, and ethical and legal obligations are included. © 2000 John Wiley & Sons, Inc.