The Effect of Information Framing on Academic Task Completion

Information framing was investigated as a classroom management technique for academic task completion. Framing effect refers to the finding that people's choices are affected by how pre‐decisional information is framed (Tversky & Kahneman, 1984). In five 3rd and 4th Grade classrooms, teachers observed task completion rates of their students under five different framing conditions: unframed instruction; positively framed instruction with (a) group and (b) individual consequence; negatively framed instruction with (a) group and (b) individual consequence. Task completion rates were significantly greater under all framed instruction conditions than unframed, with effect sizes ranging from 0.21 to 0.32 and much greater at the class level. Improvement rates corresponding to effect sizes ranged from 20% to 70% at the class level, showing the usefulness of framing instructional directives.     

Role of Oxidative Stress in Various Stages of Psoriasis

Psoriasis is a chronic inflammatory, proliferative skin disease characterized by pathological skin lesions due to various exogenous and endogenous factors. It is associated with a number of biochemical and immunological disturbances. Recently, it has been suggested that increased reactive oxygen species (ROS) production and compromised function of antioxidant system may be involved in the pathogenesis of this disease. In the present study, 90 psoriasis patients were selected. Disease severity was assessed by psoriasis area severity index score and grouped as mild, moderate and severe (each group consists of 30 subjects) and compared with 30 healthy controls. Serum levels of malondialdehyde, nitric oxide end products and the activities of antioxidant enzymes such as erythrocyte-superoxide dismutase, catalase and total antioxidant status were investigated in these groups/subjects. As compared to controls, we found severitywise significantly increased serum malondialdehyde, nitric oxide end products with decrease in erythrocyte-superoxide dismutase activity, catalase activity and total antioxidant status in patients with psoriasis suggesting worsening of the disease. It seems to be linked with the enhancement of Reactive Oxygen Species production and decreased antioxidant potential in psoriasis.     

Depleted nitrite and enhanced oxidative stress in urolithiasis

Crystal aggregation and retention are critical events for the formation of kidney stones. There is a close association between crystal development and free radical activity in vivo. In the present study 30 subjects presenting with urolithiasis were included. Serum levels of total lipid peroxides, nitric oxide (as nitrite), α-tocopherol, plasma ascorbic acid (vitamin C) and erythrocyte superoxide dismutase activity were measured. These findings were compared with 30 age matched control subjects irrespective of sex. Student's ‘t’ test was applied for statistical analysis. There was a significant increase in lipid peroxides (p<0.001), where as significant decrease in nitrite (p<0.01) and α-tocopherol (p<0.001) levels were observed. Plasma ascorbate (p>0.05) and erythrocyte superoxide dismutase activity (p>0.05) was also found to be decreased but the difference was not statistically significant which suggests that oxidative stress is evident in urolithiasis with depletion in antioxidant status where as decrease in nitric oxide may be less abetting in disease condition.     

Teachers’ Judgements of Students’ Performance: use of consensus,consistency and distinctiveness information

Teachers’ judgement of students’ performance may depend on how teachers mentally use performance information. The information covariance principle in Kelley's (1967) model of causal judgement was used to portray students’ performance data as consensus, consistency and distinctiveness information. Consensus data revealed a student's performance in relation to his/her classmates; consistency and distinctiveness data provided individuating information about the student. Analyses revealed that teachers relied mainly on consensus information in making both predictive and diagnostic judgements. They made limited use of individuating information. The findings imply that inaccuracy in teachers’ judgements of their students is partly due to the inappropriate strategy of mainly using consensus or comparative performance data.     

The effect of implicit theories on raters' inference in performance judgment: Consequences for the validity of student ratings of instruction

Performance judgment is a situation of incomplete information where raters' inference would play an important role. Consequently, the schematic nature of human cognition may introduce implicit personality theory bias in performance judgment. To demonstrate this, a causal model of performance rating judgment was framed from the theories of person perception and social cognition. The model yielded a good fit to the data obtained from a performance rating task where the availability of performance information was manipulated. The results supported the hypotheses that student raters' inferences are partly contaminated by their implicit theories of a good instructor. Student raters inferred traits and behaviors and provided ratings for corresponding items even when the instructor behavior was limited to a subset of performance data only. The findings imply that one aspect of invalidity in student ratings of instructors is the bias in human inference due to the implicit theories of effective instructional behavior.