Communicating Developmental Science to Nonscientists,or How to Write Something Even Your Family Will Want to Read

ABSTRACT

Developmental psychologists are increasingly writing articles, columns, books, and blogs for the general public, but this type of writing can be challenging. Here, I provide guidance on how to communicate scientific ideas to nonscientists, touching on what content to cover, how to organize that content, what language to use, and what tone to adopt. I highlight common shortcomings in how we package and describe our academic pursuits, and provide alternative strategies for writing about research in a clear and compelling manner.     

Writing and Publishing Books in Counseling: A Survey of Authors

This article presents data and ideas from 74 authors who published books in the field of counseling. The process of writing and publishing books is reviewed, and information is provided on typical timetables, book contracts, and remuneration. Suggestions are provided for selecting publishers and obtaining and negotiating contracts. Authors were generally very satisfied with the experience of writing a book.     

Generalization of the Brown-Forsythe approach to factorial designs

The current paper proposes a solution that generalizes ideas of Brown and Forsythe to the problem of comparing hypotheses in two-way classification designs with heteroscedastic error structure. Unlike the standard analysis of variance, the proposed approach does not require the homogeneity assumption. A comprehensive simulation study, in which sample size of the cells, relationship between the cell sizes and unequal variance, degree of variance heterogeneity, and population distribution shape were systematically manipulated, shows that the proposed approximation was generally robust when normality and heterogeneity were jointly violated.     

概化理论在作文评分中的应用研究

概化理论是现代心理测量理论之一,该文简要地介绍了该理论的基本思想并用此理论对作文评分的误差控制问题进行了应用性探讨。研究中请６位评分员对２０名学生每人三种文体的作文用分项评分法进行评定。然后用ＧＥＮＯＶＡ软件的估计了作文评分中的评分员效应和题目效应,并对各种误差构成进行了分析比较。结果表明：在作文评分中,评分员勺最大,题目效应不明显。同时还发现,不同文体对评分误差有重要影响。论文文的评分误差最大,     

Effects of topic knowledge on the allocation of processing time and cognitive effort to writing processes

Conditions of low and high knowledge about the topic of a writing task were compared in terms of the time and cognitive effort allocated to writing processes. These processes were planning ideas, translating ideas into text, and reviewing ideas and text during document composition. Directed retrospection provided estimates of the time devoted to each process, and secondary task reaction times indexed the cognitive effort expended. Topic knowledge was manipulated by selecting subjects in Experiment 1 and by selecting topics in Experiment 2. The retrospection results indicated that both low- and high-knowledge writers intermixed planning, translating, and reviewing during all phases of composing. There was no evidence that low- and high-knowledge writers adopt different strategies for allocating processing time. About 50% of writing time was devoted to translating throughout composition. From early to later phases of composing, the percentage of time devoted to planning decreased and that devoted to reviewing increased. The secondary task results showed that the degree of cognitive effort devoted to planning, translating, and reviewing depended on the task. Also, the high-knowledge writers expended less effort overall than did the low-knowledge writers; there was no difference in allocation strategy across planning, translating, and reviewing.     

Acquisition of the Linearization Process in Text Composition in Third to Ninth Graders: Effects of Textual Superstructure and Macrostructural Organization

Two complementary experiments analyzed the acquisition of text content linearization in writing, in French-speaking participants from third to ninth grades. In both experiments, a scrambled text paradigm was used: eleven ideas presented in random order had to be rearranged coherently so as to compose a text. Linearization was analyzed on the basis of the conceptual ordering of ideas and writing fluency. The first experiment focused on the effect of superstructural facilitation (in decreasing order: 1—instructional, 2—narrative, 3—argumentative), while the second experiment studied the effect of prewriting conditions: 1—scrambled presentation, 2—macrostructural facilitation, 3—ideas given in optimal order (control condition). As expected, scores in conceptual ordering and writing fluency improved through the grade levels. Students were most successful with respect to conceptual ordering in the instructional superstructure, followed by the narrative and finally the argumentative superstructures. The prewriting assignment also had the expected effect (control better than macrostructural presentation which, in turn, was better than the random order) but only with the argumentative superstructure. Contrary to conceptual ordering, writing fluency was not affected by the type of superstructure, although we did record an effect of the prewriting condition. The results are discussed in light of Bereiter and Scardamalia’s knowledge transforming strategy (1987) taking into account cognitive development and French language curriculum.     

Contingency management in writing and the appearance of creative ideas: Implications for the treatment of writing blocks

Data for 3 groups of 9 ‘blocked’ writers who sought treatment to increase their output as writers are presented. Academicians who charted both their writing output and their generation of creative ideas for writing over 10 weeks of treatment showed the highest level of creativity under contingency management conditions that essentially forced them to write habitually. Subjects who wrote spontaneously reported modest levels of creativity, once writing was practiced with some regularity. Subjects who voluntarily abstained from professional writing generated minimal numbers of creative ideas. Conclusions:(1) External contingencies that ‘produce’ writing seem to facilitate, not impede, creativity.(2) Spontaneity in writing is relatively ineffective, compared to contingency management, for producing written copy or novel and useful ideas.     

Support of Content and Rhetorical Processes of Writing: Effects on the Writing Process and the Written Product

The effects of content and rhetorical prompts on writing process activities and the quality of written products were examined. We also examined the usefulness of latent semantic analysis (LSA; Landauer & Dumais, 1997)-a computational technique for representing the content of documents-as a tool for assessing texts. Participants used varied combinations of prompts designed to support content and rhetorical processes. In Experiment 1, content and rhetorical processes were supported only during composition. In Experiment 2, content and rhetorical processes were supported during domain learning and writing. Time spent in 3 writing activities (planning, drafting, revising) was measured, and professional writing instructors and LSA assessed text quality. Content prompts extended time spent writing and were related to improved text quality; rhetorical prompts demonstrated some influence on planning and global text quality only when presented during domain learning. In both experiments, LSA generated consistent judgments of writing quality that resembled human grading.     

How Initial Plans Mediate the Expansion and Resolution of Options in Writing

Effects of a period of planning prior to writing ('pre-writing') and of the writing medium on the content and quality of writing were examined in two between-subjects experiments. In Experiment 1, subjects wrote short narratives either immediately after instruction or following a 5-minute pre-writing period; half of each group used pen and paper; the other half used a word processor. Both pre-writing and word processing resulted in more changes to text content, resulting in compositions that were judged as more sophisticated and creative. Experiment 2 demonstrated that pre-writing using a written outline decreases content revisions compared to non-written pre-writing. Verbal protocols indicated that non-written pre-writing was focused on content generation, whereas outlines were associated with more conceptual planning. To account for these data we propose several additions to the Hayes and Flower (1980) cognitive model of the writing process. Both pre-writing and word processing are viewed as expanding the alternatives to be considered, i.e. 'option expansion'. During writing the options are resolved during pauses and through changes to text content, i.e. 'option resolution'.     

An object relations view of creative process and group process

This article describes a unique writing group experience. Members of the writing group undergo an intensive object relations working-through process. They experience the individual dynamics of their internal editors. They work on conflicts over shame,guilt,and envy that reinforce hostile reactions of the internal editor. In this way,they resolve blocks to the creative process,produce writing,get feedback, give expression to the internal voice,and find the format or formats most appropriate for their unique modes of self-expression. They also help each other mourn the internal parents who constitute the internal editor composite. The mutual grieving process enlarges the inner space for creative self-expression. In sum,this article illustrates the interaction of group process with object relations intrapsychic process.     

A SURVEY OF WRITING INSTRUCTION IN ELEMENTARY LANGUAGE ARTS CLASSROOMS

Abstract

The purpose of the study was (1) to determine to what extent children, in a large southern state, are given opportunities to engage in process writing, and (2) to determine whether teachers have incorporated activities and strategies supported by current research findings on process writing into their language arts programs. A survey of teachers in randomly selected counties was conducted to determine and analyze the following information: 1. sources of content and instructional materials used in the language arts curriculum.

2. organizational patterns used in language arts instruction.

3. time spent in various types of writing.

4. time spent in each of the stages of process writing.

Data collected from the surveys indicated a textbook orientation to language instruction, small amounts of time spent in prewriting or writing activities, and a preference for teacher-controlled writing processes, such as teacher selection of writing topics and teacher editing of student writing. Factors that mitigate for or against the change process and models for teacher inservice that facilitate new instructional practices are discussed.     

A Latent Class Multidimensional Scaling Model for Two-Way One-Mode Continuous Rating Dissimilarity Data

In this paper, we propose a cluster-MDS model for two-way one-mode continuous rating dissimilarity data. The model aims at partitioning the objects into classes and simultaneously representing the cluster centers in a low-dimensional space. Under the normal distribution assumption, a latent class model is developed in terms of the set of dissimilarities in a maximum likelihood framework. In each iteration, the probability that a dissimilarity belongs to each of the blocks conforming to a partition of the original dissimilarity matrix, and the rest of parameters, are estimated in a simulated annealing based algorithm. A model selection strategy is used to test the number of latent classes and the dimensionality of the problem. Both simulated and classical dissimilarity data are analyzed to illustrate the model.     

Recognition of Difference in the Author–Discussant Relation: Reply to Commentary

This author describes how poetry infuses her way of thinking, feeling, and writing and her way of working analytically. She introduces the concept of a nonanalytic third—the analyst's personal, intimate, and substantially abiding relationship to some body of experience unrelated to materia psychoanalytica. She posits that this nonanalytic third, the nature of which is unique to each analyst, constitutes a source of enrichment, texture, and dimensionality as well as personally compelling metaphors that the analyst may offer to the patient as other-than-me substance and a placeholder for cultivating the potential in the discourse of analytic potential space, in addition to serving as a facilitator and comfort for transition when the analyst must recognize and promote the necessary ending of an intimate analytic relationship.

Using Stephen Mitchell's notions of intersubjectivity and also using the analyst's and patient's separate role responsibilities in the creation of a context for the absence of conscious intentions, the author develops her concept of the nonanalytic third and the particular contribution of poetry to clinical process. These ideas are illustrated with a detailed case example of an unfolding analytic process that includes an e-mail exchange at the time when a shocking form of nonanalytic third appeared—September 11, 2001.     

Tradeoffs Between Ideas and Structure: Individual Versus Group Performance in Creative Problem Solving

The present effort was intended to assess how situational variables influence the relative performance of groups and individuals on creative problem-solving tasks. More specifically, a priming manipulation was used to increase the number of alternatives available for problem solving while training was used to provide groups with shared mental models bearing on the problem. It was found that having more ideas available led to better individual performance. Group performance, however, was enhanced by training appropriate to problem content that allowed for elaboration and refinement of ideas. These findings indicate that interventions intended to enhance creativity may have different effects at the individual and group level. The need to consider multiple levels of situational influences in attempts to understand creative achievement is discussed.     

Impasse and Resonance Across Multiple Relational Realms: Reply to Commentaries

In my response to the commentaries by Anthony Bass, Irwin Hirsch, and Margaret Crastnopol, I focus on conscious and unconscious factors that open or close potential space across relational realms, including that of analyst and patient, parent and child. I then extend these notions to the supervisory relationship. I describe how these issues affected the writing process for me, and explore the impact that writing has had on the ongoing treatment with my patient. I consider too the ways in which shame travels intersubjectively, shutting down transitional space and interfering with aliveness, authenticity, and creativity.     

What is a writing group? Dilemmas of the leader

A writing group can serve to reinforce literary and therapeutic goals. The model outlined here assumes a leader with literary and clinical training, including expertise in group dynamics. The group format is adapted to support exploration of the writer's main problem, the absence of the reader at the moment of writing. The group modifies the writer's "mythical" reader through member interactions with writer and writing. Giving and receiving feedback are central to the group process. The leader's dilemma in a bifocal form like this is to know when and how far to interpret group members' psychological issues. The best rule is to interpret "toward" the group (i.e., to bring up material that can be safely and readily processed there), but to be cautious about interpretation of patterns of early character formation.     

心身关系中的哲学观点论争

人们在对未知问题作推测,或对已解决的问题作解释时会涉及两种观点的论争。一元论与二元论的哲学观点论争在今天的医学领域中已转化为在病因、发病机制中的还原论与整合论的论争。     

The Design of an Information Literacy Program at a Non-Traditional Seminary

ABSTRACT

The exponential growth in information resources and the new demands of the information age have put increasing demands upon faculty and students to access appropriate information quickly, to process that information with critical thinking skills, and to communicate both verbally and in writing a product that is practical, interesting, and meaningful. The job of teaching of research methods must include the integral components of an information literacy program. Students need to be encouraged to expertly retrieve the information required for the writing of a paper. They must be helped to think critically, synthesizing ideas and concepts from the numerous information sources.

It is vital that the faculty and librarian at Seminary of the East work together to develop a comprehensive information literacy program that is not only supported by both faculty and library staff, but periodically evaluated to validate the program and to measure its progress in addressing the information literacy needs of both students and faculty.     

Structured writing about current stressors: The benefits of developing plans

To investigate the health outcomes of structured writing about everyday stressors, 64 undergraduates selected a stressful event with which they were currently dealing, and wrote about it at home on three occasions in 1 week. Two forms of writing were manipulated: expressive writing?–?exploring one's thoughts and feelings about the stressor; and planful writing?–?developing plans to deal with the problem. Appraisals of control and efficacy were investigated as mediators. Expressive writing yielded no health benefits and did not affect appraisals, but planful writing did. Whereas non-planners' levels of negative affect (NA) remained stable across writing days, planners initially experienced higher NA, but their NA decreased significantly across writing days. Planful writers, relative to non-planners, felt less control over their emotions and less confidence in resolving their problem, but it was non-planners who experienced an increase in stress-related symptoms following writing. Appraisals did not mediate the physical health outcomes.