Cognitive Tutor: Applied research in mathematics education

For 25 years, we have been working to build cognitive models of mathematics, which have become a basis for middle- and high-school curricula. We discuss the theoretical background of this approach and evidence that the resulting curricula are more effective than other approaches to instruction. We also discuss how embedding a well specified theory in our instructional software allows us to dynamically evaluate the effectiveness of our instruction at a more detailed level than was previously possible. The current widespread use of the software is allowing us to test hypotheses across large numbers of students. We believe that this will lead to new approaches both to understanding mathematical cognition and to improving instruction.     

Educational software evaluation research: Balancing internal,external, and ecological validity

The difficulties inherent in the evaluation of educational software are described in terms of the tradeoffs between internal, external, and ecological validity. Larger issues in evaluation research design and computer-based instruction are highlighted by primary and metaanalytic studies designed to reveal the effects of computer simulations in psychology classrooms and laboratories. The effectiveness of classroom and laboratory computer activities depends on how the inclusion of software, as well as the evaluation process itself, changes the entire instructional process.     

The WebQuest: An Illustration of Instructional Technology Implementation in MFT Training

This teaching case illustrates the innovative application of an instructional technology modality, the WebQuest, in family therapy training. It describes what a WebQuest involves, and how it can be used as a tool for developing critical thinking and application of contemporary marriage and family therapy (MFT) theory to social and global issues. The authors discuss the results of the survey and focus groups conducted to assess the value of this assignment from the students’ perspectives. Results indicate that its application in a family therapy theories course fostered students’ awareness of global issues impacting family life, integration of family therapy theories to serve children and families, creativity in developing their own intervention models, and ability to discuss and integrate knowledge from different knowledge bases and perspectives.     

Comments on applications of microcomputers in teaching

As instructional applications of microcomputers mature, both recurrent and new themes emerge. These include (1) getting started in instructional microcomputing, (2) the identification and evaluation of software, (3) the diminishing appeal of computer-based demonstrations, (4) the increasing importance of student control in student-computer interactions, (5) the emergence of tool-based courseware, (6) the importance of thoughtful integration of computers into the course, and (7) the critical need to evaluate both course and courseware. Careful attention to these issues can improve the quality of students’ understanding of psychology and the science of behavior.     

Issues in the effective use of computers in introductory and advanced courses in psychology

The recent proliferation of time-shared terminals, computers, and instructional software is producing a dramatic change in undergraduate education in psychology. Although computers have been used for many years in research in psychology, their use as instructional alternatives only recently has been thrust upon the academic community, a development for which many faculty-even experienced computer users—are ill prepared. The use of computers and microcomputers in instruction can provide the instructor, and more importantly, the student, with an effective pedagogical tool. However, computers cannot be introduced into the curriculum in a piecemeal or haphazard fashion. In this paper, issues involved in the effective introduction and use of computers in teaching are outlined.     

Some observations on applications of microcomputers in teaching

Several useful and important observations appear in the papers in this symposium. This paper highlights some of those ideas and some of the underlying themes of the symposium papers. Finally, focusing on some of the problems of either selecting software or developing software, the paper suggests that the fundamental problems associated with developing a computer-based instructional laboratory are the same as those associated with developing any instructional laboratory: setting one’s instructional goals and then integrating the equipment and procedures into the instructional context.     

Shaping Individuality: Human Inheritable Germ Line Gene Modification

In this paper I deal with ethical factors surrounding germline gene therapy. Such implications include intergenerational responsibility, human dignity, moral status of embryos and so on. I will explore the relevance of the above mentioned issues to discuss the ethical implication of human germline gene therapy (HGLT). We will see that most of arguments claimed by bioethicists do not provide valid reason to oppose HGLT. I will propose an alternative view, based on personal identity issues, to discuss the ethics of human inheritable gene modification. This revised version was published online in August 2006 with corrections to the Cover Date.     

A Best Practices Guide to Intersectional Approaches in Psychological Research

This paper serves as a “best practices guide” for researchers interested in applying intersectionality theory to psychological research. Intersectionality, the mutually constitutive relations among social identities, presents several issues to researchers interested in applying it to research. I highlight three central issues and provide guidelines for how to address them. First, I discuss the constraints in the number of identities that researchers are able to test in an empirical study, and highlight relevant decision rules. Second, I discuss when to focus on “master” identities (e.g., gender) versus “emergent” identities (i.e., White lesbian). Third, I argue that treating identity as a process situated within social structural contexts facilitates the research process. I end with a brief discussion of the implications for the study of intersectionality.     

Substantive thoughts about substantive thoughts: a reply to Galin

In his commentary, David Galin raises several important issues that deserve to be addressed. In this response, I do three things. First, I briefly discuss the relation between the present work and the metaphoric theories of thought developed by cognitive lin- guists such as Lakoff and Johnson (1998). Second, I address some of the confusions that seem to have arisen about my use of the terms "substantive thought" and "nucleus." Third, I briefly discuss some of the directions that Galin suggests for further research.     

A review of macintosh-based instructional software

This paper reviews Macintosh-based instructional software. The programs that are discussed can be used as laboratory exercises for data collection and data analysis, or for computer-assisted instruction. Some suggestions for state-of-the-art software in each of these categories are made along with some comments regarding instructional objectives for each set of programs.     

Caring for decisionally incapacitated elderly

Although treating the elderly occasion the same kinds of ethical issues as treating other patients, specific problems do arise when making decisions for persons, once competent, who no longer can express their values. I examine the problem of decisional incapacity and offer a critique of the principles, such as substituted judgment, and the instruments, such as advance directives, living wills, other instructional directives, as well as surrogate decision-makers.     

Rates of Specific Antecedent Instructional Practices and Differences Between Title I and non-Title I Schools

The use of effective instructional strategies is clearly emphasized in current educational reform, especially in the area of reading. The purposes of this study were to investigate the rates at which specific instructional practices (i.e., attention signals, prior knowledge supports, previews, instructor modeling, student modeling, organizational prompts) were utilized during literacy time in elementary schools, determine if there were relationships among the instructional variables, and explore if teachers in Title I schools and teachers in non-Title I schools differed in their use of specific practices. Participants included teachers and students from 35 classrooms who were each observed for 5 hours, resulting in a total of 175 observation hours. The Setting Factors Assessment Tool (SFAT) was used to measure the antecedent instructional variables. Main results included that teachers in non-Title I classrooms used significantly more prior knowledge references than teachers in Title I schools; the effect size for this finding was large. Several correlations among the instructional variables were significant. The article concludes with a discussion of the main findings, implications for future research and the limitations of this study.     

Sniffy,the virtual rat: Simulated operant conditioning

We report on the use of our Sniffy program to teach operant conditioning to 900 introductory psychology students. The simulation is designed primarily to teach the principles of shaping and partial reinforcement in an operant chamber. Advanced features are provided for exploring modeling issues and the learning parameters of the model. Students observe the rat’s pretraining behaviors, shape barpressing, and explore the effects of partial reinforcement schedules on a cumulative record. Any of 30 actions can be trained to occur in specific locations in the Skinner box. This paper summarizes details about the software, interface, and instructional objectives.     

The VIA inventory of strengths,positive youth development,and moral education

ABSTRACT

The VIA Inventory of Strengths and the VIA model were originally developed to assess and study 24 character strengths. In this paper, I discuss how the VIA Inventory and its character strength model can be applied to the field of moral education with moral philosophical considerations. First, I review previous factor analysis studies that have consistently reported factors containing candidates for moral virtues, and discuss the systematic structure and organization of VIA character strengths. Second, I discuss several issues related to the VIA model, including a lack of previous studies that directly support the moral justifiability of the model and the presence of a fundamental virtue component required for optimal moral functioning in virtue ethics, phronesis, practical wisdom, in the model. Finally, I propose future directions for research on the VIA model in order to address the aforementioned issues and facilitate the application of the model in moral education.     

Problems with evaluation of courseware for instruction in psychology

Recent trends in courseware evaluation have stressed the importance of program characteristics ancillary to the learning process, such as the use of menus. Although attention to these aspects of programming may improve the appearance and ease of use of software, the primary consideration in the selection of instructional software is whether it can provide instructional content to the students who use it. This can best be determined by the instructor alone, who may often find it necessary to write programs to suit specific instructional needs. Such programs are in wide use and are often better than commercially available sets designed by professionals.     

Beyond the Classroom Wall: Theorist-Practitioner Relationships and Extra-Mural Ethics

In this paper I investigate the theory-practice relationship in ethics by using the lens of theorist-practitioner relationships. In particular I discuss the contrasts between theorist-practitioner relationship inside and outside the classroom, the ‘extra-mural’ expertise of theorists, and the ethical issues which arise when theorists act as co-practitioners. I argue that understanding these social and ethical issues is essential to understanding the relationship between theory and practice in ethics, and shows the need for more emphasis on practice-oriented forms of ethical theorising.     

Case illustration of a boy with nonverbal learning disorder and Asperger's features: neuropsychological and personality assessment

I present a case study of a latency-age boy referred for assessment of a nonverbal learning disability/disorder (NLD) who also had features of Asperger's syndrome (AS). I review NLD terminology, presumed brain-behavior relationship, neuropsychological profile, and diagnosis/classification issues. I discuss the challenge of differentiating NLD from AS in relation to the client's pattern of visual-spatial, communication, social-emotional, and behavioral NLD correlates. I integrate neuropsychological and personality assessment data with interviews, observations, prior testing, and input from teacher and therapist in formulating a diagnostic impression. I discuss Rorschach (Exner, 2003) and neuropsychological consultations in relation to subtle language and interpersonal features of the client's communication style. I provide parent feedback at 18 and 24 months posttesting. I discuss implications relative to a model of school neuropsychological assessment that includes the Rorschach test.     

A Patient's Perspective on Genetic Counseling and Predictive Testing for Alzheimer's Disease

The availability of genetic testing for Alzheimer's disease is anticipated to be widespread in the future. As an individual at risk with a family history of Alzheimer's disease, I discuss why I sought predictive tests and how I would use the information from such tests. I relay what I learned in my genetic counseling session, my response to the counseling process, and steps I have since taken. I discuss life planning, psychological and fear of discrimination issues from a patient's perspective.     

How Should We Do Nanoethics? A Network Approach for Discerning Ethical Issues in Nanotechnology

There is no agreement on how nanoethics should proceed. In this article I focus on approaches for discerning ethical issues in nanotechnology, which is as of yet one of the most difficult and urging tasks for nanoethics. I discuss and criticize two existing approaches for discerning ethical issues in nanotechnology and propose a network approach as alternative. I discuss debates in nanoethics about the desirable role of ethics in nanotechnological development and about the newness of ethical issues in nanotechnology. On basis of a critical analysis of both debates, I formulate a number of desiderata for a method for discerning ethical issues in nanotechnology and argue that the network approach that my colleagues and I have developed for ethical issues in research and development networks is also appropriate in nanotechnology.

Correction to: Safety in Sosa

Synthese - Shortly after the publication of this paper, I had the opportunity to discuss related issues with Thomas Grundmann, who convinced me that the final section contains a demonstrable mistake.