Sex differences in susceptibility to the Poggendorff illusion

This study presents experimental results indicating that there are sex differences in the susceptibility to a geometric optical illusion. Participants (57 male and 39 female undergraduate students) performed 3 trials on a test involving the Poggendorff illusion. Analysis indicated that the magnitude of the illusion diminished significantly with each trial and that the percent perceived error was significantly larger for women than for men. This finding is consistent with the numerous studies which have indicated better visuospatial abilities for men than for women.     

Interpretation of the low-temperature photoconductivity in a-Si

Abstract

The paper is concerned with the interpretation of steady-state photoconductivity results on undoped a-Si at temperatures of 50K and below which lead to an essentially constant value of the (photogeneration efficiency x mobility x lifetime) product νμτ?10^?11 cm² V^?1. Measurements on p⁺-i-n⁺ junctions and Cr-i-n⁺ barriers were carried out to determine the above parameters separately: (i) steadystate reverse saturation currents gave a generation efficiency of ν? 5×10-² below 50K, suggesting that geminate recombination limits the generation process. (ii) the electron drift mobility μ_e through the tail states and the charge extracted from the absorption region of the incident light were investigated by transient experiments, these showed that μ_eτ_a is limited to about 3×10^?10cm²V^?1 at low T. The independent results account for the observed νμτ values and suggest that, contrary to the interpretation of Hoheisel, Carius and Fuhs (1984), the main contribution to the low-temperature photoconductivity arises from transport in tail states.     

Increasing calcium intake in young women through gain-framed,targeted messages: A randomised controlled trial

Background: Adequate calcium consumption during early adulthood can help prevent osteoporosis in women.

Purpose: The effects of gain-framed, targeted messaging on calcium intake were examined over 12 months.

Methods: Young women (18–19 years) not consuming sufficient calcium were randomly assigned to receive standard care materials (control) or gain-framed, targeted materials (experimental). Health belief model (HBM) constructs, calcium intake and markers of bone formation, resorption and bone mineral density were assessed at various time points throughout the year.

Results: Calcium intake increased significantly more in the experimental versus the control condition (p?<?0.01). Self-efficacy was the only HBM construct to improve significantly more in the experimental condition versus control (p?=?0.05). The HBM did not mediate changes in calcium intake. Measures of bone health did not differ between conditions by the end of this nonpharmacological intervention (p's?>?0.05).

Conclusions: It is possible to increase young women's calcium consumption through gain-framed, targeted messages.     

Which modality is best for presenting navigation instructions?

Three experiments involved college students receiving and following instructions of various lengths for navigating in a three-dimensional space displayed on a computer screen. The purpose was to evaluate which is the best modality for presenting navigation instructions so that they can be executed successfully. Single modalities (read, hear, and see) were considered along with dual modalities presented simultaneously or successively. It was found that when there were differences between single modalities, generally execution accuracy was best for see and worst for read. Information presented in two modalities did not yield better accuracy than information presented twice in a single modality. Also, the ordering of modalities depended on the extent of practice. Thus, presentation modality does not have a consistently large effect on receiving and following navigation instructions. Repetition and the amount of practice are much more important variables than is presentation modality in determining how well navigation instructions are followed.     

Forum: Teaching With,Against, and To Faith

These three articles deal with the issue of faith in the classroom – whether one should teach “to,” “for,” or “against” faith. While their institutional settings and experiences are different, the authors all contend that more serious reflection needs to be given to the matter of how religious commitment plays out in our diverse pedagogical settings. The initial article by Carolyn Medine surveys the current climate regarding student spirituality in the classroom, the broader governmental concerns, and, the tensions that inform the choices available to a professor. Todd Penner's essay analyzes faith‐as‐ideology in the undergraduate classroom, and Marjorie Lehman's contribution analyzes how the issue manifests differently in Jewish Studies.