Senior capstone design and ethics: A bridge to the professional world

A senior level capstone design experience has been developed and offered with a particular emphasis on many of the professional issues raised in Accreditation Board for Engineering and Technology (ABET) Engineering Criterion IV. The course has sought to develop student awareness of the ethical foundation of the engineering profession, the global and societal framework within which engineers practice, and the environmental impact on engineering. The capstone design course also focused upon improving the technical communications skills of the graduating senior class with both extensive instruction in writing and multiple workshops dealing with the art of making an effective oral presentation. The effectiveness of the design course was assessed using Kirkpatrick’s model for evaluating training programs. An earlier version of this paper was presented at the “Ethics and Social Responsibility in Engineering and Technology” meeting, New Orleans, 2003.     

Analyzing anger: how to make people mad

Does simple displeasure cause anger without appraisals or agency attributions? The authors offer 8 observations: (a) Appraisal theory also predicts that displeasure promotes anger, (b) An emotion of frustration can be usefully distinguished from anger, (c) Aggressive reactions to norm violations among animals suggest that they too distinguish bad behavior from bad outcomes, (d) Attributions to agency are perceptual and automatic in social situations, (e) It is tenuous to argue that agency attributions are enacted in angry aggression, but absent in anger elicitation. (f) The contextualized meanings of expressive movements, rather than movements themselves, elicit emotion, (g) Expressions may be better seen as constituents than as causes of emotions, (h) Cognitive components of emotion generally come before, not after, eliciting events.     

Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability

Groups of first-grade (mean age = 82 months), third-grade (mean age = 107 months), and fifth-grade (mean age = 131 months) children with a learning disability in mathematics (MD, n = 58) and their normally achieving peers (n = 91) were administered tasks that assessed their knowledge of counting principles, working memory, and the strategies used to solve simple (4+3) and complex (16+8) addition problems. In all grades, the children with MD showed a working memory deficit, and in first grade, the children with MD used less sophisticated strategies and committed more errors while solving simple and complex addition problems. The group differences in strategy usage and accuracy were related, in part, to the group difference in working memory and to group and individual differences in counting knowledge. Across grade-level and group, the switch from simple to complex addition problems resulted in a shift in the mix of problem-solving strategies. Individual differences in the strategy mix and in the strategy shift were related, in part, to individual differences in working memory capacity and counting knowledge.     

Task characteristics and performance in interpersonal cognitive problem solving

The authors examined the extent to which performance on interpersonal cognitive problem-solving (ICPS) tasks is affected by whether the goals within the dilemmas to be addressed are sex typed. Fifty children, aged 7-8 years old, were tested for the core ICPS skills of Alternative Solutions Thinking (AST) and Consequential Thinking (CT) on a series of 8 social problem-solving tasks, 4 having goals characteristically more attractive to boys and 4 with goals more attractive to girls. A 2 x 2 MANOVA was used to compare the performances of boys and girls on each set of sex-typed tasks with the 3 dependent variables of liking for the tasks, number of alternative solutions suggested, and the number of consequences anticipated. As expected, liking for the tasks was higher if the activities were characteristically associated with the participant's own gender (p < .001), although the different tasks did not produce any significant gender differences in the numbers of AST or CT suggestions they prompted. Gender differences in children's peer relationships were considered, and the implications of these results for the format of ICPS interventions are noted.     

Nothing compares 2 views: change blindness can occur despite preserved access to the changed information

Change blindness, the failure to detect visual changes that occur during a disruption, has increasingly been used to infer the nature of internal representations. If every change were detected, detailed representations of the world would have to be stored and accessible. However, because many changes are not detected, visual representations might not be complete, and access to them might be limited. Using change detection to infer the completeness of visual representations requires an understanding of the reasons for change blindness. This article provides empirical support for one such reason: change blindness resulting from the failure to compare retained representations of both the pre- and postchange information. Even when unaware of changes, observers still retained information about both the pre- and postchange objects on the same trial.     

Conditions affecting the revelation effect for autobiographical memory

In four experiments involving 184 participants, people rated their confidence that particular events had happened in their childhood (e.g., "Broke a window playing ball"). If participants had to unscramble a key word in a phrase just before rating it (e.g., "Broke a nwidwo [window] playing ball"), confidence ratings increased-the revelation effect. However, the pattern of revelation effects depended on the particular way in which participants processed key words (e.g., visualizing vs. counting vowels in the word window) approximately 10 min prior to rating life events that contained those words. Prior exposure to key words never in itself directly affected confidence ratings. These results demonstrate that one can manipulate the revelation effect by altering the processing that participants perform on words prior to unscrambling them. These results also pose difficulties for many accounts of the revelation effect. The major puzzle posed by our present findings is that unscrambling key words increases confidence that an event has happened in childhood, whereas prior exposure to these words does not.     

Assessing the distinguishability of models and the informativeness of data

A difficulty in the development and testing of psychological models is that they are typically evaluated solely on their ability to fit experimental data, with little consideration given to their ability to fit other possible data patterns. By examining how well model A fits data generated by model B, and vice versa (a technique that we call landscaping), much safer inferences can be made about the meaning of a model's fit to data. We demonstrate the landscaping technique using four models of retention and 77 historical data sets, and show how the method can be used to: (1) evaluate the distinguishability of models, (2) evaluate the informativeness of data in distinguishing between models, and (3) suggest new ways to distinguish between models. The generality of the method is demonstrated in two other research areas (information integration and categorization), and its relationship to the important notion of model complexity is discussed.     

Taxometrics in psychopathology research: an introduction to some of the procedures and related methodological issues

This article introduces a special section on the use of taxometrics to examine the categorical versus the dimensional structure of various forms of psychopathology. Paving the way into the special section, this introduction briefly describes 3 taxometric methods--mean above minus below a sliding cut (MAMBAC), maximum covariation (MAXCOV), and maximum eigenvalue (MAXEIG)--and discusses possible threats to statistical conclusion validity that often emerge when such techniques are applied in psychopathology research.     

The relationship among expressions, labels, and descriptions of contempt

This article reports 4 studies that demonstrate that the contempt expression is reliably associated with situations that elicit contempt and that the inability to label the contempt expression reflects a problem with its label or concept and not with the relationship between its expression and emotion. In Study I, the labeling of contempt in fixed-choice judgment tasks did not occur because of a process of elimination. In Studies 2 and 3, the contempt expression was associated with situations that elicit contempt, but participants did not label the situations in an open-ended response. In Study 3, participants also more reliably labeled the contempt expression with situations rather than with labels and did not generate contempt situations from labels. In Study 4, participants reported using, hearing, and reading about contempt the least among 7 emotions tested.     

Effects of ontogeny on performance of rats in a novel object-recognition task

The current experiment investigated ontogenetic forgetting on a novel object-recognition task similar to that of Besheer and Bevins. 18-day-old pups (n = 49) and adult (n = 29) rats were tested at two retention intervals (1 min. or 120 min.). By employing exclusion criteria which demanded minimum amounts of object exploration at training and test, the performance of 18-day-old pups but not that of adults was significantly impaired at 120 min. relative to 1 min. Analysis indicated that the ontogeny of the learning and memory measured in novel object recognition follows a developmental trend similar to that of other forms of learning, with older animals remembering more and thus performing better than younger animals. Unfortunately, given the extreme variability inherent to the task and large N necessary to achieve significance, the use of this task in studies of learning, memory, and development is discouraged.