Learning to Teach: The Acquisition and Maintenance of Teaching Skills

We reviewed 49 studies which used direct observation procedures to provide data on the effects of pre-service and inservice training in practical classroom teaching behaviors and skills. We found stronger effects for training packages which included classroom practice with performance feedback. The research provided conflicting evidence regarding the value of modeling, role-play, cueing systems, and contingency management components in practical skills training. The weakest training effects were those produced by microteaching, Minicourse, and protocol training packages. Twenty of the evaluations also provided follow-up data but the design of these studies did not permit any conclusions to be drawn regarding the training conditions which are necessary for the maintenance of newly acquired classroom teaching skills. We concluded that identification of the training conditions which are necessary for the maintenance of new teaching skills will require more thoughtful conceptualizations of maintenance and its measurement, and more carefully designed component analyses of those factors suggested by basic research as being necessary for maintenance.     

Two memories for geographical slant: Separation and interdependence of action and awareness

The present study extended previous findings of geographical slant perception, in which verbal judgments of the incline of hills were greatly overestimated but motoric (haptic) adjustments were much more accurate. In judging slant from memory following a brief or extended time delay, subjects’ verbal judgments were greater than those given when viewing hills. Motoric estimates differed depending on the length of the delay and place of response. With a short delay, motoric adjustments made in the proximity of the hill did not differ from those evoked during perception. When given a longer delay or when taken away from the hill, subjects’ motoric responses increased along with the increase in verbal reports. These results suggest two different memorial influences on action. With a short delay at the hill, memory for visual guidance is separate from the explicit memory informing the conscious response. With short or long delays away from the hill, short-term visual guidance memory no longer persists, and both motor and verbal responses are driven by an explicit representation. These results support recent research involving visual guidance from memory, where actions become influenced by conscious awareness, and provide evidence for communication between the “what” and “how” visual processing systems.     

Child judgments of sentences varying in grammatical complexity

This study is another contribution to the development of a satisfactory child version of the linguistic task of judging grammaticality. With a nondifferentially reinforced forced-choice procedure, it was found that responses of 24 5- and 24 7-yr-old children did vary as a function of the grammatical complexity of stimulus sentences. The children judged sentence stimuli of two types (negatives and wh-word questions) each having three levels of grammatical complexity (two primitive and one well-formed). After each stimulus presentation, the subject pointed to the adult or the child in a photograph, depending on who was judged to have produced that utterance. Performance of the two age groups did not differ for the question stimuli, for which subjects pointed to the adult more frequently as the grammatical complexity of wh-word questions increased. In response to the negative sentences, the older group attributed more well-formed stimuli to the adult than primitive ones. While the younger group pointed to the adult more frequently for well-formed negatives than for the middle level negatives, they made more adult responses than expected to the least complex negatives. It was concluded that, with this procedure, 5- and 7-yr-olds demonstrate ability to distinguish grammatically well-formed from primitive sentences. Procedural improvements for future research may allow children this age and younger to demonstrate more adult-like discrimination between a variety of primitive and well-formed sentences.     

Doubts about iconic memory: A reply to Coltheart, Lea and Thompson

Replies are made to selected points in the Coltheart, Lea and Thompson (1974) paper. An alternative explanation is given for their experimental results.     

Perception of temporal order in vowel sequences with and without formant transitions.

Temporal-order perception of phoneme segments in running speech is much superior to temporal-order perception in repeating vowel sequences. The more rapid rates possible in running speech may be due largely to the presence of formant transitions. In a series of five experiments we observed that many temporal-order misjudgements of repeating vowels can be explained in terms of auditory stream segregation, triggered for the most part by discontinuities in first-formant frequencies of adjacent vowels. Streaming, however, can be suppressed by formant transitions appropriate for the perception of stop consonants and by continuous transitions resembling those in coarticulated vowels. At rapid sequence rates, when the constraints of auditory streaming are removed, correct temporal-order identification is limited by linguistic transformations of vowels into other phoneme segments.     

Distraction and attitude change: A resolution

Previous studies have shown that distraction may either increase or decrease attitude change. The present experiment, designed to reconcile earlier findings, was based on the hypothesis that distraction should interfere with message reception but also increase yielding to the message. Distraction should thus increase attitude change to a simple message (one which is easily understood but not very convincing), but decrease attitude change to a complex message (one which is difficult to understand but convicing if understood). Subjects beard messages on two topics, sometimes while distracted by a tape recording of music and sometimes not. Message complexity was successfully manipulated for one of the topics. The results support a model of attitude change which considers the effects of independent variables on both reception and yielding.     

Acceptance and Commitment Therapy and Implementation Intentions Increase Exercise Enjoyment and Long-Term Exercise Behavior Among Low-Active Women

The current study evaluated the long-term effectiveness of acceptance and commitment therapy (ACT) for promoting exercise behavior in comparison with planning in the form of implementation intentions (forming situational cues and action plans as to when, where, and how to incorporate exercise). We expected both interventions to increase exercise behavior (assessed using the Godin Leisure-Time Exercise Questionnaire; Godin and Shephard 1985) from baseline to 6-months post-intervention, but expected only ACT to also increase exercise enjoyment (assessed using the Physical Activity Enjoyment Scale; Kendzierski and DeCarlo 1991). A total of 32 women, randomized to receive a single session of either ACT training or instructions to form implementation intentions for exercise activities, took part in this study. The participants were contacted by email 6-months following the intervention to determine the amount of self-reported exercise. As expected, exercise amount increased in both groups. Contrary to our expectations, both groups also increased in exercise enjoyment. This study provides initial evidence that exercising can be increased through an ACT intervention. ACT and implementation intentions may both be effective and brief interventions for promoting exercise behavior and exercise-related enjoyment in low-active women. Future research needs to establish the psychosocial and personality factors that lead to the effectiveness of ACT and implementation intentions.     

Sex,Education, Age,and Cautiousness: Implications for Counselors

A cross‐sectional study of educated men and women showed that cautiousness, as measured by perceived problem‐solving ability, does not increase with age. Sex differences were nonsignificant. The results are discussed in terms of R. Schultz and J. Heckhausen's (1996) Life Span Model of Successful Aging.     

Seeing beyond the target: environmental context affects distance perception

It is commonly assumed that perceived distance in full-cue, ecologically valid environments is redundantly specified and approximately veridical. However, recent research has called this assumption into question by demonstrating that distance perception varies in different types of environments even under full-cue viewing conditions. We report five experiments that demonstrate an effect of environmental context on perceived distance. We measured perceived distance in two types of environments (indoors and outdoors) with two types of measures (perceptual matching and blindwalking). We found effects of environmental context for both egocentric and exocentric distances. Across conditions, within individual experiments, all viewer-to-target depth-related variables were kept constant. The differences in perceived distance must therefore be explained by variations in the space beyond the target.     

Psychopathic traits and men’s anger response to interpersonal conflict: A pilot study

Psychopathy is associated with emotional dysfunction that impedes the experience of emotions such as fear and sadness and has been purported to facilitate violent behavior. However, findings relative to the association between psychopathy and anger have not been reliably substantiated. Theorists have proposed that psychopathy predisposes one to experience greater frustration and anger, whereas other experts have suggested that there is no convincing evidence for this assertion. In the present study, we tested the relationship between psychopathy subfactors and anger subsequent to conflict or non-conflict interactions. Sixty-eight collegiate-men completed the Self-Report Psychopathy Scale and read vignettes depicting either a conflict or non-conflict scenario and were asked to imagine themselves in the situation. Following presentation of the vignettes, participants completed a lexical-decision-task assessing affective states. Results indicated that the psychopathy subfactors demonstrated strong differential associations, where Factor 1 showed negative and Factor 2 showed positive association with anger activation in response to interpersonal conflict. Findings are discussed in terms of the importance of anger as a facilitator of violence in some psychopathic individuals.