Dissociating Face Processing Skills: Decisions about Lip read Speech, Expression, and Identity

The separability of different subcomponents of face processing has been regularly affirmed, but not always so clearly demonstrated. In particular, the ability to extract speech from faces (lip-reading) has been shown to dissociate doubly from face identification in neurological but not in other populations. In this series of experiments with undergraduates, the classification of speech sounds (lip-reading) from personally familiar and unfamiliar face photographs was explored using speeded manual responses. The independence of lip-reading from identitybased processing was confirmed. Furthermore, the established pattern of independence of expression-matching from, and dependence of identity-matching on, face familiarity was extended to personally familiar faces and 'difficult'-emotion decisions. The implications of these findings are discussed.     

Emotional Reactions of Rape Victim Advocates: A Multiple Case Study of Anger and Fear

This research explores the emotional reactions of a rarely studied group of women who work closely with survivors of sexual violence: rape victim advocates. Women who assist rape victims in obtaining medical, criminal justice, and mental health services were interviewed about their experiences, and qualitative analysis was used to delineate the situational context of the advocates' emotional reactions. Results indicate that respondents experienced anger and fear in response to both individual (e.g., a perpetrator's menacing glare) and environmental (e.g., community denial of a problem) cues. Additionally, some experienced rape victim advocates perceived their emotional reactions to be an important part of their work with rape victims. These findings suggest that intense emotional reactions, previously conceptualized within a vicarious trauma framework, may at times serve as resources for women working with rape survivors.     

Questioning as an instructional method: Does it affect learning from lectures?

What can be done to improve student engagement and learning in college lectures? One approach is to ask questions that students answer during the lecture. In two lab experiments, students received a 25‐slide PowerPoint lecture in educational psychology that included four inserted multiple‐choice questions (questioning group) or four corresponding statements (control group). Students in the questioning group used a personal response system (PRS), in which they responded to questions using a hand‐held remote control, saw a graph displaying the percentage of students voting for each answer, and heard the teacher provide an explanation for the correct answer. Students in the control group received the corresponding slide as a statement and heard the teacher provide an explanation. The questioning group outperformed the control group on a retention test in Experiment 1 (d = 1.23) and on a transfer test in Experiment 2 (d = 0.74), but not on other tests. The results are consistent with a generative theory of learning, and encourage the appropriate use of questioning as an instructional method. Copyright © 2008 John Wiley & Sons, Ltd.