Public Science of the Savage Mind: Contesting Cultural Anthropology in the Cold War Classroom

“What is human about human beings? How did they get that way? How can they be made more so?” These three questions formed the basis of a fifth‐grade social studies curriculum project developed in the 1960s called Man: A Course of Study, or MACOS. In the years between the curriculum's development in the 1960s and its controversial implementation in the 1970s, two separate sets of concerns served to problematize the use of anthropological materials in public school classrooms. On the one hand, MACOS designers were wary of the possibly racist interpretations of exploring so‐called “primitive” cultures in the classroom. On the other, conservative textbook reformers objected to claims that all cultural solutions to biological problems were morally equivalent. Once MACOS earned a place in national news, it came to embody both hopes for the redemption of American democratic society and fears about the violent nature of humans, depending on one's political perspective. These mixed messages eventually undermined the long‐term success of the program as public science.     

Cue interaction and judgments of causality: Contributions of causal and associative processes

In four experiments, the predictions made by causal model theory and the Rescorla-Wagner model were tested by using a cue interaction paradigm that measures the relative response to a given event based on the influence or salience of an alternative event. Experiments 1 and 2 uncorrelated two variables that have typically been confounded in the literature (causal order and the number of cues and outcomes) and demonstrated that overall contingency judgments are influenced by the causal structure of the events. Experiment 3 showed that trial-by-trial prediction responses, a second measure of causal assessment, were not influenced by the causal structure of the described events. Experiment 4 revealed that participants became less sensitive to the influence of the causal structure in both their ratings and their predictions as trials progressed. Thus, two experiments provided evidence for high-level (causal reasoning) processes, and two experiments provided evidence for low-level (associative) processes. We argue that both factors influence causal assessment, depending on what is being asked about the events and participants' experience with those events.     

Distinctiveness and correlation in conceptual structure: behavioral and computational studies

Patients with category-specific deficits have motivated a range of hypotheses about the structure of the conceptual system. One class of models claims that apparent category dissociations emerge from the internal structure of concepts rather than fractionation of the system into separate substores. This account claims that distinctive properties of concepts in the living domain are vulnerable because of their weak correlation with other features. Given the assumption that mutual activation among correlated properties produces faster activation in the normal system, the authors predicted a disadvantage for the distinctive features of living things for unimpaired adults. Results of a speeded feature verification study supported this prediction, as did a computational simulation in which networks mapped from orthography to semantics.     

Review Article: Chiari Type I Malformation with or Without Syringomyelia: Prevalence and Genetics

Chiari type I malformation has traditionally been defined as a downward herniation of the cerebellar tonsils of 5 mm through the foramen magnum and it is likely associated with a volumetrically reduced posterior fossa. Syringomyelia is commonly associated with Chiari type I malformation. We estimate the prevalence of these two conditions and determine that they are more common than previously expected. We identify the genetic syndromes associated with some cases of Chiari type I malformation, and we provide evidence in favor of a genetic hypothesis for at least a subset of the nonsyndromic cases.     

Option Choice and Careers Guidance: Gender and Computing in Secondary Schools

Gender differences in the take-up of computing subjects in secondary schools are examined. The findings are presented of a research project which included an investigation of the option schemes and careers guidance given to pupils in eight secondary schools. The findings indicate that schools tend not to take any form of positive action to encourage the take-up of computing subjects by female pupils, and that careers guidance personnel take the view that sex-stereotyped choices of optional subjects and careers are overwhelmingly determined by agencies other than schools.     

Brain damage,diagnosis, and substance abuse among violent offenders

Neuropsychological functioning, diagnoses, and substance abuse were compared among killers, nonhomicidal assaulters, and nonviolent offender controls. The Reitan and Luria-Nebraska Neuropsychological test batteries, the WAIS-R, CT scans, and EEGs were examined with a trend to more neuropathology found in killers and assaulters than in controls. There were no group differences in ICD-9 diagnosis nor on the MMPI, although considerable personality pathology was noted in all groups. Violent offenders scored higher on the Michigan Alcoholism Screening Test (MAST). The violent offenders were more likely to experience alcohol and drug-related mood dysphoria. The interaction of neuropsychological, personality, and substance abuse variables is discussed.     

Parental influences on academic performance in African-American students

We investigated the relationship between parental influences and academic outcomes for African-American students. Secondary data analysis was conducted on the National Survey of Family and Household data set. Multiple regression analysis showed that parenting style (nurture and control) and parental involvement significantly predicted academic outcomes. Research has traditionally focused on the reasons for the failure of African-American students to succeed in school. This study focused on factors that determine success. The problem of negative school outcomes may be alleviated by studying what works to promote school success rather than what does not work for African-American students.