A Teacher’s Life: An Interview with Raymond B. Williams

Raymond B. Williams, Professor Emeritus of Religion at Wabash College, founding Director of the Wabash Center for Teaching and Learning in Theology and Religion, long–time member of the Executive Board of the American Academy of Religion, and founding editor of the journal Teaching Theology and Religion, has moved on to what will no doubt be a very active retirement. An interview with Williams was conducted by Malcolm Warford to be published in a venue unknown to the subject, thus enabling Warford to capture the spontaneous, unguarded vocational narrative of this private, humble scholar–teacher. After Warford transcribed and edited the interview, Lucinda Huffaker, co–editor of Teaching Theology and Religion, inserted commentary to set out themes and emphases on teaching and learning (desig. – LAH). As an autobiography, the article is both a window and a mirror – revealing both the formative influences in one professor’s life and providing readers with an opportunity for reflective comparison with their own vocational paths and identities.     

Stereotype distinctiveness: how counterstereotypic behavior shapes the self-concept

Three experiments examined the relationship between distinctiveness and self-schematicity. Experiment 1 revealed that people were more likely to be self-schematic in domains of strong performance when they felt distinct from family and peers in those domains. Experiments 2 and 3 extended this finding into the arena of stereotypes by demonstrating that people were more likely to be self-schematic in domains of strong performance when their performance was counterstereotypic rather than stereotypic. In particular, African Americans and women were more likely to be schematic for intelligence than Caucasians and men if they performed well academically, whereas Caucasians-especially men-were more likely than African Americans to be schematic for athletics if they performed well athletically. These results suggest that counterstereotypic behavior plays a uniquely powerful role in the development of the self-concept.     

Cognitive beliefs about male sexuality: The impact of gender roles and counselor perspectives

Two studies are presented which examine stereotypie beliefs about males and their sexuality through the use of the Stereotypes About Male Sexuality Scale (SAMSS). In the first study, the relationship between the SAMSS and two gender role measures were examined. The results revealed that the restrictive emotionality aspect of the masculine role was strongly associated with stereotypic beliefs about male sexuality. Other gender role preferences and behaviors were also found to be positively associated with conventional performance approaches to male sexuality. In the second investigation, counseling trainees were asked to describe how mentally healthy adult men and women would respond to the Stereotypes About Male Sexuality Scale. The responses of both male and female intraining counselors indicated that they expected mentally healthy males: (a) to reject inhibited, control, and constant readiness approaches to the expression of male sexuality and (b) to express greater disagreement toward defining male sexuality exclusively in terms of sexual intercourse and toward viewing males as inherently knowledgeable about sex. These results thus provide evidence for the importance of the SAMSS and a cognitive approach to the study of male sexuality.William E. Snell, Jr., Ph.D. is an assistant professor of psychology in the College of Liberal Arts at Southeast Missouri State University. Sharyn S. Belk is a Ph.D. candidate in social-personality psychology at the University of Texas at Austin. Raymond C. Hawkins II, Ph.D., is a clinical psychologist at the Austin Regional Clinic in Austin, Texas.Portions of these data were presented at the annual meeting of the Southwestern Psychological Association, New Orleans, Louisiana, and at the XXIII International Congress of Psychology, Acapulco, Mexico.     

Decision support systems effectiveness: Conceptual framework and empirical evaluation

Decision Support Systems (DSS) are designed to help human beings in solving problems more efficiently or making better decisions. While an increasing number of DSS have been and are developed, the effectiveness of such systems has not yet been demonstrated. This study proposes a conceptual framework for measuring the effectiveness of DSS and reports the results of a before-and-after study designed to compare two experimental groups of problem solvers assisted by one of two technologies for conflict resolution with a control group without any technology. The two technologies that are examined in this paper consist of a computerized DSS for conflict resolution, Resolve(!), and a videotape on conflict resolution, Video. Various measures of the problem solving episode were recorded, including both process and outcome measures. Overall, the groups with access to the technologies perceived a significantly better resolution of the problem they addressed than their control group counterpart. The two technologies differed essentially on two out of 11 variabales: subjects assigned to the computerized DSS technology generated more alternative solutions to the problem they tried to solve and reported a higher perceived progress in the resolution of the problem, than did subjects who were assigned to the videotape technology.     

Rapid visual feedback processing in single-aiming movements

A major line of behavioral support for motor-program theory derives from evidence indicating that feedback does not influence the execution and control of limited duration movements. Since feedback cannot be utilized, the motor-program is assumed to act as the controlling agent. in a classic study, Keele and Posner observed that visual feedback had no effect on the accuracy of 190-msec single-aiming movements. Therefore visual feedback processing time is greater than 190 msec, and, more importantly, limited duration movements are governed by motor programs. In the present paper, we observed that visual feedback can affect the spatial accuracy of movement with durations much less than 190 msec. We hypothesize that visual feedback can aid motor control via processes not associated with intermittent error corrections.     

Microcomputers in schools: Impact on the social life of elementary classrooms

Microcomputers are becoming increasingly available to schools, but little research is available concerning the impact of this technology for children. Two studies were conducted to examine some possible social effects of the use of microcomputers in elementary school classrooms where children are learning to program in LOGO. First, the task-related interaction that children engaged in with each other was observed and recorded in two classrooms (8- to 9-year-old s, and 10- to 11-year-olds) as the children worked on both computer and non-computer tasks. The children in both classrooms were significantly more likely to collaborate with each other when they worked with the computers, when compared with their interaction over other classroom tasks. The second study examined children's perceptions of their peers as resources for help with a variety of classroom tasks. When compared with other work, the computer context was the one where children more consistently identified certain of their peers as resources for help.     

Aging, exercise, and attention.

The authors investigated the relationship among aging, attentional processes, and exercise in 2 experiments. First they examined age differences on 2 attentional tasks, a time-sharing task and an attentional flexibility task. Young adults alternated attention between 2 sequenced tasks more rapidly and time-shared the processing of 2 tasks more efficiently than older adults. They then investigated the effects of aerobic exercise on the same 2 attentional tasks in older adults. Following the 10-week exercise program, older exercisers showed substantially more improvement in alternation speed and time-sharing efficiency than older controls. Interestingly, this exercise effect was specific to dual-task processing. Both groups of subjects showed equivalent effects on single-task performance. These results indicate that aerobic exercise can exert a beneficial influence on the efficiency of at least 2 different attentional processes in older adults.