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321.
Gary Blau Roman Szewczuk Jennifer Fitzgerald Dennis A. Paris Mike Guglielmo 《Journal of Academic Ethics》2018,16(4):301-315
Faculty continue to address academic dishonesty in their classes. In this follow-up to an earlier study on general perceived faculty student cheating, using a sample of business school faculty, we compared three levels of faculty classification: full-time non-tenure track (NTT, n?=?86), full-time tenured/tenure-track (TT, n?=?66), and part-time adjuncts (A, n?=?71). Results showed that NTTs perceived higher levels for three different types of student cheating, i.e., paper-based, forbidden teamwork, and hiring someone to take an exam. In addition, NTTs were more likely to report a student for cheating. NTTs reported a higher course load and average class size, and average class size was positively related to all five types of cheating measured. Given the predicted increase in NTTs across all disciplines, making sure that all faculty, (but especially NTTs), have the resources needed to deter student cheating is important. All faculty have an obligation to hold students accountable for their behavior. Individual integrity is paramount; and it is what employers expect. Regardless of the chosen field or discipline, an employer’s expectations, in terms of character, is to hire individuals who possess a level of honesty that is above reproach. Addressing cheating is an obligation that all faculty need to address purposefully. Providing resources to help faculty address cheating is critical. Resources might include conflict resolution training to provide instructors with the necessary guidance so that they can better handle these difficult situations. This is important not only for the student while in school, but also for a university/college’s reputation. 相似文献
322.
This paper provides a partial replication and extension of a classic longitudinal study by Nettelbeck and Wilson [J. Exp. Child Psychol. 40 (1985) 1] that compared the relative influence of maturation and task experience on developmental changes in inspection time (IT). In the study reported in this paper 226 children aged between 6 and 9 were tested on an IT task in Year 1 and immediately retested to assess the importance of task familiarity. They were also retested 1 year and 2 years later. Counter to Nettelbeck and Wilson's conclusion, analyses of these data comparing the relative difference made by age maturation and by task experience revealed that task experience has a much bigger effect on children's IT than maturation. The implications of this for wider theoretical interpretations of the relationship between IT and development are discussed. 相似文献
323.
Brent Kious has objected to our previous criticism of his views on doping, maintaining that we, by and large, misrepresented
his position. In this response, we strengthen our original misgivings, arguing that (1) his views on risk of harm in sport
are either uncontroversially true (not inconsistent with the views of many doping opponents) or demonstrably false (attribute
to doping opponents an overly simplistic view), (2) his use of analogies (still) indicates an oversimplification of many issues
surrounding the question of doping in sports, and (3) his doping analogies are insufficiently precise to support his conclusions. 相似文献
324.
Age effects on dual-task costs were examined in healthy adults (Exp. 1) and in typically developing children (Exp. 2). In both experiments, individual differences in performance on the single-task components were titrated so that any age
differences in dual-task costs could not be attributed to differences in single-task performance. Dual-task costs were found,
but there were no age-related differences in these costs in older relative to younger adults, in 7-year-old relative to 9-year-old
children, or across all four age groups. The results from these experiments suggest that previously reported age differences
in dual-task costs, in both healthy ageing and child development, may be due to a failure to adequately equate single-task
difficulty. 相似文献
325.
326.
This study investigated whether direct and indirect measures predict unique variance components of fearful behaviour in children. One hundred eighty-nine children aged between 9 and 12 performed a pictorial version of the emotional Stroop task (EST), filled out the Spider Anxiety and Disgust Screening for Children (SADS-C), the Spider Phobia Questionnaire for Children (SPQ-C), and took part in a Behavioural Assessment Test (BAT). The EST did not correlate with self-reports. Correlations of the self-reports and the BAT remained significant after partialling out EST performance. Likewise, the EST and the BAT still correlated significantly with each other when controlling for the self-reports. This indicates that both direct and indirect measures are useful for predicting unique variance components of fearful behaviour in children. Moreover, it may explain why some previous studies have not found a relationship between self-reported fear and EST performance. 相似文献
327.
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329.
This study tested the effects of a new cognitive-bias modification (CBM) intervention that targeted an approach bias for alcohol in 214 alcoholic inpatients. Patients were assigned to one of two experimental conditions, in which they were explicitly or implicitly trained to make avoidance movements (pushing a joystick) in response to alcohol pictures, or to one of two control conditions, in which they received no training or sham training. Four brief sessions of experimental CBM preceded regular inpatient treatment. In the experimental conditions only, patients' approach bias changed into an avoidance bias for alcohol. This effect generalized to untrained pictures in the task used in the CBM and to an Implicit Association Test, in which alcohol and soft-drink words were categorized with approach and avoidance words. Patients in the experimental conditions showed better treatment outcomes a year later. These findings indicate that a short intervention can change alcoholics' automatic approach bias for alcohol and may improve treatment outcome. 相似文献
330.
Carlson M Wilcox R Chou CP Chang M Yang F Blanchard J Marterella A Kuo A Clark F 《心理评价》2011,23(2):558-562
Reverse-scored items on assessment scales increase cognitive processing demands and may therefore lead to measurement problems for older adult respondents. In this study, the objective was to examine possible psychometric inadequacies of reverse-scored items on the Center for Epidemiologic Studies Depression Scale (CES-D) when used to assess ethnically diverse older adults. Using baseline data from a gerontologic clinical trial (n = 460), we tested the hypotheses that the reversed items on the CES-D (a) are less reliable than nonreversed items, (b) disproportionately lead to intraindividually atypical responses that are psychometrically problematic, and (c) evidence improved measurement properties when an imputation procedure based on the scale mean is used to replace atypical responses. In general, the results supported the hypotheses. Relative to nonreversed CES-D items, the 4 reversed items were less internally consistent, were associated with lower item-scale correlations, and were more often answered atypically at an intraindividual level. Further, the atypical responses were negatively correlated with responses to psychometrically sound nonreversed items that had similar content. The use of imputation to replace atypical responses enhanced the predictive validity of the set of reverse-scored items. Among older adult respondents, reverse-scored items are associated with measurement difficulties. It is recommended that appropriate correction procedures such as item readministration or statistical imputation be applied to reduce the difficulties. 相似文献