Quizzing in Middle‐School Science: Successful Transfer Performance on Classroom Exams

We examined whether learning from quizzing arises from memorization of answers or fosters more complete understanding of the quizzed content. In middle‐school science classes, we spaced three multiple‐choice quizzes on content in a unit. In Experiment 1, the class exams included questions given on quizzes, transfer questions targeting the same content, and content that had not been quizzed (control content). The quizzing procedure was associated with significant learning benefits with large effect sizes and similar effect sizes for both transfer items and identical items. In Experiment 2, quiz questions focused on definitional information or application of the principle. Application questions increased exam performance for definitional‐type questions and for different application questions. Definition questions did not confer benefits for application questions. Test‐enhanced learning, in addition to other factors in the present quizzing protocol (repeated, spaced presentation of the content), may create deeper understanding that leads to certain types of transfer. Copyright © 2013 John Wiley & Sons, Ltd.     

Atomic diffusion by the dumb-bell mechanism in a concentrated random bcc alloy

Matter transport by <110> dumb-bell interstitials in the bcc random alloy is considered in an analytical treatment based on linear response theory. Four different jump mechanisms of the dumb-bell are dealt with. It was found that at a low level of approximation relations can be deduced which give two of the three phenomenological coefficients in terms of the third one. (These relations are analogous to exact ones deduced for vacancy diffusion in the random alloy by Moleko, L. K., and Allnatt, A. R., 1998, Phil. Mag. A, 58, 666). Monte Carlo simulation shows that the relations are quite accurate, suggesting that they may well be exact.     

Family business: A fertile ground for research on time,teams and positive organizational study

Further reflecting on the study of organizational behaviour (OB) in family business (FB), this rejoinder piece discusses and integrates the points raised in the three thoughtful commentaries and our original article. We start by highlighting the general agreement between us and the commentators on three points: (1) that family firms are theoretically distinct from non-family firms due to significant involvement of kinship ties in the enterprise; (2) there is paucity of research at the interface of OB and FB and (3) there is an abundance of interesting research questions at this interface with the potential to benefit both domains of study. Next, we discuss and elaborate on the research possibilities on time, teams and positive organizational study, suggested by the commentators. An illustrative list of interesting research questions at the OB–FB interface that extend and enrich our agenda for future research is shared. We conclude that not only is FB a promising context for behavioural scholars to investigate, the timing is perfect for such investigations.     

Reversing the emotional Stroop effect reveals that it is not what it seems: the role of fast and slow components

The relative contributions of slow and fast (online) components in a modified emotional Stroop task were evaluated. The slow component, neglected in previous research, was shown to lead to the prediction of a reversed emotional intrusion effect using pseudorandomly mixed negative and neutral stimuli. This prediction was supported in Experiments 1 and 2. In Experiments 3 and 4, a new paradigm was developed that allowed a more direct observation of the nature of disruptive effects from negative stimuli. The results provided a clear demonstration of the presence of the slow component. The fast component, which has generally been assumed to be the source of the interference, was shown, in fact, to have little or no role in the disruption.     

Identifying vulnerability markers in prodromal patients: a step in the right direction for schizophrenia prevention

Research has shown that many of the long-term deficits that are observable in schizophrenia populations are present prior to the emergence of psychotic symptoms. Recent research suggests schizophrenia has a "prodromal" period, whereby significant changes from premorbid functioning can be observed. Accurate classification of this period could have far-reaching implications for schizophrenia prevention. This article aims to provide an indepth evaluation of the perceived benefits of vulnerability marker research in this unique phase. It is hoped that identification of such markers may improve the predictive potency of prodromal criteria, and perhaps pave the way for future screening and primary prevention strategies.     

Are Newsjunkies More Likely to Vote? Intrinsic Need for Orientation and Voter Registration,Intention to Vote,and Voter Conscientiousness

This study examined the newsjunkie characteristic—intrinsic need for orientation (INFO)—as a predictor of being registered to vote, intention to vote, and voter conscientiousness among a large sample of U.S. adults (N = 2,059), while controlling for media use, news consumption, political partisanship, and demographics. INFO assesses the extent to which people access news in their downtime, feel discomfort when they cannot get news, check news among the first things they do daily, and believe that following news connects them with others. The current study is the first to examine relationships between the sustained, psychological INFO trait and political participation. INFO rests upon theoretical frameworks of uses and gratifications and self-determination theory, both of which are employed in this study. INFO was positively correlated with being registered to vote, with intending to vote in the 2020 U.S. election, and with voter conscientiousness, even after controlling for numerous other variables. Additionally, INFO was still positively associated with the political participation variables after political news consumption was included as a mediator in three mediation analyses.     

Coercive uses of mandatory reporting in therapeutic relationships

Mandatory reporting legislation was enacted with little consideration of its consequences for ongoing therapeutic relationships. One consequence is the unanticipated and coercive uses of the law in mental health settings. Thirty therapists and 25 child protective service workers were interviewed about their experiences with mandatory reporting in therapy relationships. The interviews revealed unanticipated as well as coercive uses of mandatory reporting in therapeutic relationships, including prompting crisis in family systems to promote change, and using reporting or threats of it to enforce attendance and engagement in therapy. Therapists'd anger and view of reporting as a form of power or tool for social control also related to coercive uses of mandatory reporting. The special case of coercion in mandated cases resulting from mandatory reporting legislation is discussed as well.     

HUMANISTIC VERSUS SOCIAL-SCIENTIFIC APPROACHES TO RELIGION

Abstract. Whereas Robert Segal (1990) identified seven misconceptions of the social sciences that he thinks scholars in religious studies make, this response argues that each of the alleged misconceptions involves the "oversight" of key distinctions that radically alter the complexion of Segal's case.     

A cross-cultural study of the test anxiety levels in Iranian and Indian students

This study compared the test anxiety levels of Iranian (N = 160) and Indian (N = 160) school and college students. Significant main effects of Culture, Educational Level and Sex indicated that the Iranian students had higher Test Anxiety scores than their Indian counterparts, and females reported higher test anxiety than males. A significant Culture x Educational Level x Sex interaction revealed, however, that level of education had opposite effects within the Indian culture: Indian school females reported more test anxiety than their college counterparts; Indian college males had higher test anxiety than their school counterparts. Iranian school males and females both reported higher test anxiety than their college counterparts. Tricultural differences in the test anxiety levels of comparable student groups in Iran, India and the U.S. were interpreted as reflecting East-West cultural factors that influenced reactions to objective examinations, resulting in greater test anxiety in Eastern cultures.