Evaluating sermons: The function of grades in teaching preaching

What are grades doing in a homiletics classroom? This article traces the function of grades through the broader history of the educational system in the United States and then makes suggestions for how grades can be used more effectively in teaching preaching. Beginning in the nineteenth century, teachers used grades to rank and motivate students, as well as communicate across institutions. With the more recent assessment movement, educators have conceptualized grading as the larger process of evaluating the success of learning objectives. The commission on accreditation for the Association of Theological Schools does not view grades as part of its assessment, but it evaluates theological schools on whether they achieve intended learning outcomes. Theological educators need to be able to evaluate whether their teaching fulfills their schools' mission and learning objectives. For homiletics, the author measures learning through pre‐ and post‐preaching feedback and incorporates professor‐ and student‐crafted rubrics.     

Balance Performance During Perturbed Standing Is Not Associated With Muscle Strength and Power in Young Adults

The authors investigate the ways in which varied postural responses to translating platform perturbations are associated with the variables of strength and power. Twenty-four physically active and 27 sedentary young adults were exposed to a set of postural perturbations at varied velocities (10 and 20 cm/s) and the respective accelerations (6.4 and 6.9 m/s²), constant distance (6 cm), and 4 directions of platform motion (forward, backward, left-lateral, and right-lateral). They also performed maximum voluntary isometric contraction (MVC) and chair rising/chair jumping tests. The analysis of variance revealed significant interaction effect for peak center of pressure displacement, direction by velocity: F_3,129 = 24.43, p = .002; and direction by acceleration: F_3,129 = 34.18, p = .001. There were no significant correlations between peak center of pressure displacements and peak force and peak rate of force development measured during MVC in either standing (r = .27–57) or sitting positions (r = .12–51) and peak power during chair jumping (r = .47–.59) in all participants. As such, only a small proportion of variance was explained (9–39%, 3–23%, and 23–41%, respectively). In conclusion, interaction effects indicate that the composition of stimuli strongly influences compensatory responses and this effect is more pronounced in sedentary than in physically active young adults. Nevertheless, the dynamic balance is not associated with muscle strength and power in either group.     

空间-时间关联的中介共同表征结构:来自反转STEARC效应的证据

通过3个双任务实验(诱导任务和特征任务)探讨空间-时间联合编码(STEARC)效应的加工机制。实验1采用时间信息作为诱导任务材料,实验2采用空间信息作为诱导任务材料,在特征任务中都发现映射不一致组被试(看到过去/左侧刺激时按右键反应,看到未来/右侧刺激时按左键反应)出现反转STEARC效应,映射一致组被试表现出常规的STEARC效应,表明从时间信息加工到空间反应过程符合中介共同表征结构。实验3分离两种任务的反应方式(手动和眼动),发现不一致映射规则下,被试仍然表现出常规的STEARC效应,表明这种中介共同表征结构存在特定联结效应,即在不同反应器中出现时间和空间相互独立的表征结构。总体而言,研究支持空间-时间关联符合中介共同表征结构,并且这种关联中存在反应器特定联结效应。     

预测特征竞争范式下的特征推理方式

当面临归类不确定的情景时,人们的特征推理是基于类别进行,还是基于特征联结进行,一直是类别研究中的重要内容。本研究采用预测特征竞争范式对这一问题进行了探究。共两个实验：实验1采用预测特征竞争范式探讨推理前预先归类时,人们的推理方式是基于类别还是基于特征联结。实验2采用预测特征竞争范式探讨推理前不预先归类时,人们的推理是基于类别还是基于特征联结。实验结果表明,推理前预先归类时,被试倾向于基于类别进行推理。推理前不预先归类时,被试倾向于根据特征联结进行推理。     

媒体暴力对大学生攻击性的长时效应和短时效应

本研究采取前后测实验设计,以内隐联想测验和Buss的攻击性问卷为研究工具,探讨了媒体暴力对大学生攻击性的长时效应和短时效应。结果发现:(1)个体实验前接触媒体暴力的程度越强烈,内隐攻击性越强,外显攻击性也越强;(2)接触暴力视频游戏10分钟就会增强个体的内隐攻击性,接触非暴力视频游戏10分钟对个体的内隐攻击性没有影响;接触暴力和非暴力视频游戏10分钟对个体的外显攻击性没有影响;(3)外显攻击性基线水平和游戏类型的交互作用不显著;内隐攻击性基线水平和游戏类型交互作用显著。内隐攻击性基线水平较高的个体,游戏类型对其内隐攻击性的影响差异不显著;内隐攻击性基线水平较低的个体,暴力视频游戏增加了他们的内隐攻击性,非暴力视频游戏对他们的内隐攻击性没有影响。     

大学生性别自我概念的结构

同时运用外显的自陈式量表和自行设计的内隐联想测验来研究大学生的性别自我概念 ,结果表明 :(1)运用内隐联想测验来测量内隐性别自我概念是可靠、有效、敏感的 ;(2 )在性别自我概念的内隐层面上 ,性别差异十分显著 ;在性别自我概念的外显层面上 ,除了女性正性量表外 ,其他量表上均未表现出显著的差异。 (3)性别自我概念是一个双重的结构 :包括一个内隐的性别自我概念和一个外显的性别自我概念 ,前者是一个一维的未分化的结构 ,后者是一个两维的结构 ,并且二者相对独立     

湖北省保健干部健康状况主要影响因素分析

临床见习对整个医院医学体系维持、运行和发挥功能起着很重要的作用,但在具体实践中与患者的隐私权发生冲突时,又该如何保护患者的隐私权?以案件为例进行伦理分析,并通过伦理论辩求证"尊重自主原则"是保护患者隐私权的主要原则。     

Plausible assumptions, questionable assumptions and post hoc rationalizations: Will the real IAT, please stand up?

In a recent article, we described psychometric limitations to the Implicit Association Test (IAT). These limitations restrict the utility of this measure and render it problematic for testing many psychological theories that posit a causal role for implicit attitudes. Past failures to recognize this may have promoted faulty conclusions in the literature. In a critique of our article, Nosek and Sriram rejected our entire analysis. They asserted that our original article was based on faulty assumptions and argued that the IAT performs nicely when these assumptions are replaced by other, more plausible assumptions. We show that these plausible assumptions have all the hallmarks of post hoc rationalizations. They make little theoretical sense, are buttressed by deceptive statistical practices, contradict statements these same researchers have made in the past and do little to advance research and theory on implicit attitudes. We close by considering the vigor with which IAT researchers have dismissed meaningful criticisms of their measure.     

Violence in the community—a study of violence and aggression in homelessness and mental health day services

This study examined violence and aggression in five agencies providing day services in homelessness or mental health. Incident reporting was used to test the hypotheses that aggression is associated with alcohol problems, drug use, mental disorder, homelessness, history of violence, age and sex. Agency policies and patterns to aggressive incidents were explored. Three agencies provided a sufficient number of incidents for analysis (involving 30 ‘aggressors’). A history of violence was associated with aggression in all three agencies; alcohol problems, drug use and younger age were associated with aggression in at least one agency; no association was found for mental disorder, homelessness or sex. A degree of pattern to incidents could be discerned, with drink or drugs often involved, and exercises of authority or intervention in client altercations being particularly likely to precede aggression towards staff. A variety of incidents were reported, from verbal arguments to threats with a knife and serious physical assault. © 1997 John Wiley & Sons, Ltd.     

情境特异比例一致变化对冲突效应的影响

采用Hedge和Marsh任务与比例一致性操纵相结合,分别以刺激的空间位置和形状作为比例一致操纵的情境线索,考察刺激-反应联结学习与注意调节在比例一致效应中的作用。结果发现,在情境比例一致操纵下,冲突效应的效应量受到比例一致操纵的影响产生反转。表明刺激-反应联结学习在情境特异比例一致效应中起到主要作用。