Human clay models versus cat dissection: how the similarity between the classroom and the exam affects student performance

This study examined the effect of different anatomic representations on student learning in a human anatomy class studying the muscular system. Specifically, we examined the efficacy of using dissected cats (with and without handouts) compared with clay sculpting of human structures. Ten undergraduate laboratory sections were assigned to three treatment groups: cat dissection only, cat dissection with handouts, and human clay sculpting with handouts. Exams included higher-order questions that presented novel anatomic images and scenarios that the students did not practice in class. The higher-order anatomy exam questions varied the degree to which students in the different treatments had to transform the anatomic representation studied during laboratory activities to match the representation used in the exam questions. In this respect, exam questions manipulated the similarity between the surface features of the anatomic representations used in the classroom versus the exam. When identifying anatomic structures presented in a photograph or diagram, student performance improved significantly when transformation demands decreased, i.e., students in the human clay sculpting treatment group performed best on human anatomy questions and students in the cat dissection treatment group performed better on cat anatomy questions (independent of the use of handouts). There were similar, but nonsignificant, trends when students were asked functional anatomy questions presented in human and cat contexts. On survey questions designed to measure student attitudes about dissection versus nonanimal alternatives, students typically preferred the method used in their treatment group, suggesting that student preference is too fluid to factor into curricular decisions. When designing curricula, instructors must choose anatomic representations that support their course goals. Human representations are most effective when teaching the human muscular system.     

How do babies know their friends and foes?

The study of infant social cognition is the study of how human infants acquire information about people. By examining infants’ sensory abilities and the stimulus characteristics of people, research can determine what information is available to infants from their social world. We can then consider what social environments are appropriate for infants of different ages. This paper examines the sociocognitive competencies of human infants during the first 6 months of their lives and asks how these competencies are functional in the daily social ecology of the human infant. Select examples of research with other species are used to illustrate how the adaptive significance of sociocognitive abilities could be more fruitfully explored in studies of human infancy. Lonnie R. Sherrod is Vice President for Program at the William T. Grant Foundation. Formerly, he was Assistant Dean at the Graduate Faculty of the New School for Social Research and before that, Staff Associate at the Social Science Research Council. He received a Ph.D. in Developmental Psychology from Yale University in 1978, an M.A. in Biology from the University of Rochester in 1974; and a B.A. in Zoology and Psychology from Duke University in 1972. He has taught at New York University and the New School and has published numerous articles and edited volumes on infant social cognition, on adolescence, and on child development from a life-span and biosocial perspective. Examples includeInfant Social Cognition (1981), edited with Michael Lamb;The Life Course and Human Development: Multidisciplinary Perspectives (1986), edited with Aage B. Sorensen and Franz E. Weinert; and “Changes in Children’s Social Lives and the Development of Social Understanding” authored with Judith Dunn (1988), in E.M. Hetherington, M. Perlmutter, and R. Lerner (eds).,Child Development in Life-Span Perspective.     

Students' colleges and achievement in an advanced course

The aim of the present study was to determine whether a significant relationship exists between a student's college (Allied Health, Arts and Science, Education, and Graduate School) and achievement in an advanced-level course in human physiology (PGY 412G). The mean percentage of correct answers on four multiple-choice tests, collectively totaling 400 points, was used to assess each student's performance. A four (college)-by-three (academic year) analysis of variance was used for statistical comparisons among 660 students enrolled in PGY 412G from the fall semester of 1995 through the spring semester of 1998. Subsequent pairwise comparisons tests found that the College of Education students had a significantly lower mean percentage of correct answers (61%) compared with students in each of the other colleges (P < 0.001). No significant differences in percentage scores were found among students enrolled in Allied Health (78%), Arts and Science (78%), or the Graduate School (77%). Also, percentages of correct answers averaged across all students were significantly lower during the 1997-1998 academic year than those in either the 1996-1997 year (P < 0.001) or the 1995-1996 year (P < 0.05). Students' scores during these two earlier years did not differ significantly. Upward letter grade adjustments based on class distributions were made each semester, and more As and Bs and fewer Cs and Ds were given as course grades than expected from an absolute assessment scale. This grade inflation benefited low-scoring students from all colleges, particularly those students enrolled in the College of Education. To improve the understanding of human function of these low-scoring students may require special educational programs.     

Minimal cross-trial generalization in learning the representation of an odor-guided choice task

There is no single way to represent a task. Indeed, despite experiencing the same task events and contingencies, different subjects may form distinct task representations. As experimenters, we often assume that subjects represent the task as we envision it. However, such a representation cannot be taken for granted, especially in animal experiments where we cannot deliver explicit instruction regarding the structure of the task. Here, we tested how rats represent an odor-guided choice task in which two odor cues indicated which of two responses would lead to reward, whereas a third odor indicated free choice among the two responses. A parsimonious task representation would allow animals to learn from the forced trials what is the better option to choose in the free-choice trials. However, animals may not necessarily generalize across odors in this way. We fit reinforcement-learning models that use different task representations to trial-by-trial choice behavior of individual rats performing this task, and quantified the degree to which each animal used the more parsimonious representation, generalizing across trial types. Model comparison revealed that most rats did not acquire this representation despite extensive experience. Our results demonstrate the importance of formally testing possible task representations that can afford the observed behavior, rather than assuming that animals’ task representations abide by the generative task structure that governs the experimental design.     

Preschoolers' precision of the approximate number system predicts later school mathematics performance

The Approximate Number System (ANS) is a primitive mental system of nonverbal representations that supports an intuitive sense of number in human adults, children, infants, and other animal species. The numerical approximations produced by the ANS are characteristically imprecise and, in humans, this precision gradually improves from infancy to adulthood. Throughout development, wide ranging individual differences in ANS precision are evident within age groups. These individual differences have been linked to formal mathematics outcomes, based on concurrent, retrospective, or short-term longitudinal correlations observed during the school age years. However, it remains unknown whether this approximate number sense actually serves as a foundation for these school mathematics abilities. Here we show that ANS precision measured at preschool, prior to formal instruction in mathematics, selectively predicts performance on school mathematics at 6 years of age. In contrast, ANS precision does not predict non-numerical cognitive abilities. To our knowledge, these results provide the first evidence for early ANS precision, measured before the onset of formal education, predicting later mathematical abilities.     

Attitudes, behaviour and knowledge on sexuality among female adolescents in Zagreb, Croatia

The aim of this study was to estimate the level of knowledge about sexuality, attitudes and sexual behaviour of female adolescents. The study included 194 female students, 117 from Medical High School (MHS) and 77 from General High School (GHS) in Zagreb. Data was collected using an anonymous self-administered questionnaire. In addition to items on personal data (age, parental education etc.), the participants were asked to define terms about sexuality (e.g. menstruation, puberty) the definitions of which are found in biology textbooks for the fifth and eighth grade of primary school. The aim of the third part of the survey was to collect information about attitudes and behaviour of female adolescents. The results showed a low level of knowledge in students of both schools. General High School students showed a higher level of knowledge than their Medical High School peers. One fifth of General High School students and 1/3 of Medical High School students were unable to define the term "menstruation". The majority of adolescents talk about sexuality with their friends, 92.1% of General High School and 81.2% of Medical High School students. Almost 50% of students of both schools would like to talk about sexuality with their school doctor. 6.9% of Medical High School students had at least one sexual intercourse while none of the General High School students had been sexually active at the time of the survey. As the majority of students were not sexually active and results showed a rather low level of knowledge, this seems to be the ideal period for the implementation of educational programs aimed at increasing the level of knowledge, and thus preventing unwanted consequences (STD, pregnancy, abortion, infertility).     

Picture perception in monkeys and pigeons: Transfer of rightside-up versus upside-down discrimination of photographic objects across conceptual categories

Monkeys and pigeons were trained to discriminate between normally oriented full frontal pictures of humans and upside-down reversals of the same pictures as stimuli. Monkeys displayed a high level of transfer to the new pictures of full frontal and rear views of humans and silhouettes, but failed to transfer to the close-up and far human faces. Pigeons showed poorer transfer to the silhouettes and higher transfer to the far human faces than did monkeys. Further transfer tests were performed with non-human pictures, including monkeys, birds, mammals, and man-made objects. Pigeons failed to transfer to the non-human pictures. This indicates that the pigeons had learned to classify the pictures based on some concrete features specific to the humans and that the transfer to the new versions of human pictures could be explained by simple stimulus generalization based on perceptual similarity. Two out of four monkeys did transfer fairly well to the non-human pictures, except for the man-made objects. High levels of transfer to the non-human natural pictures suggested that the monkeys classified the pictures on the basis of the orientation of objects represented by the pictorial displays. A preliminary report was presented by the first author (M. J.) at the 13th Congress of the International Primatological Society, Nagoya, Japan, 1990. The present research was supported in part by a Grant-in-Aid for General Scientific Research, the Ministry of Education, Science, and Culture, No. 02301017 (principal researcher:Tadasu Oyama, Nihon University) to M. J. The monkey experiments were conducted at the Primate Research Institute, Kyoto University, and the pigeon experiments at the Department of Psychology, Chiba University.     

Effects of different forms of physiology instruction on the development of students' conceptions of and approaches to science learning

The purpose of this study was to investigate students' conceptions of and approaches to learning science in two different forms: internet-assisted instruction and traditional (face-to-face only) instruction. The participants who took part in the study were 79 college students enrolled in a physiology class in north Taiwan. In all, 46 of the participants were from one class and 33 were from another class. Using a quasi-experimental research approach, the class of 46 students was assigned to be the "internet-assisted instruction group," whereas the class of 33 students was assigned to be the "traditional instruction group." The treatment consisted of a series of online inquiry activities. To explore the effects of different forms of instruction on students' conceptions of and approaches to learning science, two questionnaires were administered before and after the instruction: the Conceptions of Learning Science Questionnaire and the Approaches to Learning Science Questionnaire. Analysis of covariance results revealed that the students in the internet-assisted instruction group showed less agreement than the traditional instruction group in the less advanced conceptions of learning science (such as learning as memorizing and testing). In addition, the internet-assisted instruction group displayed significantly more agreement than the traditional instruction group in more sophisticated conceptions (such as learning as seeing in a new way). Moreover, the internet-assisted instruction group expressed more orientation toward the approaches of deep motive and deep strategy than the traditional instruction group. However, the students in the internet-assisted instruction group also showed more surface motive than the traditional instruction group did.     

The Science of Solubility: Using Reverse Engineering to Brew a Perfect Cup of Coffee

The Next Generation Science Standards call for the integration of science and engineering. Often, the introduction of engineering activities occurs after instruction in the science content. That is, engineering is used as a way for students to elaborate on science ideas that have already been explored. However, using only this sequence of instruction communicates a limited view of the relationship between science and engineering. In this article, we focus on the process of reverse engineering, and we provide a model 5E lesson in which we flip the typical science-to-engineering sequence and, instead, use principles of engineering design as a springboard from which to develop scientific concepts. Specifically, students use principles of engineering to deconstruct already engineered devices (i.e., different types of coffeemakers) in an effort to propose scientific explanations (i.e., factors affecting solubility) for the design features. These proposed explanations are then tested by isolating individual variables (e.g., solute size, temperature of solution) and testing the results. Students are provided whole coffee beans, grinders, water of different temperatures, timers, and apparatus for brewing samples of coffee and then test the effects of changing the variables by tasting, observing, or quantifying results of the individual samples.     

Development and Validation of a Social Capital Questionnaire for Adolescent Students (SCQ-AS)

Objectives

Social capital has been studied due to its contextual influence on health. However, no specific assessment tool has been developed and validated for the measurement of social capital among 12-year-old adolescent students. The aim of the present study was to develop and validate a quick, simple assessment tool to measure social capital among adolescent students.

Methods

A questionnaire was developed based on a review of relevant literature. For such, searches were made of the Scientific Electronic Library Online, Latin American and Caribbean Health Sciences, The Cochrane Library, ISI Web of Knowledge, International Database for Medical Literature and PubMed Central bibliographical databases from September 2011 to January 2014 for papers addressing assessment tools for the evaluation of social capital. Focus groups were also formed by adolescent students as well as health, educational and social professionals. The final assessment tool was administered to a convenience sample from two public schools (79 students) and one private school (22 students), comprising a final sample of 101 students. Reliability and internal consistency were evaluated using the Kappa coefficient and Cronbach''s alpha coefficient, respectively. Content validity was determined by expert consensus as well as exploratory and confirmatory factor analysis.

Results

The final version of the questionnaire was made up of 12 items. The total scale demonstrated very good internal consistency (Cronbach''s alpha: 0.71). Reproducibility was also very good, as the Kappa coefficient was higher than 0.72 for the majority of items (range: 0.63 to 0.97). Factor analysis grouped the 12 items into four subscales: School Social Cohesion, School Friendships, Neighborhood Social Cohesion and Trust (school and neighborhood).

Conclusions

The present findings indicate the validity and reliability of the Social Capital Questionnaire for Adolescent Students.     

Why music matters in urban school districts: The perspectives of students and parents of the Celia Cruz High School of Music,Bronx, New York

Despite their long history and importance in the American curriculum, music programs must constantly justify their place in the twenty-first century. Urban areas that are economically depressed sometimes may not be able to offer music instruction due to the emphasis on raising test scores as well as unfavorable economic conditions that may limit their options. Despite these challenges, community leaders and educators successfully established a school of music in the Bronx, New York. Celia Cruz High School, the focus of this case study, was created to offer a musically centered curriculum in the borough of the Bronx as well as address the epidemic of large failing schools. Celia Cruz in its design and current state serves the population of the Bronx and reflects that demographic. Interviews with parents and students were carried out as a means of establishing the perspective of a musically focused education within this context. Based on interviews, parents and students of Celia Cruz value music as its own form of knowledge and view it as a vital part of the academic lives of the students of Celia Cruz High School. The purpose of this study was to share the stories, perspectives, and experiences of the Celia Cruz community and the impact that a musically focused education could have on the lives of students in the Bronx, New York.     

Genome science: a video tour of the Washington University Genome Sequencing Center for high school and undergraduate students

Sequencing of the human genome has ushered in a new era of biology. The technologies developed to facilitate the sequencing of the human genome are now being applied to the sequencing of other genomes. In 2004, a partnership was formed between Washington University School of Medicine Genome Sequencing Center's Outreach Program and Washington University Department of Biology Science Outreach to create a video tour depicting the processes involved in large-scale sequencing. "Sequencing a Genome: Inside the Washington University Genome Sequencing Center" is a tour of the laboratory that follows the steps in the sequencing pipeline, interspersed with animated explanations of the scientific procedures used at the facility. Accompanying interviews with the staff illustrate different entry levels for a career in genome science. This video project serves as an example of how research and academic institutions can provide teachers and students with access and exposure to innovative technologies at the forefront of biomedical research. Initial feedback on the video from undergraduate students, high school teachers, and high school students provides suggestions for use of this video in a classroom setting to supplement present curricula.     

Ideals of Rational Knowledge,Modern Russian Psychology,and the Phenomenon of Consciousness

Science, and psychology in particular, differs from any other sphere of human knowledge by virtue of one undoubted merit—inherent rationality. Rational models of knowledge, methods of logical substantiation, construction of ideal objects (including, by the way, consciousness), the thought experiment, and also the natural sciences' imperative that theoretical constructs be experimentally verified—all these achievements of Western European thought are characteristic of scientific ontology and make it possible to distinguish scientific discourse from all the other modes of knowledge acquisition: mundane, practical, intuitive, artistic, religious, and mystical.     

The interrelationships of disease and culture in a primitive New Guinea community

This article explores links between disease and social standing in a primitive New Guinea community. Social and cultural events have modified the incidence of certain diseases. Furthermore, the changing patterns of disease may have influenced the development and form of social distinctions.This work is based on data collected as a predoctoral fellow in the Department of Anthropology at Columbia University. Fieldwork in New Guinea was done with NIH support under Training Grant 1 T01-MH11775-01 (related to 2 F1 MH301640-02), with Dr. Margaret Mead as the sponsor. Additional funding for analysis of data was obtained from the Harvard School of Public Health, the Department of Preventive Medicine of the Harvard Medical School, and the Institute for Transcultural Studies in New York.     

In the Faculty of Psychology

From the editors: We continue to acquaint the readers with the organization of scholarly and teaching life in the faculty. Galina Mikhailovna Andreeva, Director of the Department of Social Psychology, tells about the work at the All-Faculty Philosophical (Methodological) Seminar that she chaired. Nina Ivanovna Naenko, Lecturer, Department for Advanced Training, Faculty of Psychology, tells about the work of the psychological section of the Department for Advanced Training at Moscow University.     

The Role of Intuitive Ontologies in Scientific Understanding – the Case of Human Evolution

Psychological evidence suggests that laypeople understand the world around them in terms of intuitive ontologies which describe broad categories of objects in the world, such as ‘person’, ‘artefact’ and ‘animal’. However, because intuitive ontologies are the result of natural selection, they only need to be adaptive; this does not guarantee that the knowledge they provide is a genuine reflection of causal mechanisms in the world. As a result, science has parted ways with intuitive ontologies. Nevertheless, since the brain is evolved to understand objects in the world according to these categories, we can expect that they continue to play a role in scientific understanding. Taking the case of human evolution, we explore relationships between intuitive ontological and scientific understanding. We show that intuitive ontologies not only shape intuitions on human evolution, but also guide the direction and topics of interest in its research programmes. Elucidating the relationships between intuitive ontologies and science may help us gain a clearer insight into scientific understanding.     

Institute of Social Research

In November 1965 the first Scientific Research Institute for Complex Social Research in the country was organized at the A. A. Zhdanov Leningrad State University. It is made up of eight laboratories: Social-Economic Research (director, V. R. Polozov), Sociological Research (director, V. A. Yadov), Engineering Psychology (director, B. F. Lomov), Differential Psychology and Anthropology (director, acting member of the RSFSR Academy of Pedagogical Sciences B. G. Anan'yev), Social Psychology (director, Ye. S. Kuz'min), Legal Research (director, corresponding member of the USSR Academy of Sciences D. A. Kerimov), Programmed Instruction (director, A. F. Esaulov), Efficient Management in Work Collectives (director, L. L. Gremyako).     

Learning biology through research papers: a stimulus for question-asking by high-school students

Question-asking is a basic skill, required for the development of scientific thinking. However, the way in which science lessons are conducted does not usually stimulate question-asking by students. To make students more familiar with the scientific inquiry process, we developed a curriculum in developmental biology based on research papers suitable for high-school students. Since a scientific paper poses a research question, demonstrates the events that led to the answer, and poses new questions, we attempted to examine the effect of studying through research papers on students' ability to pose questions. Students were asked before, during, and after instruction what they found interesting to know about embryonic development. In addition, we monitored students' questions, which were asked orally during the lessons. Questions were scored according to three categories: properties, comparisons, and causal relationships. We found that before learning through research papers, students tend to ask only questions of the properties category. In contrast, students tend to pose questions that reveal a higher level of thinking and uniqueness during or following instruction with research papers. This change was not observed during or following instruction with a textbook. We suggest that learning through research papers may be one way to provide a stimulus for question-asking by high-school students and results in higher thinking levels and uniqueness.