The view from everywhere: Disciplining diversity in post–World War II international social science

This paper explores the attempt of social scientists associated with Unesco to create a system of knowledge production to provide the international perspective necessary for democratic governance of a world community. Social scientists constructed a federal system of international associations that institutionalized American disciplines on an international scale. An international perspective emerged through the process of interdisciplinary international research. I call this ideal of coordinating multiple subjectivities to produce objectivity the “view from everywhere.” Influenced by social psychological “action-research,” collaborative research was group therapy. The attempt to operationalize internationalists' rallying slogan, “unity in diversity,” illuminated tensions inherent in the mobilization of science for social and political reform. © 2009 Wiley Periodicals, Inc.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/64294/1/20394_ftp.pd

Creating an Instrument to Measure Student Response to Instructional Practices

BackgroundCalls for the reform of education in science, technology, engineering, and mathematics (STEM) have inspired many instructional innovations, some research based. Yet adoption of such instruction has been slow. Research has suggested that students’ response may significantly affect an instructor’s willingness to adopt different types of instruction.PurposeWe created the Student Response to Instructional Practices (StRIP) instrument to measure the effects of several variables on student response to instructional practices. We discuss the step‐by‐step process for creating this instrument.Design/MethodThe development process had six steps: item generation and construct development, validity testing, implementation, exploratory factor analysis, confirmatory factor analysis, and instrument modification and replication. We discuss pilot testing of the initial instrument, construct development, and validation using exploratory and confirmatory factor analyses.ResultsThis process produced 47 items measuring three parts of our framework. Types of instruction separated into four factors (interactive, constructive, active, and passive); strategies for using in‐class activities into two factors (explanation and facilitation); and student responses to instruction into five factors (value, positivity, participation, distraction, and evaluation).ConclusionsWe describe the design process and final results for our instrument, a useful tool for understanding the relationship between type of instruction and students’ response.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/136692/1/jee20162_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/136692/2/jee20162.pd

Estes, William

William K. Estes, 1979 Photo by George Sperling William Kaye Estes (1919 – 2011) was an American psychologist. A Review of General Psychology survey, published in 2002, ranked Estes as the 77th most cited psychologist of the 20th century. In order to develop a statistical explanation for the learning phenomena, William Kaye Estes developed the Stimulus Sampling Theory in 1950 which suggested that a stimulus-response association is learned on a single trial; however, the learning process is continuous and consists of the accumulation of distinct stimulus-response pairings. As an undergraduate, Estes was a student of Richard M. Elliott at the University of Minnesota. As a graduate student, he stayed at the University of Minnesota and worked under B. F. Skinner, with whom he developed the conditioned suppression paradigm (Estes & Skinner, 1941). After receiving his doctorate, Estes joined Skinner on the faculty of Indiana University. After Estes got out of the U. S. Army at the end of World War II, he established his reputation as one of the originators of mathematical learning theory. Estes went from Indiana University to Stanford University, to Rockefeller University in New York, and finally to Harvard University. While teaching at Harvard University, Estes contributed as an instituting first editor of the Psychological Science for the Association for Psychological Science. He was also editor of Psychological Review from 1977 to 1982. Years at The Rockefeller University: 1968-1979https://digitalcommons.rockefeller.edu/faculty-members/1125/thumbnail.jp

The impact of social problem solving on reported symptomatology in chronic fatigue syndrome

Previous research on chronic fatigue syndrome has shown that the way in which individuals respond to problem situations has implications in terms of management of the condition. This study indicates that poor problem solving skills negatively impacts on a range of physical and psychological symptoms experienced by this group

The influence of emotion-processing on symptom severity in chronic fatigue syndrome

The ability to manage emotion among those with chronic fatigue syndrome has been shown to affect their ability to deal with challenging situations. This study shows that emotion regulation adversely affects a range of physical and psychological symptoms experienced by this group

Investigating the association between rolandic epilepsy and Developmental Coordination Disorder

Previous research has suggested that children with a diagnosis of severe Developmental Coordination Disorder (DCD) might be at increased risk of suffering from Rolandic Epilepsy (RE). This study confirms the association between DCD and RE which will have clinical implications for the management of children with either diagnosis

Contribution of the primary motor cortex to action value encoding during motor decisions

In daily life, action selection and decision-making are constantly biased by implicit value signals. When choosing a place for dinner on a Friday night, the estimated value of each restaurant will not only depend on a deliberate inspection of the menus but also on less conscious cues such as the atmosphere in the restaurant. Despite the crucial impact of implicit value cues on daily living choices, the exact contribution of the primary motor cortex to the encoding of this source of information remains obscure. In this talk, I will present the results of a recently published study (Derosiere et al., 2017, NeuroImage) in which we show that the human primary motor cortex is involved in the encoding of implicit value information during motor decisions. A thorough description of the dynamics of this encoding during reinforcement learning and decision-making will be provided