Gender differences in attitudes towards sexual assault

Gender differences in attitudes towards sexual assault has received significant research attention, yet little research has investigated non-college student sampling despite nearly 50% of rape or sexual assault victims being over the age of 25 (Kilpatrick, 2000). There is also a distinct lack of research conducted surrounding various sexual orientation vignettes (Duncan, 1990; Davies, Pollard & Archer, 2006). In this study, 280 participants took part in an online questionnaire to examine gender differences regarding various factors of a sexual assault scenario. The current study aimed to investigate gender differences within a range of sexual orientation vignettes. Results found no significant gender differences regarding victim blame although, between gender and vignette, it was found that there was a statistically significant interaction as women held higher victim blame of male victims. However, there were significant gender differences found within alcohol and consent and support and recovery with men holding more negative attitudes than women. Such results may help to support prior gender difference findings. It also may be useful for future research to use same-sex vignettes to allow for an exploration of gender differences of sexual assault within same-sex relationships

A role for the developing lexicon in phonetic category acquisition

Infants segment words from fluent speech during the same period when they are learning phonetic categories, yet accounts of phonetic category acquisition typically ignore information about the words in which sounds appear. We use a Bayesian model to illustrate how feedback from segmented words might constrain phonetic category learning by providing information about which sounds occur together in words. Simulations demonstrate that word-level information can successfully disambiguate overlapping English vowel categories. Learning patterns in the model are shown to parallel human behavior from artificial language learning tasks. These findings point to a central role for the developing lexicon in phonetic category acquisition and provide a framework for incorporating top-down constraints into models of category learning

Navier-Stokes and Euler solutions for lee-side flows over supersonic delta wings. A correlation with experiment

An Euler flow solver and a thin layer Navier-Stokes flow solver were used to numerically simulate the supersonic leeside flow fields over delta wings which were observed experimentally. Three delta wings with 75, 67.5, and 60 deg leading edge sweeps were computed over an angle-of-attack range of 4 to 20 deg at a Mach number 2.8. The Euler code and Navier-Stokes code predict equally well the primary flow structure where the flow is expected to be separated or attached at the leading edge based on the Stanbrook-Squire boundary. The Navier-Stokes code is capable of predicting both the primary and the secondary flow features for the parameter range investigated. For those flow conditions where the Euler code did not predict the correct type of primary flow structure, the Navier-Stokes code illustrated that the flow structure is sensitive to boundary layer model. In general, the laminar Navier-Stokes solutions agreed better with the experimental data, especially for the lower sweep delta wings. The computational results and a detailed re-examination of the experimental data resulted in a refinement of the flow classifications. This refinement in the flow classification results in the separation bubble with the shock flow type as the intermediate flow pattern between separated and attached flows

Crisis or Possibility? Conversations About the American High School

Looks at how leaders are beginning to transform America's traditional, comprehensive high school in ways that make it responsive to the needs of all students. Based on proceedings from a series of conferences held in the fall of 2003

Errores de razonamiento fundamentales en la psicología de la impersonalidad

Lo que aquí planteamos es si la investigación de las diferencias individuales sirve a los intereses de la teoría de la personalidad. Durante mucho tiempo, el pensamiento convencional viene manteniendo que sí lo hace. En este artículo, defenderemos el punto de vista contrario, es decir, demostraremos que el problema fundamental e irreparable es que el conocimiento estadístico producido a través de estudios de variables marcando diferencias individuales es un conocimiento de conjuntos de organismos -no de organismos individuales-. Nuestro análisis epistemológico tiene consecuencias en tres temas que históricamente han sido básicos para los "nomotéticos" clásicos: (a) la búsqueda de las tendencias humanas básicas, (b) la clásica polémica en torno a la (in)consistencia de la personalidad, (c) la predicción comportamental en conexión con el establecimiento de "leyes" nomotéticas del funcionamiento de la personalidadIn this article we raise the issue of whether research on individual differences contributes to personality theory. Conventional wisdom has long held that it does. In this article we defend the opposing view. We demonstrate that the fundamental and irreparable problem is that statistical knowledge produced through studies of individual differences variables produces knowledge about groups of organisms, not individual organisms. Our epistemological analysis has implications for three historically basic themes in classical nomotheticism:(a) the search for basic human tendencies, (b) the debate concerning the (in)consistency of personality, and (c) behavioral predication and the establishment of nomothetic 'laws' of personality functionin

Distributed Problem Solving: The Social Contexts of Learning and Transfer

The problem of transfer remains one of the most difficult challenges for schooling: knowledge and skills that students leam in a classroom is often not used in out-of-school contexts. To address this problem, this paper analyzes educational interaction conducted via long-distance electronic networks. W e present a new methodology, called Semantic Trace Analysis. From our analyses, we present two possible solutions to the transfer problem. First, we describe an organizing framework for network interactions, which we call "receiver site transfer", which provides a functional environment for students' problem solving. In addition, we describe some initial explorations of "teleapprenticeships", instructional interactions through which students learn knowledge and skills by interacting with adults outside the school system. To the extent that adults increasingly use electronic networks for their work, we will be able to avoid the transfer problem by instructing students within the same context that they will use that instruction