The sequence of conceptual information in instruction and its effect on retention

Two experiments were carried out to study the effect of the sequencing of the information in an instructional program. In both experiments, two different ordering principles were used. These principles were based on the relation between the to be learned concepts. The ordering of the information could be successive or simultaneous. The relationship between concepts is categorized either successive or coordinate. It was hypothesized that a simultaneous presentation would show better learning results than a successive presentation if between the to-be-learned concepts exists a co-ordinate relationship. A successive presentation would lead to better results in case of a successive relationship. Results suggest that the definition of both types of relationships needs refinement. Further the results show that for coordinate related concepts a simultaneous presentation is preferable

The effect of the superordinate concept and presentation form of examples on concept learning

In the research reported here, the effects of the presentation of the more general (superordinate) concept on the attainment of basic concepts, and the effects of two different forms of example presentation on concept learning were studied. In one condition, examples were presented as line drawings on a microcomputer monitor. In the other condition the example was presented ‘real life’ on a video monitor. It was found that presenting the superordinate concept reduced the time needed to study new information. However, it had no effect on the retention test classification scores. The realistic, interactive video presentation of examples led to better classification scores on the retention test. This study shows that computer based instruction in combination with interactive video are useful instructional means

Towards cultural competence : Australian Indigenous content in undergraduate psychology

This paper discusses the development and preliminary analysis of psychology undergraduate courses on cultural competence in relation to Indigenous Australians. The paper summarises the process that led to the formation of draft curriculum guidelines for psychology academics, including the need to critically examine the assumptions and history of Western psychology in relation to Indigenous peoples, the inclusion of non-conventional teaching and learning methods, staff and institutional support, and appropriate staff development. The paper then discusses the responses of students to one of the courses developed from these guidelines. The courses were well received by students and although they do not in themselves teach professional psychological skills in working effectively with Indigenous people, they provide a solid basis for the development of such skills. Because this is a relatively new area, it is likely that there will be much refinement of these courses in coming years. <br /

The Circadian Response of Intrinsically Photosensitive Retinal Ganglion Cells

Intrinsically photosensitive retinal ganglion cells (ipRGC) signal environmental light level to the central circadian clock and contribute to the pupil light reflex. It is unknown if ipRGC activity is subject to extrinsic (central) or intrinsic (retinal) network-mediated circadian modulation during light entrainment and phase shifting. Eleven younger persons (18–30 years) with no ophthalmological, medical or sleep disorders participated. The activity of the inner (ipRGC) and outer retina (cone photoreceptors) was assessed hourly using the pupil light reflex during a 24 h period of constant environmental illumination (10 lux). Exogenous circadian cues of activity, sleep, posture, caffeine, ambient temperature, caloric intake and ambient illumination were controlled. Dim-light melatonin onset (DLMO) was determined from salivary melatonin assay at hourly intervals, and participant melatonin onset values were set to 14 h to adjust clock time to circadian time. Here we demonstrate in humans that the ipRGC controlled post-illumination pupil response has a circadian rhythm independent of external light cues. This circadian variation precedes melatonin onset and the minimum ipRGC driven pupil response occurs post melatonin onset. Outer retinal photoreceptor contributions to the inner retinal ipRGC driven post-illumination pupil response also show circadian variation whereas direct outer retinal cone inputs to the pupil light reflex do not, indicating that intrinsically photosensitive (melanopsin) retinal ganglion cells mediate this circadian variation

Being Trusted: How Team Generational Age Diversity Promotes and Undermines Trust in Cross-Boundary Relationships

We examine how demographic context influences the trust that boundary spanners experience in their dyadic relationships with clients. Because of the salience of age as a demographic characteristic as well as the increasing prevalence of age diversity and intergenerational conflict in the workplace, we focus on team age diversity as a demographic social context that affects trust between boundary spanners and their clients. Using social categorization theory and theories of social capital, we develop and test our contextual argument that a boundary spanner’s experience of being trusted is influenced by the social categorization processes that occur in dyadic interactions with a specific client and simultaneously, by similar social categorization processes that influence the degree to which the client team as a whole serves as a cooperative resource for demographically similar versus dissimilar boundary spanner-client dyads. Using a sample of 167 senior boundary spanners from the consulting industry, we find that generational diversity among client team members from a client organization undermines the perception of being trusted within homogeneous boundary spanner-client dyads while it enhances the perception of being trusted within heterogeneous dyads. The perception of being trusted is an important aspect of cross-boundary relationships because it influences coordination and the costs associated with coordination