Do Gender Differences in Perceived Prototypical Computer Scientists and Engineers Contribute to Gender Gaps in Computer Science and Engineering?

Women are vastly underrepresented in the fields of computer science and engineering (CS&E). We examined whether women might view the intellectual characteristics of prototypical individuals in CS&E in more stereotype-consistent ways than men might and, consequently, show less interest in CS&E. We asked 269 U.S. college students (187, 69.5% women) to describe the prototypical computer scientist (Study 1) or engineer (Study 2) through open-ended descriptions as well as through a set of trait ratings. Participants also rated themselves on the same set of traits and rated their similarity to the prototype. Finally, participants in both studies were asked to describe their likelihood of pursuing future college courses and careers in computer science (Study 1) or engineering (Study 2). Across both studies, we found that women offered more stereotype-consistent ratings than did men of the intellectual characteristics of prototypes in CS (Study 1) and engineering (Study 2). Women also perceived themselves as less similar to the prototype than men did. Further, the observed gender differences in prototype perceptions mediated the tendency for women to report lower interest in CS&E fields relative to men. Our work highlights the importance of prototype perceptions for understanding the gender gap in CS&E and suggests avenues for interventions that may increase women’s representation in these vital fields

Construction de la longueur et de sa mesure. Une étude exploratoire auprès d'enfants de première primaire

This chapter discusses a number of the contemporary approaches in motor learning that can be used by practitioners to help design and implement skill practice sessions for developmental level athletes. It highlights the intention to create an athlete-centred learning environment that not only promotes the acquisition of individualised coordination patterns, but also highly adaptable athletes who are capable of achieving success in the demanding environment of elite level sport. The application of the constraints-led approach in coaching typically involves the manipulation of one or more categories of constraints in an attempt to encourage the natural emergence of a desired movement behaviour. The concept of 'functional variability' suggests that the variability that typically occurs during the execution of a skill may often play an important role in helping to facilitate adaptability. Clearly, the role of the sports practitioner is pivotal in creating suitable practice activities to enhance motor learning

Skill-Based Differences in Cognition and Metacognition in Advanced Placement Biology

The purpose of this research was to utilize a process-tracing methodology to examine individual differences in cognition and metacognition and their contribution to success in solving Advanced Placement Biology problems. Previous research using cognitive process-tracing methods to examine academic performance has focused primarily on individual differences in thinking, with a view to identifying successful problem solving strategies and/or the underlying knowledge structure (e.g., Chi, Feltovich & Glaser, 1981; Simon & Simon, 1978). Relatively few expertise researchers have been concerned with identifying the metacognitive aspects of thinking during problem solving. Where these researchers have examined metacognition the emphasis has been on assessing or improving the understanding of good and poor learners through the use of self-explanations (e.g., Chi et al., 1994). Researchers of metacognition, on the other hand, have concentrated on assessing the degree to which students have an accurate impression of their level of knowledge and understanding (e.g., metacognitive accuracy), and the extent to which they monitor their understanding (e.g., metacognitive monitoring). The former has been measured mainly through the use of confidence measures and judgments of learning (e.g., Ehrlinger & Dunning, 2003, Koriat, 1993; Metcalfe, 1993), whereas those interested in metacognitive monitoring skill have used self-reports about study strategies in general (e.g., Duncan & McKeachie, 2005; Schraw & Dennison, 1994; Schraw, 1997) rather than methods (e.g., process tracing) that might capture specific metacognitions during learning or on an actual test (cf. Garner, 1988). The present research attempted to cross this divide by using process-tracing measures to capture skill-based differences in cognition and metacogniton. Specifically, 55 AP and Honors Biology students were assessed on 16 AP-level exam questions. We recorded concurrent verbal reports of thinking during problem solving in an Advanced Placement Biology test, and collected immediate retrospective reports to capture individual differences in metacognitive monitoring on selected questions. In addition, we collected retrospective assessments of confidence after students answered each question to measure metacognitive accuracy. To compare with our process-tracing metrics, self-reports of general metacognitive monitoring (i.e., General Monitoring Strategies Checklist [GMSC], Schraw, 1997) and metacognitive learning strategy (i.e., Motivated Strategies for Learning Questionnaire [MSLQ], Duncan & McKeachie, 2005) were also recorded via questionnaire. However, initial analyses indicate that these data did not predict performance on the AP-level task but self-reports on the GMSC were positively related to metacognitive accuracy�individuals who reported engaging in more monitoring activities were also more likely to be more overconfident. In this symposium we will examine the interrelationship between thinking, monitoring, and metacognitive accuracy and identify the role of these factors in attaining superior performance on the AP-level questions used in this study and on the AP Biology exam. We will also consider the relevance of these results and the associated process-tracing techniques for teaching, training, and improving performance and learning in science

High trait self-control predicts positive health behaviors and success in weight loss

Surprisingly few studies have explored the intuitive connection between self-control and weight loss. We tracked participants’ diet, exercise and weight loss during a 12-week weight loss program. Participants higher in self-control weighed less and reported exercising more than their lower self-control counterparts at baseline. Independent of baseline differences, individuals high in dispositional self-control ate fewer calories overall and fewer calories from fat, burned marginally more calories through exercise, and lost more weight during the program than did those lower in self-control. These data suggest that trait self-control is, indeed, an important predictor of health behaviors

Where\u27s the emotion How sport psychology can inform research on emotion in human factors

Objective: The aim of this study was to demonstrate how research on emotion in sport psychology might inform the field of human factors.Background: Human factors historically has paid little attention to the role of emotion within the research on human-system relations. The theories, methods, and practices related to research on emotion within sport psychology might be informative for human factors because fundamentally, sport psychology and human factors are applied fields concerned with enhancing performance in complex, real-world domains.Method: Reviews of three areas of theory and research on emotion in sport psychology are presented, and the relevancy of each area for human factors is proposed: (a) emotional preparation and regulation for performance, (b) an emotional trait explanation for risk taking in sport, and (c) the link between emotion and motor behavior. Finally, there are suggestions for how to continue cross-talk between human factors and sport psychology about research on emotion and related topics in the future.Results: The relevance of theory and research on emotion in sport psychology for human factors is demonstrated.Conclusion: The human factors field and, in particular, research on human-system relations may benefit from a consideration of theory and research on emotion in sport psychology.Application: Theories, methods, and practices from sport psychology might be applied usefully to human factors. © 2011, Human Factors and Ergonomics Society