Theory of mind and the assessment of suggestibility in preschoolers

Researchers have been examining the relation between theory of mind and suggestibility with mixed results. Recently, researchers have suggested that theory of mind is not a dichotomous construct, but instead develops in a sequence (Wellman & Liu, 2004). This view, when combined with an examination suggestibility, may clarify the relation. The purpose of this study was to validate the Video Suggestibility Scale for Children (VSSC; Scullin & Ceci, 2001) and a theory of mind scale as predictors of suggestibility in an interview about an experienced and a non-experienced event. Ninety-one preschoolers, ages 3 to 5 years old, completed the 3-week study. Results indicated that the theory of mind scale aided strongly in predicting suggestibility about an experienced event in addition to the VSSC. Awareness of factors related to suggestibility is important because this can alert professionals to be cautious in their interviews with children who are highly suggestible.

Classroom Assessment Literacy: A Think-Pair-Share Workshop

Classroom teachers spend a significant portion of their time in assessment-related activities, yet have not received commensurate time in formal training in evaluation and measurement techniques. This workshop will use the Think-Pair-Share collaborative learning strategy to discuss and implement assessment best-practices that educators can easily adopt for their own teaching

A Cross-cultural Qualitative Examination of Social-networking Sites and Academic Performance

AbstractSocial-networking site (SNS) use, specifically Facebook®, has remained a controversial subject for many educators and media. Recent studies discuss the negative and positive impacts of SNSs on students’ academic performance. This qualitative study examines the impact of SNSs on students’ academic performance via open-ended survey responses in the United States (US) and Europe. Responses were examined using the Qualitative Content Analysis (QCA). Findings from this study indicate the differences in perceptions between students in the US and Europe. Overall, common themes indicated that the majority of students claimed they feel SNSs do not impact their grades. Many European students (32.0%) indicated that they use SNSs for their school work, whereas 31.7% of US students mentioned being a responsible student

Understanding Golf Country Club Members’ Loyalty: Factors Affecting Membership Renewal Decisions

Many private country clubs across the United States have experienced a declining or flat membership and smaller waitlists of members wanting to join. The objective of this study was to investigate whether member involvement, service quality, and perceived value, influence member satisfaction and intention to renew membership for members of private country clubs. An online survey instrument customized for the country club industry was distributed to members of two country clubs in northeast Ohio. Results indicate that involvement level of members and perceived value impact country club members’ satisfaction and intention to renew their membership. Managerial implications are discussed

An AI-based framework for studying visual diversity of urban neighborhoods and its relationship with socio-demographic variables

This study presents a framework to study quantitatively geographical visual diversities of urban neighborhood from a large collection of street-view images using an Artificial Intelligence (AI)-based image segmentation technique. A variety of diversity indices are computed from the extracted visual semantics. They are utilized to discover the relationships between urban visual appearance and socio-demographic variables. This study also validates the reliability of the method with human evaluators. The methodology and results obtained from this study can potentially be used to study urban features, locate houses, establish services, and better operate municipalities

Expressive Writing: A Self-Care Intervention for First Year Undergraduates

Background: As incoming students grapple with stress and traumatic experiences at alarming rates, faculty and institutions are increasingly promoting resilience and self-care activities. Expressive writing (EW) may be an underutilized self-care practice for addressing students' stressful or traumatic experiences.Aim: This pilot study aimed to describe the effects of an expressive writing (EW) intervention on participants' mental and physical health and stress levels.Methods: The study design was mixed methods. The convenience sample of 32 undergraduate participants were assigned, every other one, to either an EW intervention group who wrote about a stressful or traumatic experience (n = 18), or a neutral writing (NW) group (n = 14) who wrote about trivial topics. Data regarding sample characteristics, cortisol level, quality of life, and impact of the EW intervention were collected via a demographic survey, the SF-36v2® Health Survey (Maruish, 2011), salivary sampling and exit survey, respectively.Results: Comparison of SF-36v2® pre- to post-test demonstrated higher gains in mental health in the experimental group, relative to the control group. Fourteen (44% of total group) reported that they would recommend EW to a friend to help with stressful or traumatic experiences.Conclusions: EW may support first year undergraduates' self-care related to addressing past or current stressful or traumatic situations

Classroom Assessment Literacy: A Think-Pair-Share Workshop

Classroom teachers spend a significant portion of their time in assessment-related activities, yet have not received commensurate time in formal training in evaluation and measurement techniques This workshop will use the Think-Pair-Share collaborative learning strategy to discuss and implement assessment best-practices that educators can easily adopt for their own teaching. Classroom Assessment Literacy presentation material

Facebook and academic performance.

a b s t r a c t There is much talk of a change in modern youth -often referred to as digital natives or Homo Zappienswith respect to their ability to simultaneously process multiple channels of information. In other words, kids today can multitask. Unfortunately for proponents of this position, there is much empirical documentation concerning the negative effects of attempting to simultaneously process different streams of information showing that such behavior leads to both increased study time to achieve learning parity and an increase in mistakes while processing information than those who are sequentially or serially processing that same information. This article presents the preliminary results of a descriptive and exploratory survey study involving Facebook use, often carried out simultaneously with other study activities, and its relation to academic performance as measured by self-reported Grade Point Average (GPA) and hours spent studying per week. Results show that Facebook Ò users reported having lower GPAs and spend fewer hours per week studying than nonusers