Information can be conveyed via multiple channels such as verbal and gestural (visual) channels during communication. Sometimes the information from different channels does not match (e.g., saying right while pointing to the left). How do addressees choose which information to act upon in such cases? In two experiments, we investigated this issue…

Collaborative programming helps improve students' computational thinking and increases their confidence in solving programming problems. However, the effect of collaborative learning is not ideal because it is difficult for students to mobilize metacognition to regulate learning spontaneously. To guide students to effectively regulate the learning…

What makes teams creative? We investigated how the diversity and agreeableness of team members moderate the relationship between creative self-efficacy (CSE) and innovative performance at the team level. We found that the educational background diversity is a critical factor to affect the knowledge, perspective, and problem-solving skills and, in…

This article presents the author's response to Robert Maranto's review of "Bad Students, Not Bad Schools". The author begins by thanking Professor Maranto for his thoughtful review of his "Bad Students, Not Bad Schools" (2010). Professor Maranto is the first professional educator to acknowledge the book's existence, a fact that says much about…

Infant eye movements are an important behavioral resource to understand early human development and learning. But the complexity and amount of gaze data recorded from state-of-the-art eye-tracking systems also pose a challenge: how does one make sense of such dense data? Toward this goal, this article describes an interactive approach based on…

In this landmark book, Scott Page redefines the way we understand ourselves in relation to one another. "The Difference" is about how we think in groups--and how our collective wisdom exceeds the sum of its parts. Why can teams of people find better solutions than brilliant individuals working alone? And why are the best group decisions…

The present study was conducted to determine whether independence produced by social support provided on one type of item in a group pressure situation would generalize to a different item on which the subject was opposed by a consensual group. Moreover, in one condition the group member providing social support varied over trials. It was…

We consider group decision-making on an optimal stopping problem, for which large and stable individual differences have previously been established. In the problem, people are presented with a sequence of five random numbers between 0 and 100, one at a time, and are required to choose the maximum of the sequence, without being allowed to return…

Findings indicate that interpersonal compatibility in work groups and its relationship to goal achievement is not a unidimensional or unidirectional phenomenon. Rather, compatibility appears inextricably related to other aspects of group problem solving, including the methodology of decision making. (Author/IRT)

Examines consensus as a function of group members' decision rule orientations. Finds that for groups that interacted verbally, consensus was more likely between groups composed of members with matching (rather than differing) rule orientations. Discusses implications for group consensus and the decision rule orientation construct. (MM)

Tests the interactive effects of status of the offender and severity of a deviant act on the assessment of penalties for socially prescribed behavior in volunteers (N=24) assigning punishment. Results revealed a tendency for high-status offenders to receive more lenient treatment than their low-status counterparts. (Author/LLL)

ATLANTA HAS MADE AN ATTEMPT TO GET AT THE DIFFERENCES BETWEEN THE ACHIEVEMENT OF NEGRO AND WHITE PUPILS IN A SEGREGATED SYSTEM BY USING AN OUTSIDE AGENCY TO ORGANIZE AND IMPLEMENT A COMPREHENSIVE SURVEY. THE WASHINGTON SCHOOL SYSTEM HAS COMPLETED 5 YEARS UNDER AN INTEGRATED ARRANGEMENT AND IS OFFERED AS AN EXAMPLE OF WHAT MAY HAPPEN TO SCHOLASTIC…

Examined the relationship of learning styles and interpersonal relationship needs of human relations group members. A group leader should be aware of learning styles of group members, for these will influence how members participate, what they invest themselves in, and the learnings they may experience in the group. (Author/CC)

After different conceptualizations of behavior in terms of personal and situational variables have been outlined, Endler's arguments on situational specificity are discussed and his data found not to warrant his conclusions. It is argued that there is no antagonism between interactionism and conditioned situationism or personologism. (Author/SJL)