The Role of Consistency in Detecting Deception: The Superiority of Correspondence over Coherence

Inconsistency is often considered an indication of deceit. The conceptualization of consistency used in deception research, however, has not made a clear distinction between two concepts long differentiated by philosophers: coherence and correspondence. The existing literature suggests that coherence is not generally useful for deception detection. Correspondence, however, appears to be quite useful. The present research developed a model of how correspondence is utilized to make judgments, and this article reports on four studies designed to elaborate on the model. The results suggest that judges attend strongly to correspondence and that they do so in an additive fashion. As noncorrespondent information accumulates, an increasingly smaller proportion of judges make truthful assessments of guilty suspects. This work provides a basic framework for examining how information is utilized to make deception judgments and forms the correspondence and coherence module of truth-default theory.     

非形式逻辑及其早期历史发展

"非形式逻辑"作为逻辑的子领域,最初出现于1970至1980年代的美国和加拿大,本文意在回顾非形式逻辑发展的早期历史进程.本文假定,当我们从历史的角度来考察时,非形式逻辑的本质能够得以阐明.因此,我将以观念史领域的评论作为出发点.之所以不从理论的要素谈起并把历史留给历史学家,其中一个理由在于"非形式逻辑"这个词并不指示一个理论.非形式逻辑部分地可看作是某个思潮,部分地可当作一种论证研究进路,部分地涉及到对逻辑之本质的看法,这些都可以通过考察非形式逻辑的发展史来加以理解.本文的第一部分追溯了非形式逻辑的兴起,概括了其思想史和社会史,并评述了其早期发展中的主要人物、教科书,以及主要的论旨及其社会化.第二部分简要描述了<逻辑的自我辩护>这本教科书中的一些革新.第三部分简要涉及非形式逻辑与其它领域的早期互动.     

Is remote near-peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid-19 pandemic

In response to the Covid-19 pandemic, medical educators have transformed pre-clerkship anatomy curricula into online formats. The purpose of this study was to evaluate the effectiveness and student perceptions of an online near-peer anatomy curriculum. The classes of 2022 and 2023 completed identical foundational anatomy curricula in-person, whereas the class of 2024 completed an adapted curriculum for remote online learning. Quantitative and qualitative responses were used to compare attitudes between instructional methods. Assessment scores and evaluation survey responses were collected from the classes of 2022 (n = 185), 2023 (n = 184), and 2024 (n = 183). Mean assessment scores (±SD) for the classes of 2022, 2023, and 2024 were 93.64% (±5.86), 93.75% (±4.09), and 92.04% (±4.83), respectively. Post hoc group comparisons showed the class of 2024 scored significantly lower than the two previous classes [2022: (H(1) = 18.58, P < 0.001), 2023: (H(1) = 18.65, P < 0.001)]. Mean survey results concerning curriculum quality were 4.06/5.00 for the class of 2023 and 3.57/5.0 for the class of 2024 (t(365) = 2.67, P = 0.008). Considering a small effect size (η² = 0.034), there was no meaningful difference in student assessment scores. A potential drawback of online near-peer anatomy teaching remains in student perceptions of course quality; qualitative feedback suggested technological limitations and perceptions of online course instructors were partly responsible for lower student satisfaction. Following the Covid-19 pandemic, medical educators should incorporate the lessons learned from this unique educational inflection point to improve curricula moving forward.     

Name writing but not environmental print recognition is related to letter-sound knowledge and phonological awareness in pre-readers

This paper reports a study exploring the associations between measures of two levels of phonological representation: recognition (epi-linguistic) and production (meta-linguistic) tasks, and very early reading and writing skills. Thirty-eight pre-reading Ottawa-area children, aged 4–5 years, named environmental print (EP), wrote their own name, identified correct names and EP words amongst foils and detected foil letters within EP and names. Results showed that phonological awareness and letter-sound knowledge were not related to EP recognition. Name writing accuracy and name identification were related to both levels of phonological awareness. Furthermore, name writing showed a unique association with phonological awareness even after letter-sound knowledge was controlled statistically. Pre-readers may first use meta-linguistic phonological awareness in their name writing and identification prior to learning to read.     

Entry to the Skilled Trades in Australia: the role of family background and school achievement

This paper reports an analysis of factors associated with entry to skilled trades through the Australian apprenticeship system. It is based on data collected from a sample of nearly 2500 17‐year‐old males in 1978. The results suggest that:

(a) young males whose fathers were tradesmen were more likely to participate in apprenticeship training than other young males;

(b) apprentices had relatively higher achievement on numerical tests than on verbal tests;

(c) the sons of migrants from non‐English speaking countries were less involved in apprenticeship than other 17‐year‐old males; and

(d) young males who had attended private secondary schools were less likely to be involved in apprenticeship training than those who had attended public schools.

It was found that whether a person's father was a tradesman was a better predictor of participation in apprenticeship than the social prestige of the father's occupation.