Milton D. Hakel

Applying the Science of Learning to the University and Beyond: Teaching for Long-Term Retention and Transfer.

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Caffeine and light effects on nighttime melatonin and temperature levels in sleep-deprived humans

The effects of caffeine ingestion and exposure to bright light, both separately and in combination, on salivary melatonin and tympanic temperature were assessed in humans. Four treatments during a 45.5 h sleep deprivation period were compared: Dim Light-Placebo, Dim Light-Caffeine, Bright Light-Placebo and Bright-Light Caffeine. The Dim Light-Caffeine condition (200 mg twice each night) relative to the Dim Light-Placebo condition suppressed nighttime melatonin levels and attenuated the normal decrease in temperature. Combining caffeine ingestion with bright light exposure (> or = 2000 lux) suppressed melatonin and attenuated the normal nighttime drop in temperature to a larger degree than either condition alone; i.e. effects were additive. Circadian effects were also observed in that the amplitude and phase of the temperature rhythm were altered during treatment. These findings establish that the human melatonin system is responsive to caffeine. Other evidence suggests that caffeine may influence melatonin and temperature levels through antagonism of the neuromodulator adenosine.

Attitudes toward Surveys: Development of a Measure and Its Relationship to Respondent Behavior

Attitudes toward surveys were conceptualized as having two relatively independent components: feelings about the act of completing a survey, called survey enjoyment, and perceptions of the value of survey research, called survey value. After developing a psychometrically sound measure, the authors examined how the measure related to respondent behaviors that directly impact the quality and quantity of data collected in surveys. With the exception of a response distortion index, survey enjoyment was generally related to all the respondent behaviors studied (item response rates, following directions, volunteering to participate in other survey research, timeliness of a response to a survey request, and willingness to participate in additional survey research). Survey value was related to item response rates, following directions, and willingness to participate in additional survey research. A respondent motivation and intentions explanation is provided. Although the identified effect sizes were generally small, a number of practical implications emerge and are discussed.

Receptivity to Assessment-Based Feedback for Management Development

Research on feedback acceptance typically has not focused on feedback given in developmental contexts nor has this research used sources other than self‐reports to measure feedback acceptance. This study examined recipient characteristics as influences on receptivity to management development feedback. Racial similarity of the feedback recipient and giver was the most consistent predictor of receptivity. Self‐report, feedback giver, and outsider ratings of receptivity evidenced little congruence. Implications for understanding receptivity in developmental contexts are discussed.

Asking the Right Questions About g

It is our position that a complete understanding of human intellectual development is of ultimate interest to researchers and of great import to society. In this article, we ask questions that reflect common themes seen in the debate regarding the nature and importance of general cognitive ability (i.e., the g factor), sources of individual and group differences, and the viability of arguments against g theory. We also examine questions reflecting aspects of these debates that are commonly ignored or misconstrued. Our goal is to help researchers and debaters continue or begin to ask clear, critical, and dispassionate questions about g that will stimulate productive research and promote informed public policy.

Toward an understanding of adult intellectual development: investigating within-individual convergence of interest and knowledge profiles.

To further our understanding of the role interests play in the development of adult intellect, this study examines the relationship between intraindividual differences in interest and knowledge profiles. On the basis of a sample of 330,154 individuals, results show a moderate, positive average intraindividual correlation between interest and knowledge that increases as individuals age and is stronger for men than for women. Consistent with recent theories regarding the development of adult intelligence, expertise, and talent, these results demonstrate that noncognitive intraindividual differences can add to ones understanding of the acquisition of knowledge and skills. The current findings regarding the intraindividual convergence of interests and knowledge substantiate K. Murphys (1998) call for renewed research on interests and point to the usefulness of an intraindividual perspective in applied psychology.

What We Must Learn From: Alverno

Unusual educational specimen or innovative model? For years many people have viewed Alverno College as something to observe with interest, but impossible to emulate. Now they are taking a second look and discovering that there is much Alverno College can teach us about educating students. The author details these important lessons-lessons we can no longer afford to ignore.

Assessment matters—Research and learning intensive: Bowling Green State University commits to both

Ten years ago, BGSU pledged to become the premier learning community in Ohio and one of the best in the nation. With campuswide agreement and widespread assessment, the institution has made gains and has a clear sense of what it needs to do next.

Experimental Comparisons of Methods for Reducing Deliberate Distortions to Self-Report Measures of Sensitive Constructs

Sensitive constructs, such as counterproductive workplace behavior (CWB), are of interest to both basic and applied researchers; however, deliberate response distortions—active attempts on the part of respondents to be viewed more favorably—present a major difficulty with studying these topics. Although different methodologies purported to reduce distortions have been developed, they suffer from various limitations. For example, a notable limitation of what is currently considered best practice, randomized response techniques, is the inability to gather individual-level data. Across three experiments, we compare four different methods for obtaining self-reports of CWB that return individual-level data. Results suggest that whereas providing anonymity, counterbiasing, and implicit goal priming did not result in higher reporting of sensitive behaviors, the indirect questioning methodology did result in higher reporting. We also provide initial validity evidence for the indirect questioning scores and rule out some alternative explanations for the increased reporting of the indirect questioning method. Though more research is needed, these studies provide initial evidence regarding the potential utility of the indirect questioning method for increasing the reports on self-report measures of sensitive constructs.

Learning Goes Beyond Knowing

Educational systems need to focus on engaging students in becoming effective performers. Transmitting knowledge is not enough, because learning goes beyond knowing to being able to do what one knows. Integrative assignments and projects embedded in the essential learning outcomes can be documented in electronic portfolios as tangible evidence of effective performance.