How Custom Agents Really Detect Lies     

Timothy R. Levine  Yasuhiro Daiku 《Communication Research Reports》2019,36(1):84-92

Research has found discrepancies among folk beliefs about lie detection, deception cue utility, and retrospective accounts of detected lies. Elite customs agents (N = 37) were surveyed regarding their overall beliefs about how to detect lies (general strategy), their opinions about best practices (best strategy), and about a successfully detected lie (actual strategy). Responses were coded in three nonexclusive broad categories: (a) behavioral cues, (b) communication content and evidence, and (c) interactive-questioning approaches. Behavioral cues, especially nonverbal cues, were listed most frequently as general beliefs. Opinions about the best approach were evenly split across the three categories. Communication content and evidence was the most frequently reported actual detection method and was mentioned in 97% of the responses. The results are discussed in relation to Truth-Default Theory and their implications for lie detection practice.  相似文献   

INTERNAL FACTOR STRUCTURE AND CONVERGENT VALIDITY EVIDENCE: THE SELF‐REPORT VERSION OF SELF‐REGULATION STRATEGY INVENTORY     

Timothy J. Cleary  Leah Dembitzer  Ryan J. Kettler 《Psychology in the schools》2015,52(9):829-844

Using a sample of 348 middle school students, we gathered evidence regarding the internal consistency of scores, as well as the internal factor structure and convergent validity evidence for inferences from a self‐report questionnaire called the Self‐Regulation Strategy Inventory–Self Report. Confirmatory factor analysis revealed that the fit indexes for a hierarchical model (composite, three factors) and a single‐level, three‐factor model were highly similar but mixed. Respecification of the hierarchical model based on conceptual overlap of items led to substantial improvement in the overall fit of the model, as indicated by the root mean square error of approximation, chi‐square/df, and the comparative fit index. Correlational analyses also provided strong convergent validity evidence, as the three subscales exhibited statistically significant relations with four motivation beliefs (i.e., self‐efficacy, perceived instrumentality, task interest, perceived responsibility) and two distinct markers of regulation‐related behaviors (i.e., teacher ratings, office discipline referrals).  相似文献   

Social Perspectives on the `Hard' Problem of Consciousness     

Timothy Koschmann 《学习科学杂志》2013,22(3-4):521-523

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Review and criticism     

M. Timothy O'Keefe  Kenneth G. Sheinkopf 《广播与电子媒介杂志》2013,57(4):403-412

An earlier version of this paper was presented to the AEJ convention at Boulder, Colorado in 1973 by Dr. Milan Meeske for the authors. Dr. O'Keefe is an associate professor of communication at Florida Technological University where Mr. Sheinkopf is a student.  相似文献   

Establishing the structure of reality for an industry: model and anti-model arguments as advocacy in Nike's crisis communication     

Timothy Sellnow  Jeffrey Brand 《Journal of Applied Communication Research》2001,29(3):278-295

This study illustrates the potential role of model and anti-model arguments in organizational crisis communication. Specifically, model and anti-model arguments are described as a strategy for moving the focus of a crisis from an organization to its industry. Model arguments enable organizations to establish their corrective action as industry standards that merit imitation. Conversely, organizations can set minimum standards for their industries with anti-model arguments. Phil Knight's May 12, 1998, speech announcing Nike's new initiatives in global manufacturing is analyzed as a case study. The essay concludes that model and anti-model arguments can suspend criticism of the organization, create the foundation for a return to industry prominence by the organization, and establish proposed new industry standards that are favorable to the organization.  相似文献   

Teacher e-mail message strategies and students' willingness to communicate online     

Jennifer Waldeck  Patricia Kearney  Timothy Plax 《Journal of Applied Communication Research》2001,29(1):54-70

In light of the prevalent use of e-mail between teachers and students, researchers have highlighted the need to assess its uses and effects. Relying on the research and thinking of teacher immediacy and extra-class communication, we developed a scale that measures those e-mail message strategies that influence students' willingness to communicate online with their teachers. Next, we isolated those reasons that students use e-mail to interact with their teachers: (1) to clarify course material and procedures, (2) as a means of efficient communication, and (3) for personal/social reasons. Finally, we examined student characteristics such as gender and ethnicity, and history of e-mail use that may (or may not) influence their attitudes toward e-mail exchanges with teachers.  相似文献   

Introduction     

Timothy Koschmann 《Distance Education》2002,23(1):5-9

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The role of upper torso and pelvis rotation in driving performance during the golf swing   总被引：3，自引：2，他引：1  

Myers J  Lephart S  Tsai YS  Sell T  Smoliga J  Jolly J 《Journal of sports sciences》2008,26(2):181-188

While the role of the upper torso and pelvis in driving performance is anecdotally appreciated by golf instructors, their actual biomechanical role is unclear. The aims of this study were to describe upper torso and pelvis rotation and velocity during the golf swing and determine their role in ball velocity. One hundred recreational golfers underwent a biomechanical golf swing analysis using their own driver. Upper torso and pelvic rotation and velocity, and torso-pelvic separation and velocity, were measured for each swing. Ball velocity was assessed with a golf launch monitor. Group differences (groups based on ball velocity) and moderate relationships (r > or = 0.50; P < 0.001) were observed between an increase in ball velocity and the following variables: increased torso-pelvic separation at the top of the swing, maximum torso-pelvic separation, maximum upper torso rotation velocity, upper torso rotational velocity at lead arm parallel and last 40 ms before impact, maximum torso-pelvic separation velocity and torso-pelvic separation velocity at both lead arm parallel and at the last 40 ms before impact. Torso-pelvic separation contributes to greater upper torso rotation velocity and torso-pelvic separation velocity during the downswing, ultimately contributing to greater ball velocity. Golf instructors can consider increasing ball velocity by maximizing separation between the upper torso and pelvis at the top of and initiation of the downswing.  相似文献   

Maximising resource allocation in the teaching laboratory: understanding student evaluations of teaching assistants in a team-based teaching format     

Sasha Nikolic  Thomas F. Suesse  Timothy J. McCarthy  Thomas L. Goldfinch 《European Journal of Engineering Education》2017,42(6):1277-1295

Minimal research papers have investigated the use of student evaluations on the laboratory, a learning medium usually run by teaching assistants with little control of the content, delivery and equipment. Finding the right mix of teaching assistants for the laboratory can be an onerous task due to the many skills required including theoretical and practical know-how, troubleshooting, safety and class management. Using larger classes with multiple teaching assistants, a team-based teaching (TBT) format may be advantageous. A rigorous three-year study across twenty-five courses over repetitive laboratory classes is analysed using a multi-level statistical model considering students, laboratory classes and courses. The study is used to investigate the effectiveness of the TBT format, and quantify the influence each demonstrator has on the laboratory experience. The study found that TBT is effective and the lead demonstrator most influential, influencing up to 55% of the laboratory experience evaluation.  相似文献   

Student & tutor consensus: a partnership in assessment for learning     

James Thompson  Don Houston  Kathryn Dansie  Timothy Rayner  Timothy Pointon  Simon Pope 《Assessment & Evaluation in Higher Education》2017,42(6):942-952

The mistakes made when attempting tasks often prove to be some of the most invaluable learning experiences. Despite this, outcome and results driven assessment formats largely penalise student performance errors or reward students who succeed by chance. The consequences of this paradigm are visible effects on student relationships with assessment. The student–tutor consensus approach to assessment was introduced to capture student learning achieved ‘from’ assessment to complement the measurement of performance outcomes. This approach parallels student and tutor judgement in a grade negotiation, affording the student an opportunity to share with their assessor what they have learned from the assessment activity. This student self-awareness was then considered alongside the conventional outcome-based score awarded by the tutor to generate a final grade for the assessed activity. Our study evaluated the perceptions of 90 undergraduate students enrolled in the bachelor of paramedic studies, who participated in this novel assessment approach as part of a final-year capstone topic. The results comprehensively indicated value for all aspects of the assessment approach, as well as a recognition that the skills will be useful in their future professional roles.  相似文献