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

J. Pete Blair  Torsten O. Reimer 《Communication Studies》2018,69(5):483-498

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.  相似文献   

Growth and enrichment     

Pete Allison 《Journal of Adventure Education & Outdoor Learning》2002,2(2):82-83

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Editorial     

Pete Allison  Kaye Richards 《Journal of Adventure Education & Outdoor Learning》2001,1(2):5-6

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Deutsch-Schwedische Kommission zur Untersuchung von Fragen der Mitbestimmung: Aus der Erfahrung der Kommissionsarbeit     

Dietrich Goldschmidt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,22(1):73-83

Ohne Zusammenfassung  相似文献   

The CSGU: a measure of controllability, stability, globality, and universality attributions     

Coffee P  Rees T 《运动与训练心理学杂志》2008,30(5):611-641

This article reports initial evidence of construct validity for a four-factor measure of attributions assessing the dimensions of controllability, stability, globality, and universality (the CSGU). In Study 1, using confirmatory factor analysis, factors were confirmed across least successful and most successful conditions. In Study 2, following less successful performances, correlations supported hypothesized relationships between subscales of the CSGU and subscales of the CDSII (McAuley, Duncan, & Russell, 1992). In Study 3, following less successful performances, moderated hierarchical regression analyses demonstrated that individuals have higher subsequent self-efficacy when they perceive causes of performance as controllable, and/or specific, and/or universal. An interaction for controllability and stability demonstrated that if causes are perceived as likely to recur, it is important to perceive that causes are controllable. Researchers are encouraged to use the CSGU to examine main and interactive effects of controllability and generalizability attributions upon outcomes such as self-efficacy, emotions, and performance.  相似文献   

THE UNIVERSITY AS AN INSTITUTION: PRESENT PROBLEMS AND FUTURE TRENDS∗     

Dietrich Goldschmidt 《Higher Education in Europe》1984,9(4):65-73

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Relationships Among Measures as Empirical Evidence of Validity: Incorporating Multiple Indicators of Achievement and School Context     

Pete Goldschmidt  Jose Felipe Martinez  David Niemi  Eva L. Baker 《Educational Assessment》2013,18(3-4):239-266

In this article we examine empirical evidence on the criterion, predictive, transfer, and fairness aspects of validity of a large-scale language arts performance assessment, referred to as the Performance Assignment (PA). We use multilevel models to avoid biased inferences that might result from the naturally nested data. Specifically, we examine the relationships of the assessment with the Stanford Achievement Test, 9th Edition and the California High School Exit Examination. The results indicate that the measures are related, that students demonstrate a degree of transfer, and that the language arts PA is relatively more fair than comparison assessments. The results are robust to various model specifications and demonstrate that benefits do not accrue to all students equally.  相似文献   

Book Reviews     

W. P. Kirkman  John Ziman  Keith Pavitt  Dietrich Goldschmidt  Ulrich Teichler  E. Barton Worthington  P. B. Medawar 《Minerva》1974,12(3):382-400

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A comparison of electronic and paper-based assignment submission and feedback     

Pete Bridge  Rob Appleyard 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(4):644-650

This paper presents the results of a study evaluating student perceptions of online assignment submission. 47 students submitted assignments and received feedback via features within the Virtual Learning Environment Blackboard™. The students then completed questionnaires comparing their experience of online submission and feedback with traditional methods.
Results indicated that 88% of students reported a time saving and many reported financial benefits using online submission. 93% of students preferred having their feedback available online rather than printed and handed to them. Overall, students preferred online assignment management to postal or physical hand-in. The main disadvantage of electronic submission appeared to be student distrust of the receipt system.
The use of online assignment submission and management is recommended for use in Higher Education establishments where students may be remote. It is most suitable for assignments that do not require inclusion of many images.  相似文献   

Practitioner research and professional development in education     

Pete Cannell 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(4):505-506

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