Identity and overall acceptance of two types of sour rye bread

Response surface methodology was employed to study the influence of four recipe variables (wheat: rye flour ratio, bread acidity, ash content of rye flour and sodium chloride content) on the identity and overall acceptance of two rye bread types (soft and crisp rye bread). The subjects ( n = 79) rated attribute intensities, the extent to which the salient sensory properties and the overall sample corresponded to their expectations of rye bread, and the overall acceptance (pleasantness and purchase intentions). The acidity and ash content contributed the most to the extent to which a sample met subjects' expectations. The NaCl content was not critical. Consumer acceptance was affected by ash content, and by the interactions, NaCl content × acidity and wheat:rye ratio × ash content. The non-significance of NaCl content should encourage the baking industry to put low-salt rye products on the market.     

The Information Literacy Challenge

Abstract

Technological changes are occurring rapidly. As one result, students entering college are bringing very disparate computer skills and attitudes. Some students are reluctant to embrace new technologies; others demand electronic resources for all assignments. By considering the computer access and Internet resources available to elementary school students today, we can only imagine what our users of tomorrow will expect from libraries. Although college students may arrive at our libraries with increased computer skills, their knowledge of electronic information may be lacking. Definitions of information literacy and an overview of information literacy skills are outlined. The Digital Information Literacy program at The University of Texas at Austin, as well as the technological environment and facilities at the institution, serve as a case study for integrating information literacy skills into traditional services and partnerships.     

Development and validation of a measure of academic entitlement: Individual differences in students’ externalized responsibility and entitled expectations.

Four studies present the validation of a self-report scale capturing academic entitlement, which is defined as the tendency to possess an expectation of academic success without a sense of personal responsibility for achieving that success. The Academic Entitlement scale possesses a 2-factor structure (Study 1); 10 items measure students’ Externalized Responsibility for their academic success, and 5 items measure students’ self-serving Entitled Expectations about professors and course policies. In Study 2, the Externalized Responsibility subscale correlated positively with related measures of entitlement, grandiosity, and narcissism, and it was negatively related to self-esteem, personal control, need for cognition, agreeableness, and conscientiousness. In Study 3, participants rated various responses to academic situations selected by university instructors as highly inappropriate or highly appropriate. The Academic Entitlement scale predicted students’ ratings of the appropriateness of these student behaviors as well as the likelihood that they themselves would engage in these behaviors. In a laboratory setting, individuals with high Academic Entitlement scores evaluated the researcher more negatively than those with low Academic Entitlement scores (Study 4). Practical applications are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

You said it before and you'll say it again: Expectations of consistency in communication.

Repeated reference creates strong expectations in addressees that a speaker will continue to use the same expression for the same object. The authors investigate the root reason for these expectations by comparing a cooperativeness-based account (Grice, 1975) with a simpler consistency-based account. In two eye-tracking experiments, the authors investigated the expectations underlying the effect of precedents on comprehension. The authors show that listeners expect speakers to be consistent in their use of expressions even when these expectations cannot be motivated by the assumption of cooperativeness. The authors conclude that though this phenomenon seems to be motivated by cooperativeness, listeners' expectation that speakers be consistent in their use of expressions is governed by a general expectation of consistency. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fostering scholarly productivity through academic and internship research training environments.

How can training programs foster counseling and clinical psychologists' scholarly productivity? This study examined the impact of academic and internship research training environments (RTEs) on the scholarly activity of 223 early career professionals. Results supported the construct validity of the Internship Research Training Environment scale through cross-validation and confirmatory factor analysis. Findings revealed differences in perceptions of the internship RTE and scholarly productivity as a function of academic training philosophy and internship training philosophy. Finally, results suggested that academic and internship RTEs could influence research interest and scholarly productivity indirectly by enhancing research self-efficacy and research outcome expectations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting attendance and expectations for group therapy.

Inconsistent membership is one of the leading problems in groups. Group therapy participants (N=310) from 2 university counseling centers were studied over a period of 7 years to examine interpersonal style, expectations, and attendance in group therapy. The Group Therapy Questionnaire (R. R. MacNair & J. Corazzini, 1994; R. R. MacNair-Semands, 1996, 1997, 2001) assessed client goals, substance use, and interpersonal problems in relation to expectations for group and attendance. A discriminant analysis demonstrated that angry hostility and social inhibition were predictive of low attendance. Additionally, clients with previous therapy reported more positive expectations about group, whereas those reporting greater substance use and more somatic symptoms had fewer positive expectations about group. Implications for treatment decisions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Still no phonological typicality effect on word reading time (and no good explanation of one, either): A rejoinder to Farmer, Monaghan, Misyak, and Christiansen.

In this brief rejoinder, we respond to Farmer, Monaghan, Misyak, and Christiansen (2011). We argue that the data still do not support the claim that reading time is affected by the phonological typicality of a word for its part of speech. We also question Farmer et al.'s claim that interleaving syntactic structures in an experiment modifies grammatically based syntactic expectations. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Effects of exercising before versus after eating on dieting and exercise evaluations: A preliminary investigation.

Psychological processes may play a role in the evaluation of the effectiveness of exercise and subsequent food intake. In order to further investigate this phenomenon, the effects of the timing of exercise relative to an eating opportunity were evaluated. Female undergraduate participants who were of average weight and did not exercise regularly were randomly assigned to one of three conditions (exercise before eating [n = 10], exercise after eating [n = 11], or no exercise [n = 12]). Expectations of the effectiveness of the exercise, value of dieting, and intake were assessed. Participants who exercised after eating had higher expectations of the effectiveness of the exercise than those who exercised before eating, while those who exercised before eating reported valuing dieting more than controls. No effects on intake emerged; therefore, there appears to be a disconnect between dieting appraisals and actual eating behaviour. The results are discussed in relation to theories on conflicting goals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Exploring urban students’ constructions about school, work, race, and ethnicity.

This qualitative study is an exploration of 32 urban high school students’ narratives about the connection between school, work, and societal expectations of their future success related to their racial and ethnic background. The sample varied along 2 contextual dimensions: participation in a psychoeducational intervention (Tools for Tomorrow) and developmental status (i.e., half the sample were 9th-grade students and the other half were 12th-grade students). Using consensual qualitative research, the narratives revealed 3 major domains: future orientation; students’ perceptions of society’s expectations based on race and ethnicity; and students’ perception of the role of their race and ethnicity in future success. Results reveal that the majority of students endorse a connection between school and work, believe that society holds low expectations for them based on their racial and ethnic background, and cannot predict their future success based on their background. (PsycINFO Database Record (c) 2010 APA, all rights reserved)