Boston College

About: Boston College is a education organization based out in Boston, Massachusetts, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 9749 authors who have published 25406 publications receiving 1105145 citations. The organization is also known as: BC.

Reducing implicit racial preferences: I. A comparative investigation of 17 interventions.

Abstract: Many methods for reducing implicit prejudice have been identified, but little is known about their relative effectiveness. We held a research contest to experimentally compare interventions for reducing the expression of implicit racial prejudice. Teams submitted 17 interventions that were tested an average of 3.70 times each in 4 studies (total N = 17,021), with rules for revising interventions between studies. Eight of 17 interventions were effective at reducing implicit preferences for Whites compared with Blacks, particularly ones that provided experience with counterstereotypical exemplars, used evaluative conditioning methods, and provided strategies to override biases. The other 9 interventions were ineffective, particularly ones that engaged participants with others' perspectives, asked participants to consider egalitarian values, or induced a positive emotion. The most potent interventions were ones that invoked high self-involvement or linked Black people with positivity and White people with negativity. No intervention consistently reduced explicit racial preferences. Furthermore, intervention effectiveness only weakly extended to implicit preferences for Asians and Hispanics.

Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy

Abstract: Reform efforts in science education emphasize the importance of rigorous treatment of science standards and use of innovative pedagogical approaches to make science more meaningful and successful. In this paper, we present a learning-goals-driven design model for developing curriculum materials, which combines national standards and a project-based pedagogical approach. We describe our design model in the context of the Investigating and Questioning our World through Science and Technology (IQWST) project, which is developing a three-year coordinated series of middle grades science curriculum materials. From using this model in the development and enactment of the curriculum, we identified three important characteristics: unpacking national science standards, developing a learning performances approach to specifying learning goals, and aligning learning goals, instructional activities, and assessments. Using a case study of an IQWST unit from initial development through two cycles of enactment, we describe how these three characteristics help guide curriculum design, identify design issues in curriculum enactments, and guide the development of design solutions. The iterative use of the learning-goals-driven design model coupled with the analysis of multiple data sources informed our revision of the curriculum materials, resulting in substantial student learning gains for the targeted science content and scientific inquiry learning goals. © 2007 Wiley Periodicals, Inc. Sci Ed92:1–32, 2008

Enhanced thermal conductivity and isotope effect in single-layer hexagonal boron nitride

Abstract: The thermal conductivity, \ensuremath{\kappa}, of single layers of hexagonal boron nitride (h-BN), as well as that of bulk h-BN have been calculated utilizing an exact numerical solution of the phonon Boltzmann transport equation. The stronger phonon-phonon scattering in h-BN is revealed as the cause for its lower \ensuremath{\kappa} compared with graphite. A reduction in such scattering in the single layer arising mainly from a symmetry-based selection rule leads to a substantial increase in \ensuremath{\kappa}, with calculated room temperature values of more than 600 Wm${}^{\ensuremath{-}1}$K${}^{\ensuremath{-}1}$. Isotopic enrichment further increases \ensuremath{\kappa}, with the calculated enhancement exhibiting a peak with temperature, whose magnitude shows a dramatic sensitivity to crystallite size.

The relation between valence and arousal in subjective experience.

Abstract: Affect is basic to many if not all psychological phenomena. This article examines 2 of the most fundamental properties of affective experience--valence and arousal--asking how they are related to each other on a moment to moment basis. Over the past century, 6 distinct types of relations have been suggested or implicitly presupposed in the literature. We critically review the available evidence for each proposal and argue that the evidence does not provide a conclusive answer. Next, we use statistical modeling to verify the different proposals in 8 data sets (with Ns ranging from 80 to 1,417) where participants reported their affective experiences in response to experimental stimuli in laboratory settings or as momentary or remembered in natural settings. We formulate 3 key conclusions about the relation between valence and arousal: (a) on average, there is a weak but consistent V-shaped relation of arousal as a function of valence, but (b) there is large variation at the individual level, so that (c) valence and arousal can in principle show a variety of relations depending on person or circumstances. This casts doubt on the existence of a static, lawful relation between valence and arousal. The meaningfulness of the observed individual differences is supported by their personality and cultural correlates. The malleability and individual differences found in the structure of affect must be taken into account when studying affect and its role in other psychological phenomena.