Founded in social cognitive theory, teachers' self-efficacy beliefs have been repeatedly associated with positive teaching behaviors and student outcomes. However, teacher efficacy has developed a storied history regarding construct validity and measurement integrity. Study of teacher efficacy now stands on the verge of maturity, but such developmental growth will likely be contingent on develo...

The aim of this study was to compare acute action by killing or disrupting oral biofilms through the use of antimicrobial toothpastes and mouthrinses in vitro and to investigate substantive action by absorption of antimicrobials in a biofilm. Biofilms from freshly collected human saliva were grown in 96-well microtitre plates. After removal of saliva, the wells of the microtitre plates were was...

Many philosophers of science follow Hempel in embracing both substantive and methodological anti-psychologism regarding the study of explanation. The former thesis denies that explanations are constituted by psychological events, and the latter denies that psychological research can contribute much to the philosophical investigation of the nature of explanation. Substantive anti-psychologism is...

As the contributions to this Symposium suggest, much could be done to improve arbitration, particularly the sort of “new” or “mass” arbitration that has sprouted during the past twenty-five years. Mass arbitration stems from the judiciary’s modern favorable attitude toward enforcement of arbitration clauses, even those imposed upon consumers, employees, small vendors, and debtors as part of a s...

Emotion has been found to influence humans’ cognitive information processing and decision-making (Schwarz, 2000). A state of sadness, for example, is accompanied by substantive information processing, with greater attention to detail, whereas people in a happier state tend to process information more heuristically. Mobile applications or services presenting information to users, especially thos...

0. Introduction There has recently been much debate concerning the nature of representations of phonological objects, particularly with regard to the role of abstract phonological constructs such as features and natural classes. This debate has extended to include differing notions about how phonological knowledge is learned and represented in the mind. The goal of this paper is to provide evid...