PLEASE RESPOND TO EACH DISCUSSION POST, NO COPIED CONTENT, PLEASE SEPARATE

POST 1

The research article I selected studies cross-racial identification and whether people’s own-race biases affect eyewitness identification. A meta-analysis of 14 samples revealed that there is considerable consistency across studies, indicating that memory for own-race faces is superior to memory for other-race faces (Bothwell, Brigham, & Malpass, 1989, p. 19).In general, people seem to recognize people of their own race better than people of another race. The initial research to investigate own-race bias was conducted by a facial-recognition study.This study had black and white subjects observe slides of 10 black and 10 white faces. After a short break the subjects were tested on their ability to recognize these slides out of a set of 80 slides that included the initial 20 slides, plus 30 additional white distractors, and 30 additional black distractors. After fourteen different samples from eleven different studies, the researchers revealed that own-race faces were recognized better than other-race faces.

The dependent variable is the recognition accuracy or the participant’s ability to identify the people in the slides (eyewitness memory). The independent variable is facial recognition, own-race bias, group familiarity, target distinctiveness, attractiveness, and the duration of exposure and level of processing. This study has helped researchers learn that the own-race bias effect is quite consistent and occurs with equal magnitude among different racial group.

References

Bothwell, R. K., Brigham, J. C., & Malpass, R. S. (1989). Cross-Racial Identification.

Personality and Social Psychology Bulletin, 15(1), 19-25.

doi10.1177/0146167289151002

POST 2

This research study is about teacher’s perspectives regarding computer integration in the classrooms. A random sample of heterogeneous group of 185 elementary teachers and 204 secondary teachers to provide comprehensive summary of teacher characteristics and variables that can discriminate between teachers who immigrate computers and those that do not integrate the computers. The teachers were given an extensive questionnaire gauged at identifying individual characteristics of teachers which have an effect on their choice to integrate or not to integrate computers into their classrooms.

The independent variables include positive experience with computers, comfort in which the teachers have with the computers, beliefs that support the use of computers as an instructional tool, training, motivation, support, and teaching efficiency. The dependent variables are the teachers that either do, we do not integrate computers in their classrooms. These results can help identify variables that may be slowing down progress with computer integration and classrooms.

Mueller, J., Wood, E., Willoughby, T., Ross, C., & Spect, J. (2008). Identifying discriminating

variables between teachers who fully integrate computers and teachers with limited

integration. Computers & Education, 51(4), 1523-1537.