Using cognitive learning theory to design effective on-line statistics tutorials.

Careful attention to principles of learning can improve the design of Web-based lessons and tutorials. Tutorials from the Web Interface for Statistics Education (WISE; http:¿wise.cgu.edu) demonstrate how specific principles can be integrated into Web design to enhance learning in two areas. First, the impact of students' poor self-regulation abilities on Web-based learning is considered. Second, evidence that specific types of visual presentations improve learning is discussed. Finally, the need for empirical evaluation is emphasized. Specific research and examples from the WISE project are used to illustrate each of these points.

Covert discrimination against gay men by U.S. college students.

This study examined the use of sexual orientation as a meaningful social category and the consequences of using this category. The sample consisted of 260 U.S. college students who viewed a video and completed a 29-item scale (L. L. Thompson & J. Crocker, 1990) and the 7-item Homophobia Scale (R. A. Bouton et al., 1987). Results showed that participants' adjective ratings of targets favored gay men. Participants did not exhibit greater bias toward gay men when provided with justification. However, there was a pattern of bias in which participants showed favoritism toward heterosexual male targets when provided with no justification for bias.