ABSTRACT
In many nations, grades and standardized test scores are used to select students for programs of scientific study. We suggest that the skills that these assessments measure are related to success in science, but only peripherally in comparison with two other skills, scientific creativity and recognition of scientific impact. In three studies, we investigated the roles of scientific creativity and recognition of scientific impact on scientific thinking. The three studies described here together involved 219 students at a selective university in the Northeast U.S. Participants received assessments of scientific creativity and recognition of scientific impact as well as a variety of previously used assessments measuring scientific reasoning (generating alternative hypotheses, generating experiments, drawing conclusions) and the fluid aspect of general intelligence (letter sets, number series). They also provided scores from either or both of two college-admissions tests-the SAT and the ACT-as well as demographic information. Our goal was to determine whether the new tests of scientific impact and scientific creativity correlated and factored with the tests of scientific reasoning, fluid intelligence, both, or neither. We found that our new measures tapped into aspects of scientific reasoning as we previously have studied it, although the factorial composition of the test on recognition of scientific impact is less clear than that of the test of scientific creativity. We also found that participants rated high-impact studies as more scientifically rigorous and practically useful than low-impact studies, but also generally as less creative, probably because their titles/abstracts were seemingly less novel for our participants. Replicated findings across studies included the correlation of Letter Sets with Number Series (both measures of fluid intelligence) and the correlation of Scientific Creativity with Scientific Reasoning.
ABSTRACT
BACKGROUND: Concentrated breeding effort to produce various body structures and behaviors of dogs to suit human demand has inadvertently produced unwanted traits and diseases that accompany the morphological and behavioral phenotypes. We explored the relationship between pelvic conformation and canine hip dysplasia (HD) because purebred dogs which are predisposed, or not, to HD share common morphologic features, respectively. Thirteen unique bilateral anatomical features of the pelvis were measured on 392 dogs of 51 breeds and 95 mixed breed dogs. Principal components (PCs) were derived to describe pelvic morphology. Dogs were genotyped at ~183,000 single nucleotide polymorphisms and their hip conformation was measured by the Norberg angle and angle of inclination between the femoral neck and diaphysis. RESULTS: No associations reached genome wide significance for the Norberg angle when averaged over both hips. PC1 was negatively correlated with the Norberg angle (r = -0.31; P < 0.05) but not the angle of inclination (r = -0.08; P > 0.05). PC1, 2, 4, and 5 differed significantly between male and female dogs confirming pelvic sexual dimorphism. With sex as a covariate, the eigenvector contribution to PC1 reflected the overall size of the pelvis and was significantly associated with the IGF-1 locus, a known contributor to canine body size. PC3, which represented a tradeoff between ilial length and ischial length in which a longer ischium is associated with a shorter ilium, was significantly associated with a marker on canine chromosome 16:5181388 bp. The closest candidate gene is TPK1, a thiamine-dependent enzyme and part of the PKA complex. Associations with the remaining PCs did not reach genome wide significance. CONCLUSION: IGF-1 was associated with the overall size of the pelvis and sex is related to pelvic size. Ilial/ischial proportion is genetically controlled and the closest candidate gene is thiamine-dependent and affects birth weight and development of the nervous system. Dogs with larger pelves tend to have smaller NAs consistent with increased tendency toward HD in large breed dogs. Based on the current study, pelvic shape alone was not strongly associated with canine hip dysplasia.
ABSTRACT
Teaching- and teaching-evaluation skills are critically important to professional success in psychology and related disciplines. We explored the possibility of measuring reasoning-about-teaching skills as a supplementary measure for admissions in psychology and related behavioral-sciences disciplines. We tested 103 students for their reasoning about teaching and their reasoning about research, as well as for their cognitive- (abstract reasoning) and educational skills. We found that women performed better than men on our reasoning-about-teaching measure, and that factorially, our reasoning-about-teaching measure clustered with our reasoning-about-research measures but not with our measures of abstract cognitive reasoning and educational skills.
