BackgroundThe Office of Naval Research (ONR) organized a STEM Challenge initiative to explore how intelligent tutoring systems (ITSs) can be developed in a reasonable amount of time to help students learn STEM topics. This competitive initiative sponsored four teams that separately developed systems that covered topics in mathematics, electronics, and dynamical systems. After the teams shared their progress at the conclusion of an 18-month period, the ONR decided to fund a joint applied project in the Navy that integrated those systems on the subject matter of electronic circuits. The University of Memphis took the lead in integrating these systems in an intelligent tutoring system called ElectronixTutor. This article describes the architecture of ElectronixTutor, the learning resources that feed into it, and the empirical findings that support the effectiveness of its constituent ITS learning resources.ResultsA fully integrated ElectronixTutor was developed that included several intelligent learning resources (AutoTutor, Dragoon, LearnForm, ASSISTments, BEETLE-II) as well as texts and videos. The architecture includes a student model that has (a) a common set of knowledge components on electronic circuits to which individual learning resources contribute and (b) a record of student performance on the knowledge components as well as a set of cognitive and non-cognitive attributes. There is a recommender system that uses the student model to guide the student on a small set of sensible next steps in their training. The individual components of ElectronixTutor have shown learning gains in previous decades of research.ConclusionsThe ElectronixTutor system successfully combines multiple empirically based components into one system to teach a STEM topic (electronics) to students. A prototype of this intelligent tutoring system has been developed and is currently being tested. ElectronixTutor is unique in its assembling a group of well-tested intelligent tutoring systems into a single integrated learning environment.

We investigated mock juror perceptions of the frequency of behavior and type of contact in an ex-intimate stalking case. We used a mock-juror methodology, in which 204 community members (129 women) read a stalking trial summary, rendered a verdict, and evaluated the intent of the defendant to cause the victim fear and distress, as well as the victim's experience with these emotions. The trial varied as to whether there were 5 or 30 stalking incidents and whether the stalking involved personal contact or stalking via text message. Results showed that females were more likely to render a guilty verdict when the victim had been stalked 30 times rather than 5 times while males were equally likely to render a guilty verdict regardless of the frequency. Mock jurors were significantly more likely to render guilty verdicts in the personal contact condition than in the text message condition. Females' perceptions of the victim's fear and distress mediated the frequency of incidents x gender interaction. The victim's fear and the defendant's intentions mediated the main effect of type of contact on verdict. Cognitive network analyses showed that victim fear and the defendant's intent to cause fear were central to participant verdict decision making. We discuss these results in terms of the implications, specifically that victim fear should be a primary focus in stalking legislation.

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The present study investigated the influence of a sexual assault nurse examiner's (SANE's) testimony on mock juror perceptions of a child or adolescent victim of child sexual assault. Community members (N = 252, 156 females) read a fictional criminal trial summary of a child sexual assault case in which the victim was 6 or 15 years old and the prosecution presented medical testimony from a SANE or a traditional registered nurse (RN), or did not present medical testimony. Mock jurors were more likely to render guilty verdicts when a SANE testified compared with the other two testimony conditions. In addition, pro-victim judgments (e.g., sympathy toward the victim) and negative defendant judgments (e.g., anger toward the defendant) mediated this relation. Finally, cognitive network representations of the case demonstrated that the RN and no-medical-testimony groups were similar and the SANE group was distinct from the other two conditions. We discuss these results in terms of the implications of SANE testimony in child sexual assault court cases.

Career planning for psychology majors has broadened to include a diverse array of opportunities (e.g., medicine, law, education, government, and military). The Internet has made it possible for students to learn about and quickly obtain information regarding these new career options. This article describes various career resources on the Internet and highlights which websites might be best for students with a clear career direction, as well as those for students who are unclear about what the future holds. The websites described include large sites not affiliated with a college, university, or professional organization. Other websites described are affiliated with a(n) (a) psychology department, (b) department of the federal government, (c) for-profit company or nonprofit organization, (d) professional organization, and (e) online career management site.