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This systematic review of the literature examined available evidence regarding the effectiveness of occupational therapy interventions for improving the reading performance of older adults with low vision. We reviewed 32 studies and found strong evidence supporting low vision programs that included occupational therapy and moderately strong evidence supporting the use of electronic magnification. Moderate evidence supported the influence of illumination on reading ability. Limited evidence was found to support eccentric viewing training and optical magnification. More evidence of higher quality is needed to validate the effectiveness of optical magnifiers, text eccentric viewing, characteristic preferences, and line guides within optical magnification. Additionally, further research is needed to develop a standard low vision rehabilitation program. The results of this review support the need for occupational therapy to be included in low vision rehabilitation. The implications of the findings for occupational therapy practice, research, and education are discussed.

We assessed the benefits of employing microthemes-short in-class writing assignments designed to facilitate active learning-as pedagogical tools in psychology courses. Students in target course sections completed 10 in-class microthemes during a semester. We designed the microthemes to serve as active learning assignments that would enhance student learning and long-term retention, as well as strengthen students' writing skills. The instructors provided feedback to students on the content and writing quality of each microtheme. Students reported that the microthemes were effective and engaging learning tools. A comparison of essay and multiple-choice scores for students in target versus control course sections suggested the effectiveness of the microthemes for student learning, retention, and writing development.

In two studies, we investigated implicit gender stereotypes of successful managers. Using an adaptation of the Implicit Association Test (IAT) named the Successful Manager IAT (SM-IAT) in Study 1, we found that male participants were more likely to implicitly associate men with successful manager traits and women with unsuccessful manager traits compared to reversed pairings. Women, individuals high in internal motivation to respond without sexism, and those low in external motivation to respond without sexism showed positive implicit associations between women and successful manager traits. In contrast, all participants showed positive views of women on workplace-contextualized explicit measures of gender stereotypes. The findings of Study 2 also revealed that implicit gender stereotypes predicted hypothetical workplace outcomes, such that a greater implicit association of men with successful manager traits, and women with unsuccessful manager traits, was linked to increased workplace rewards assigned to male managers by both male and female participants. The findings of our studies have important implications for both gender stereotyping researchers and workplace practitioners. Theoretically, our studies suggest that explicit and implicit stereotypes of female managers diverge, with implicit stereotypes being more likely to highlight traditional, often negative, views of female managers. Our findings point toward a better understanding of female managers' challenges in the workplace.

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