The current research investigates the hypothesis that the well-established cross-race effect (CRE; better recognition for same-race than for cross-race faces) is due to social-cognitive mechanisms rather than to differential perceptual expertise with same-race and cross-race faces. Across three experiments, the social context in which faces are presented has a direct influence on the CRE. In the first two experiments, middle-class White perceivers show superior recognition for same-race White faces presented in wealthy but not in impoverished contexts. The second experiment indicates this effect is due to the tendency to categorize White faces in impoverished contexts as outgroup members (e.g., "poor Whites"). In the third experiment, this effect is replicated using different ingroup and outgroup categorizations (university affiliation), with ingroup White faces being recognized better than outgroup White faces. In line with a social-cognitive model of the CRE, context had no influence on recognition for cross-race Black faces across the three experiments.

The current investigation examined the number of teams fans list as rivals of teams they follow closely, moderately and casually. It was hypothesized that there would be positive correlations between the level of identification for a team and the number of teams listed as rivals, and that evaluations of rival teams would be most negative for teams followed closely, followed by teams followed moderately, and then teams followed casually. Further, we expected negative relationships between identification and evaluations of the rivals. The final two hypotheses concerned predictors of estimates of the likelihood of watching rivals’ games: participants would report being more likely to watch rivals of closely followed teams and that identification would account for a significant proportion of unique variance in desire to watch rival games. Students from several universities completed a questionnaire packet assessing identification for and perceptions of rivals of teams they follow closely, moderately and casually. The results indicated strong support for the hypothesized patterns of effects.

To assess the effect of a 4-question reflective learning technique on quiz performance, students engaged in an interactive activity, responded to 4 questions to encourage analyzing (i.e., what was learned), reflecting (i.e., why it is important), relating (i.e., how the material related to their personal lives), and generating (i.e., what questions they now have about the material), and took a quiz on the studied material. Quiz performance was better for students who responded to the 4 questions prior to the quiz than for those who did so after the quiz. Students also perceived the 4-question technique to be enjoyable and successful in meeting its objectives. We discuss how this simple technique effectively promotes students' understanding and memory.

The financial growth and popularity of intercollegiate athletics presents unique and challenging opportunities to institutions of higher education. Intercollegiate athletics, specifically men's basketball and football, elicit considerable media attention and publicity for these institutions. Yet, the current economic model of intercollegiate athletics engenders challenges to the academic welfare of athletes in both revenue and nonrevenue sports. This paper examines the challenges athletes incur as a result of the current economic model of intercollegiate athletics, and it poses several thought provoking questions to continue the debate on athletic reform.

No abstract