A major line of behavioral support for motor-program theory derives from evidence indicating that feedback does not influence the execution and control of limited duration movements. Since feedback cannot be utilized, the motor-program is assumed to act as the controlling agent. in a classic study, Keele and Posner observed that visual feedback had no effect on the accuracy of 190-msec single-aiming movements. Therefore visual feedback processing time is greater than 190 msec, and, more importantly, limited duration movements are governed by motor programs. In the present paper, we observed that visual feedback can affect the spatial accuracy of movement with durations much less than 190 msec. We hypothesize that visual feedback can aid motor control via processes not associated with intermittent error corrections.

This study uses a novel situation of organizing, bicycle commuting, to develop an argument regarding the requirements for collective action and increased autonomy for the material in constituting organizations. We found that through individual material and spatial practices, bike commuters constitute themselves as a collective, making their presence known and creating possibility for change. However, bike commuters' discourses indicate that they do not experience a collective identity or sense of community of practice. We use this study to extend two areas of theory. First, we suggest that collective action can take place without organization or organizing: individual activities can aggregate to have an effect even if they are not officially coordinated or members do not acknowledge membership in a collective. Second, we suggest that this example moves beyond previous work on the communicative constitution of organizations to suggest that the material can constitute a collective, even without human, discursive recognition of it.

Many studies of organizational resistance have focused on a knowing agent who intends to challenge power. In contrast, we suggest that resistance is the product of many agents of varying ontological statuses acting together. Using a study of bicycle commuting in the American Midwest (an activity that takes place at the edges of organizations), actor-network theory, and Cooren’s theory of ventriloquism, we demonstrate that resistance has a relational ontology. We show that bike commuters do not intend to resist through biking to work, decentering human action and intention in resistance. We then highlight three aspects of a relational understanding of resistance. First, bike commuting (and other resistive activity) is produced by a plenum of agencies of all ontological statuses, making resistance a hybrid activity, not limited to human agents. Second, activities of resistance and control come to have these meanings through their relationship with one another. Third, actions that come to mean resistance and control are put into conversation with each other to gain these meanings through ventriloquism. Through these arguments, we expand what can count as resistance, how resistance is produced, and who produces it, demonstrating that resistance is a relational production.

Background: Educating engineers to reason through the ethical decisions they encounter when developing or implementing new technologies is a critical challenge. However, engineering educators have not widely adopted a framework for preparing engineering students to analyze ethical issues. Purpose/Hypothesis: We developed and tested an approach for enhancing the ethical reasoning of engineering students. This approach integrates reflexive principlism, an ethical reasoning approach, within a structured learning framework, scaffolded, interactive, and reflective analysis, or SIRA. We hypothesized that students' ethical reasoning abilities and empathic perspective-taking tendencies would increase. Design/Method: We implemented and tested the integrated approach over five semesters with graduate-level engineering students through a quasi-experimental, controlled research design. We measured changes in ethical reasoning using the Engineering Ethical Reasoning Instrument (EERI) and the Defining Issues Test 2 (DIT2) and empathic tendencies using the Interpersonal Reactivity Index (IRI). We examined relationships among measures through correlation analysis. Results: The EERI instrumentation indicated that the approach significantly increased the ethical reasoning abilities of graduate-level engineering students. However, the DIT2 findings did not indicate change. The IRI indicated perspective-taking tendencies were enhanced and personal distress tendencies were reduced. Postcourse correlational data indicated moderate relationships between perspective-taking and ethical reasoning as measured by the IRI and the EERI indexes. Conclusions: This study provides a theoretical approach for developing ethical reasoning and empathic perspective-taking among graduate-level engineering students. It also provides a theoretical framework, a pedagogical approach, and evaluation methods that others may utilize. K E Y W O R D S critical reflection, ethics, ethical reasoning, instructional methods, reflexive principlism

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