Does Context Matter? Convergent and Divergent Findings in the Cross-Institutional Evaluation of Graduate Teaching Assistant Professional Development Programs.

Graduate teaching assistants (GTAs) play important instructional roles in introductory science courses, yet they often have little training in pedagogy. The most common form of teaching professional development (PD) for GTAs is a presemester workshop held at the course, department, or college level. In this study, we compare the effectiveness of presemester workshops at three northeastern research universities, each of which incorporated scientific teaching as the pedagogical content framework. The comparison of GTA PD program outcomes at three different institutions is intended to test theoretical assertions about the key role of contextual factors in GTA PD efficacy. Pretest and posttest surveys were used to assess changes in GTA teaching self-efficacy and anxiety following the workshops, and an objective test was used to assess pedagogical knowledge. Analysis of pretest/posttest data revealed statistically significant gains in GTA teaching self-efficacy and pedagogical knowledge and reductions in teaching anxiety across sites. Changes in teaching anxiety and self-efficacy, but not pedagogical knowledge, differed by training program. Student ratings of GTAs at two sites showed that students had positive perceptions of GTAs in all teaching dimensions, and relatively small differences in student ratings of GTAs were observed between institutions. Divergent findings for some outcome variables suggest that program efficacy was influenced as hypothesized by contextual factors such as GTA teaching experience.

Ventromedial prefrontal cortex response to concentrated sucrose reflects liking rather than sweet quality coding.

The perception of the pleasantness of sweet tastes varies widely across individuals. Here, we exploit these differences to isolate brain response to sweet-taste pleasantness while controlling for intensity, quality, and physiological significance. Thirty subjects participated in functional MRI scanning while consuming individually calibrated weak and strong sucrose solutions. All subjects found the weak sweet taste to be neutral in pleasantness, but half of the subjects found strong sweet taste pleasant (likers), whereas half found strong sweet taste unpleasant (dislikers). Greater response was observed in the ventromedial prefrontal cortex (vmPFC) to the sucrose when it was rated pleasant versus neutral compared with unpleasant versus neutral. This suggests that response in the vmPFC underlies sweet-taste preference, this region is preferentially sensitive to affectively positive tastes, and it is the positive value rather than physiological significance, quality, or intensity that drives responses here. Likers versus dislikers did not differ in their diet, alcohol use, body weight, gender, or taq1A allele status, but likers were more likely to report emotional eating. None of these factors influenced response in the vmPFC.

The role of the human orbitofrontal cortex in taste and flavor processing.

The human orbitofrontal cortex (OFC) plays an important role in representing taste, flavor, and food reward. The primary role of the OFC in taste is thought to be the encoding of affective value and the computation of perceived pleasantness. The OFC also encodes retronasal olfaction and oral somatosensation. During eating, distinct sensory inputs fuse into a unitary flavor percept, and there is evidence that this percept is encoded in the orbital cortex. Studies examining the effect of internal state on neural representation of food and drink further suggest that processing in the OFC is critical for representing the reward value of foods. Thus, it is likely that, in addition to serving as higher-order gustatory cortex, the OFC integrates multiple sensory inputs and computes reward value to guide feeding behavior.