Two experiments examined whether a source credibility effect would be observed for a syllogistic reasoning task. In the experiments, people were given two statements, presented as the results from a survey, followed by a conclusion that was supposedly made by one of two sources. In Experiment 1, one of the sources was described as honest and the other as dishonest, and in Experiment 2, one of the sources was described as an expert and the other as a non-expert. Because a pilot experiment showed that credibility can be overridden by people's experience with a source, all conclusions in Experiments 1 and 2 were ones that were likely to be accepted (i.e., necessary and possible strong conclusions). Both experiments showed a clear source credibility effect, particularly for the invalid conclusions. These results, along with the belief bias effect and previous research with conditional reasoning, suggest that people can be influenced by extraneous context, such as the honesty or expertise of a source, in a syllogistic reasoning task.

The objectives of this study ware to: (1) Design TKP based BLM that was based on the needs of students and lecturers for probability and statistics courses at the Informatics Management Department of Politeknik Ganesha Guru; (2) Measure the quality of TKM based BLM that was based on the needs of students and lecturers for probability and statistics courses in the Informatics Management Department of Politeknik Ganesha Guru; (3) Determine student and lecturer responses to the implementation of the TKM based BLM that was based on the needs of students and lecturers for probability and statistics courses in the Informatics Management Department of Politeknik Ganesha Guru; (4) Determine student learning outcomes before and after the implementation of the TKP based BLM in the teaching and learning process. The research conducted at the Politeknik Ganesha Guru. The subjects of the study were students and lecturers at the Politeknik Ganesha Guru who volunteered in the product trials and run trials in this study. The object of this research was the TKM based BLM developed for the Probstat course. The type of research chosen was Research and Development (R&D). Based on the Result and Discussion, it could be concluded that: (1) the TKM based BLM product was developed based on the needs of students and lecturers for probability and statistical courses through the R&D method; (2) the quality of BLM based TKP products scored 91.33, qualified as very good, provided by the content experts and media experts rated the product 91.67 qualified it as very good; (3) students and lecturers responses to the implementation of the TKM based BLM were given an average score of 97.92 qualified as very good; (4) there is a significant difference between the pretest and posttest trials using the TKM based BLM (sig. 0,000 <0.005), an increase in the value of the pretest value 33.74 to 73.6 posttest.

According to National Highway Traffic Safety Administration, pedestrian and driver crashes are increasing at an alarming rate due to technological advancements and human errors. There is a need to improve existing driver education programs to mitigate the chances of crashes. The objectives of this research were 1) to examine the quality of Nevada's driver education by evaluating the effectiveness of its programs, and 2) to provide recommendations to improve driving education in Nevada based on the results from this study. Two different surveys were conducted in Clark County, Southern Nevada. The first survey focused on assessing the strengths and limitations of the current Driver Education Programs in Nevada by capturing the opinions and attitudes of those who went through the process as teenagers. The second survey focused on driver safety through the involvement of pedestrians on the road. These surveys and the corresponding statistical analysis as well as the exiting literature have provided insights to improve driving education. The corresponding recommendations were organized into seven major categories: 1) lack of rigor of online driver education, 2) interactive learning and technology, 3) follow-up exams, 4) practice/training at home, 5) collecting information about crashes, 6) pedestrians, and 7) additional emphasis. Finally, due to the dangers of driving distractions (texting and calling on the cell phone) and impairments (driving under the influence of alcohol or drugs), more emphasis on these topics-as well as more public announcements through billboards, television commercials, and magazinescan help to constantly remind drivers about having good driving habits.

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