Coloured filters improve exclusion of perceptual noise in visually symptomatic dyslexics

Previous studies of visually symptomatic dyslexics have found that their contrast thresholds for pattern discrimination are the same as non‐dyslexics. However, when noise is added to the stimuli, contrast thresholds rise markedly in dyslexics compared with non‐dyslexics. This result could be due to impaired noise exclusion in dyslexics. Some dyslexics report a reduction in discomfort experienced while reading and show increased reading speed when using coloured lenses. We hypothesised that coloured lenses work by aiding noise exclusion. Thus the coloured lenses should help performance best under conditions of high visual noise. We measured contrast thresholds for discriminating symbols in the absence and presence of visual noise. The results showed that visually symptomatic dyslexics, who otherwise had elevated contrast thresholds for discriminating symbols in visual noise, had thresholds similar to non‐dyslexics when wearing coloured filters. These findings provide evidence that in visually symptomatic dyslexics coloured filters can improve noise exclusion to normal levels.     

Testing Alternative Hypotheses Regarding the Association Between Behavioral Inhibition and Language Development in Toddlerhood

Studies have reported an inverse association between language development and behavioral inhibition or shyness across childhood, but the direction of this association remains unclear. This study tested alternative hypotheses regarding this association in a large sample of toddlers. Data on behavioral inhibition and expressive and receptive language abilities were collected from 816 twins at ages 14, 20, and 24 months. Growth and regression models were fit to the data to assess the longitudinal associations between behavioral inhibition and language development from 14 to 24 months. Overall, there were significant associations between behavioral inhibition and expressive language, and minimal associations with receptive language, indicating that the association is better explained by reticence to respond rather than deficient language development.     

Children’s stereotypes of older adults: Evaluating contributions of cognitive development and social learning

Past research has investigated the development of stereotypes surrounding race and gender in children; however, there is a lack of literature examining the development of children’s stereotypes of older adults. In this study, 163 children from four grades: first (n = 44), fourth (n = 49), fifth (n = 35), and eighth (n = 35) completed a new trait-rating questionnaire assessing their stereotypes of older adults. Children’s stereotypes of older adults were largely positive. Younger children described older adults in more positive, but more stereotyped, ways than older children. Older children’s views shared a stronger relationship with those of their parents and peers compared to younger children. Together, these results support both cognitive development and social influences as contributing factors to the formation of children’s stereotypes of older adults.     

‘Being black is like being a soldier in Iraq’: metaphorical expressions of blackness in an urban community

Metaphor and metaphorical expressions are phenomenon of interest in teacher education research, critical race literature, and research on black communicative practices. Only marginal concerted attention has been paid to students’ metaphorical expressions, and what these expressions might tell us about students’ racial identities and lived experiences. This study explores the metaphorical language that nine black youth used to describe what it means to be black in their social and political context. Data collected through the metaphor elicitation prompt, ‘Being black is like …,’ is presented to probe participants’ understandings of race, racial identity, and urban society. Conclusions indicate that abstract or indirect conversations about race may provide teachers and other hearers of students’ metaphors a greater understanding of and empathy toward students’ needs, experiences, and identities.     

Does generating examples aid proof production?

Many mathematics education researchers have suggested that asking learners to generate examples of mathematical concepts is an effective way of learning about novel concepts. To date, however, this suggestion has limited empirical support. We asked undergraduate students to study a novel concept by either tackling example generation tasks or reading worked solutions to these tasks. Contrary to suggestions in the literature, we found no advantage for the example generation group on subsequent proof production tasks. From a second study, we found that undergraduate students overwhelmingly adopt a trial and error approach to example generation and suggest that different example generation strategies may result in different learning gains. We conclude by arguing that the teaching strategy of example generation is not yet understood well enough to be a viable pedagogical recommendation.     

Right-left digit ratio (2D:4D) and maximal oxygen uptake

A low digit ratio (2D:4D) and low 2D:4D in the right compared with the left hand (right-left 2D:4D) are thought to be determined by high in utero concentrations of testosterone, and are related to "masculine" traits such as aggression and performance in sports like running and rugby. Low right-left 2D:4D is also related to sensitivity to testosterone as measured by the number of cytosine-adenine-guanine triplet repeats in exon 1 of the androgen receptor gene. Here we show that low right-left 2D:4D is associated with high maximal oxygen uptake (VO2(max)), high velocity at VO2(max), and high maximum lactate concentration in a sample of teenage boys. We suggest that low right-left 2D:4D is linked to performance in some sports because it is a proxy of high sensitivity to prenatal and maybe also circulating testosterone and high VO2(max).     

The use of structuration theory to conceptualize alternative practice in education: the case of private school outreach in India

This paper contributes to arguments for the potential of Giddens’ structuration theory in educational research. It illustrates how ‘conceptual schemes’ from structuration theory were applied to the author’s empirical research on a type of alternative educational practice in India, ‘private school outreach’. It shows how Giddens’ concepts of ‘social system’, ‘structure’ and ‘agency’ helped to conceptualize private school outreach, and how ‘constraint’ and ‘ontological security’ offered explanations of apparent contradictions in private school outreach practice within the context of the reasons and motivations of actors. It also argues that when schools attempt to do things differently, contradictions may occur because the same ‘rules and resources’ that are drawn on in the production of alternative practice are drawn on in the reproduction of practice. Finally, acknowledging the debates around structuration theory, some of its key criticisms are addressed in relation to the empirical application.     

Ancillary staff members' mainstreaming recommendations for students with mild exceptionalities

Mainstreaming decisions, including identification of handicapped students for regular class placement and support service recommendations (e.g., reduced class size, inservice training, consultation services), are frequently made by nonclassroom personnel such as school psychologists, occupational/physical therapists, and speech/language pathologists. Factors considered by these professionals in making mainstreaming decisions are poorly understood, however. This study sought to identify mainstreaming modifications judged to be important by ancillary professionals in recommending mainstreaming of students with mild exceptionalities. Data revealed that no significant differences were noted in number of selected modifications as a function of diagnostic category. Ancillary staff members indicated, however, that substantial modifications were needed to facilitate successful mainstreaming. Results are discussed relative to current educational trends.     

Perinatal Nurses Respond to Shared Decision-Making Education: A Quasi-Experimental Study

Women describe a loss of autonomy during childbirth as a contributing factor to labor dissatisfaction. Shared decision-making with choice, option, and decision talk may improve satisfaction. Nurses (n = 29) received education on supporting women''s autonomy with a standardized communication tool (SUPPORT) to facilitate shared decision-making and create an evolving birth plan. This quasi-experimental pre-/post-test design evaluated participant responses to the education module. Participants supported the use of the SUPPORT tool for shared decision-making and developing evolving birth plans. Most recommended initiation between 13- and 26-weeks'' gestation. Nurses'' willingness to advocate for women''s autonomy increased significantly after education (p = .022). Shared decision-making with standardized perinatal communication may support a woman''s perinatal education and her satisfaction with labor.