Using genetics to understand dyslexia

This paper reviews what is currently known about the genetics of dyslexia and shows how genetic studies can help clarify which symptoms are primary and which are secondary in dyslexia. On the genetic side, current evidence supports the view that dyslexia is familial, substantially heritable, and heterogeneous in its genetic mechanisms. At least some forms of familial dyslexia appear to be autosomal dominant, with linkage studies supporting both a major locus on chromosome 15 and genetic heterogeneity. On the symptom side, current evidence supports the view that the primary symptom in dyslexia is a deficit in the phonological coding of written language. This primary symptom likewise appears to be heritable. Recent evidence suggests that the heritable precursor to this written language deficit is a spoken language deficit in the skill of phoneme segmentation and awareness.     

Exploring and testing cluster analysis

Academic deans annually negotiate for a fair share of university resources. Without quantitative accreditation standards to serve as minimum guidelines, the competition is more difficult. Peer institution comparison, derived from the analysis of quantitative data on resource and productivity variables, assists by providing less biased justification for budget requests. In this study, data from a national study of doctoral-granting teacher education programs was used for a factor analysis of key resource and productivity variables. Seven alternative cluster analysis methods were used and compared. Three follow-up procedures (analysis of variance, discriminant analysis, and classification analysis) tested the cluster analysis results to verify the differences between clusters and their internal homogeneity on three different cluster solutions. The classification analysis showed that 88.2% of the 76 programs were correctly classified on the five-cluster solution produced using Ward's minimum variance method. The practical use of such data suggests that Cattell's pattern of profile similarly is a useful beginning to compare programs on factor scores; following that, raw data on each key variable might be used to prepare individual program profiles for more specific comparison.     

Empirically Supporting the Increasing Severity of College Counseling Center Client Problems: Why Is It So Challenging?

Since the late 1980s, college counselors have reported seeing increasing numbers of students who present with severe forms of emotional and psychological disturbance. However, little direct evidence has yet to demonstrate any trend in the level of severity of presenting problems. In this article, the authors explore methodological challenges for researchers who attempt to examine the question of increasing severity of client problems. Implications for college counseling centers are discussed.     

模仿、想象和重新评价：道德情感的教育

在人文科学研究的发展趋势中，所有观察者都会对情感作用做出新的正确的评价。尽管如此，“将情感教育作为道德教育的一个维度”仍是一个带有几分禁忌的话题。为证实这一点，我们提出通常未被认可、但明确适应于情感教育的三种干预方式。实施情感教育不仅是可能的，实际上也很常见。与道德行为相比，规则情感或许是衡量道德教育是否成功的一个更好的尺度。     

A comparison of sentence-learning errors in children of different achievement levels

Theoretical analyses of the multiple-choice test format suggest that a test constructor should give serious consideration to the form in which correct and incorrect alternatives are presented. In this experiment, third and fourth graders were tested for previously exposed information by multiple-choice items in which: (a) correct alternatives were stated in either verbatim or synonym form; and (b) incorrect alternatives consisted of plausible responses that were either familiar or new. Comparisons of errors and error patterns were made between high and low achieving students who had been given one of two different information-processing strategies. Based on a dual test function argument, it was concluded that synonym correct alternatives combined with plausible new responses are the most desirable of the four multiple-choice variations studied here. In particular, such items were sensitive to achievement level and strategy differences without systematically increasing students' likelihood of retaining misinformation.     

Technology policy and employment

Current social and economic problems as experienced in the UK are placed in the context of long-term trends in labour economics and the impact of new technology. The reasons why technological unemployment has not hitherto been a growing problem are stated and the relationship between technical change and economic recovery is analysed. Policy implications are suggested and the part which universities can play in recovery is discussed.     

The academic research-teaching nexus in eight advanced-industrialized countries

The purpose of this study is to examine the internationalcomplexities of the research-teaching nexus in higher educationalinstitutions. The Carnegie International Survey of the Academic Professionis employed to compare teaching and research activities in eight countries.These countries include the former West Germany, United Kingdom, Sweden, TheUnited States, Australia, Israel, Japan, and South Korea. Findings revealthat teaching and research are not mutually exclusive activities in thework/life of faculty. Research oriented faculty are more likely to viewtheir research commitments as being competitive with teaching. Research isfound to positively affect teaching, but attributes of teaching (e.g.,course load, student demand, etc.) negatively impact research. In addition,the paper finds academic orientation and the number of articles publishedduring the past three years to be the most important factors in determiningthe number of weekly hours spent on research and teaching activities.     

Expressed Readiness of Australian Schoolchildren to Act as Bystanders in Support of Children who are Being Bullied

Promoting interventive action on the part of student bystanders witnessing peer victimisation is currently seen as a promising way of reducing bullying in schools. A video depicting bullying in the presence of bystanders was viewed by late primary (n = 200) and early secondary school students (n = 200). Some 43% of the students indicated that they were likely to help the victim. Questionnaires were employed to assess student attitudes towards victims, beliefs about the expectations of parents, friends, and teachers, perceived self‐efficacy, and social desirability response set. Multiple regression analysis identified as significant predictors of expressed intention to intervene: attending primary school, having rarely or never bullied others, having (reportedly) previously intervened, positive attitude to victims, and believing that parents and friends (but not teachers) expected them to act to support victims. Implications for action to reduce bullying in schools are discussed.     

Children's school problems and family system processes

The literature concerning the relationship between children's school problems and family system processes is reviewed. While it is noted that there is no strong linkage between the empirical studies and case reports that have appeared to date, it is observed that the findings from these studies are showing some convergence. There is now reasonable evidence that some school problems may indeed be a consequence of family system processes. The fact of this possibility and the character of the relationship is brought to the attention of school counselors and school psychologists.