Longitudinal Prediction of Specific Cognitive Abilities from Infant Novelty Preference

A test of visual novelty preference, the Fagan Test of Infant Intelligence, was administered to a group of 113 full-term infants from the Colorado Adoption Project at 5 and 7 months of age. The infants were followed longitudinally and the Bayley scales were administered at 12 and 24 months, the Sequenced Inventory of Communication Development at 24 and 36 months, and the Stanford-Binet and the Colorado Specific Cognitive Abilities Test at 36 months. 1 novelty preference score was obtained for each infant by averaging across the 2 test ages. Novelty preference correlated significantly with 36-month Binet IQ, the first unrotated principle component from the cognitive battery, and the 24-month Bayley MDI score. Novelty preference was also compared to specific abilities at all 3 follow-up ages; all of the specific abilities were significantly related to novelty preference, with the exceptions of 12- and 24-month Imitation and 36-month Perceptual Speed. Partial correlations suggest that novelty preference predicts language and memory independent of IQ. Overall, the results indicate that novelty preference during the first year of life not only predicts later IQ but may also reflect specific cognitive processes.     

Advancing Research and Measurement on Fathering and Children's Development

Fathers are more than social accidents. Research has demonstrated that fathers matter to children's development. Despite noted progress, challenges remain on how best to conceptualize and assess fathering and father–child relationships. The current monograph is the result of an SRCD-sponsored meeting of fatherhood scholars brought together to discuss these challenges and make recommendations for best practices for incorporating fathers in studies on parenting and children's development. The first aim of this monograph was to provide a brief update on the current state of research on fathering and to lay out a developmental ecological systems perspective as a conceptual framework for understanding the different spaces fathers inhabit in their children's lives. Because there is wide variability in fathers’ roles, the ecological systems perspective situates fathers, mothers, children, and other caregivers within an evolving network of interrelated social relationships in which children and their parents change over time and space (e.g., residence). The second aim was to present examples of empirical studies conducted by members of the international working group that highlighted different methods, data collection, and statistical analyses used to capture the variability in father–child relationships. The monograph ends with a commentary that elaborates on the ecological systems framework with a discussion of the broader macrosystem and social-contextual influences that impinge on fathers and their children. The collection of articles contributes to research on father–child relationships by advancing theory and presenting varied methods and analysis strategies that assist in understanding the father–child relationship and its impact on child development.     

丹尼尔论远程教育基础(上)

该文考查了远程教育的基础,它的发展历史和它赖以发展进化的技术。历史上有两种传统的远程教育:远程课堂教学和函授教学。它们具有不同的教育学特征和成本结构。然而,新一代技术即知识媒体,作为计算机技术、电子通信技术和认知科学汇同结合的产物,正在将远程教育的两大传统结合在一起。知识媒体将通过进一步发展远程教育对大学的革新作出重大贡献。     

The Relationship between Fathers' and Children's Communication Skills and Children's Behavior Problems: A Study of Head Start Children

This study focused on the communicative interaction of fathers with their Head Start children and the relationship of fathers' and children's communicative skills and child behavior problems early and late in the school year. The results indicate a relationship between children's communicative competence and social behavior. The structural models for externalizing and internalizing behavior confirm the hypothesis that father communication is linked to child communication skills and child communication is linked to behavior problems. The findings also suggest that children's communicative competence may have an ongoing direct effect on children's social behavior that transcends the impact that earlier social behavior has on later social behavior.     

Cognitive Stimulation at Home and in Child Care and Children’s Preacademic Skills in Two-Parent Families

This paper used the Early Childhood Longitudinal Study-Birth Cohort (N = 1,258) to examine the influence of hilevels of cognitive stimulation from mothers, fathers, and childcare providers at 24 months and children’s pre-academic skills at 48 and 60 months in two parent families. Results from path analysis showed direct positive effects of fathers’ early cognitive stimulation on early reading and math skills at 48 and 60 months. There were also two moderated effects: The effects of high levels of maternal stimulation at 24 months on early math and reading skills at 48 months were largest for children also receiving high levels of cognitive stimulation from their childcare providers. Implications for including fathers in studies of the home cognitive stimulation and strengthening the parent-childcare connection are discussed.     

Communications Technology

M.D. Fagan, A History of Engineering and Science in the Bell System: National Service in War and Peace, 1925-1975 (Bell Laboratories, - Whippany Rd., Whippany, N.J. 07981—$15.00).

Daniel M. Costigan Electronic Delivery of Documents and Graphics (New York: Van Nostrand Reinhold, 1978—$21.95)

Konrad K. Kalba, Electronic Message Systems: The Technological, Market and Regulatory Prospects (Cambridge, Mass.: Kalba Bowen Associates, 1978—$30.00, paper),

Starr Roxanne Hiltz and Murray Turoff, The Network Nation: Human Communication via Computer (Reading, Mass.: Addison-Wesley, 1978—$29.50/17.50)

Robert Johansen, Jacques Vallee and Kathleen Spangler, Electronic Meetings: Technical Alternatives and Social Choices (Reading, Mass.: Addison-Wesley, 1979—$15.95)     

Gender Composition of Editors and Editorial Boards in Seven Top Criminal Justice and Criminology Journals from 1985 to 2017

This paper examines the gender composition of editors and editorial board members of seven top criminal justice and criminology (CCJ) journals from 1985 through 2017. The findings indicate that women have historically been, and continue to be, underrepresented in these positions. From 1985 through 2017, women comprised 14% of all Editors-in-Chief, 27% of all Associate Editors, and 22% of all Editorial Board members. While there was a period during the early 2000s when Justice Quarterly and Criminology achieved gender parity in representation across all of the editorial roles, this equality was short lived. The other journals have never achieved gender parity, and, on average, women have comprised 3.8% to 35.2% of the editorial positions at each of the journals. The implications of this imbalance for women’s scholarship and professional success are discussed, and recommendations for changes to CCJ journal policies and practices to ensure more equity are provided.