Eye Movements of Children in Reading English and Hebrew

Time-compressed, tape recorded messages were used to determine if listening to the message twice, in the same amount of time required to listen to the uncompressed message once, would improve listening comprehension scores of high and low aptitude men. The results indicated that for both groups of subjects, listening to the compressed messages twice improved comprehension scores over scores obtained by listening to the compressed tapes once. Comprehension of repeated time compressed messages was not improved over that obtained by a single listening to the uncompressed messages.     

Separación de palabras (programa correctivo)

RESUMEN

Se describe un programa correctivo destinado a niños con un índice elevado de errores en la unión y separación de las palabras escritas, partiendo de la idea de que cuando esto ocurre es porque el niño no tiene claro el concepto de palabra como unidad. Por ello el procedimiento insiste en que cada niño, a nivel individual, visualice y discrimine auditivamente cada palabra aislada de las otras. El programa consta de ocho pasos, con un índice de dificultad creciente y acumulativo.     

The women mentor project: A sharing approach

The Women Mentor Project, a component of the Fort Wayne Community School's Horizons Gifted Education Program, was introduced as a pilot model in one elementary, five middle, and three senior high school buildings during the 1982–83 school year.

Funding for this project was made possible through the 1982 Gifted Children Advocacy Association grants competition and Ball State University Alumni Association. The project endeavored to provide gifted young girls with opportunities to develop their self‐esteem, leadership abilities, and career awareness through weekly guidance meetings and time spent with successful community women from traditional and nontraditional careers.     

Learning Professional Ways of Being: Ambiguities of becoming

The purpose of professional education programs is to prepare aspiring professionals for the challenges of practice within a particular profession. These programs typically seek to ensure the acquisition of necessary knowledge and skills, as well as providing opportunities for their application. While not denying the importance of knowledge and skills, this paper reconfigures professional education as a process of becoming. Learning to become a professional involves not only what we know and can do, but also who we are (becoming). It involves integration of knowing, acting, and being in the form of professional ways of being that unfold over time. When a professional education program focuses on the acquisition and application of knowledge and skills, it falls short of facilitating their integration into professional ways of being. In addition, through such a focus on epistemology (or theory of knowing), ontology (or theory of being) is overlooked. This paper explores what it means to develop professional ways of being where the focus is becoming, not simply knowing as an end in itself.     

Applying mathematics with real world connections: metacognitive characteristics of secondary students

This paper reports an intensive study of problem-solving activity of female students at the senior secondary level. The study focussed both on the mathematical processing and the underlying cognitive and metacognitive activities that led to that processing. Response maps were used to analyse and categorize the written responses from individual students while videotaped problem solving sessions and structured and free response interviews probed the students' metacognitive knowledge, strategies, decision making, beliefs and affects. Metacognitive activities were involved in all phases of the solution process with key points in students' solutions identifiable in terms of the cognitive-metacognitive framework of Garofalo and Lester (1985). On average more time was spent on orientation and execution activities with little time being spent on organisation and verification activities, however, the successful groups spent less time on orientation than the other groups. All successful groups displayed a high number of key points where metacognitive decisions could influence cognitive action. Success was accompanied by a tendency to engage in a high number of organisational activities, regulation of execution activities and evaluation activities particularly evaluation of execution but fewer opportunities where metacognitive decisions could influence cognitive actions during orientation.     

Intergroup contact and the projection of positivity

Three studies investigated whether intergroup contact reduces prejudice, in part, via the extension of positive attributes that define the self to the outgroup. Study 1 found that positive intergroup contact predicted self-outgroup overlap, and this overlap mediated the contact–attitude relationship. This mediational path was specific to outgroup, but not ingroup, attitudes. In Study 2 we found that it was the attribution of specifically positive, as opposed to negative, traits that mediated the contact–attitude relationship in a model that also included intergroup anxiety. In Study 3 an elaborated model was supported, in which perceived self-other similarity mediated the effects of positive contact on the attribution of positive self-traits. We discuss the findings in the context of recent advances in Intergroup Contact Theory.     

Perception of conflict in university students. The importance of initial training / La percepción del conflicto en alumnos universitarios. La importancia de la formación inicial

This article analyses the perception of conflict held by students in the Faculty of Education at the three campuses of the University of Granada, and evaluates the different notions held by those who have received specific training in this subject and those who have not during their initial training process. An ad hoc questionnaire has been developed, with an empirical-analytical study and Ex Post Facto correlational design. The sample covers 1,281 subjects. The results indicate a negative perception and conceptualization, poor realization of the educational guides on subjects that include competences related to the theme of Conflict and/or the Culture of Peace, and the influence of previous experiences.     

Linguistic profiles of dyslexic and good readers

Linguistic profiles of 60 boys with average intelligence were examined at kindergarten, grade 2, and grade 4. The subjects were 7 dyslexic, 7 mildly dyslexic, 30 average, and 16 good readers, defined in terms of the discrepancy between standardized reading and intelligence scores. Across the three ages, reader groups did not differ in language comprehension, but did differ in confrontation and rapid automatized naming (RAN), three syntactic measures, and verbal memory. Group strengths and weaknesses were, with few exceptions apparent in kindergarten and maintained throughout. The kindergarten tasks which most effectively predicted reading group membership at grade 4 were giving letter sounds, and rapid naming; these predicted 4th grade reading group at close to 100 percent accuracy. The study, together with a further comparison of average and high IQ good readers, provides an interesting contrast between the role of RAN and Confrontation naming in reading. This work was supported in part by NIHCD grants RO1HD18761 to F. H. Duffy, RO1HD18654 to H. Als, and the Mental Retardation Grant P30HD18655 to C. F. Barlow.