Audiogenic seizures in mice: Asymmetries of the preconvulsive running pattern and subsequent seizure

Asymmetries in the progression of unilaterally and bilaterally induced audiogenic seizures were examined in DBA/2J and SJL/J mice. Both strains were found to exhibit consistent asymmetries in direction(s) of running as well as in the side of fall during a convulsion. This correspondence suggests that the bursts of running are an integral part of an audiogenic seizure. The incorporation of information on asymmetries of the locomotor prelude in future studies should prove valuable for understanding the physiological mechanisms of audiogenic seizure.     

Reflective pedagogy: the integration of methodology and subject-matter content in a graduate-level course

This article presents a critical reflection on how we, instructors of a graduate-level course in higher education administration, sought to integrate theoretical and subject-matter content and research methodology. Our reflection, guided by autoethnography and teacher reflection, challenged both our assumptions about curriculum design and our process of designing and teaching the redesigned course. We found that our efforts to integrate course content and methodology differed from students’ prior experiences and resulted in a disconnection between their experience and the intended course learning objectives. Recommendations include understanding the degree program culture and students’ course expectations, using assignments that facilitate learning of both theory and methods, and balancing classroom discussion among theory, methodology, and the integration of the two.     

Infant joint attention, temperament, and social competence in preschool children

Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and responding to joint attention were related to 30-month social competence and externalizing behavior, even when accounting for 15-month temperament ratings, 24-month cognition and language, and demographic variables. These results suggest that, in addition to associations with language and cognition, infant joint attention reflects robust aspects of development that are related to individual differences in the emergence of social and behavioral competence in childhood.     

Next Steps for Mind,Brain, and Education: Strengthening Early‐Career Development

An increasing number of scholars are being trained in the field of mind, brain, and education (MBE), yet discussions of trainees' needs and how to meet them are rare. We, the inaugural International Mind, Brain, and Education Society (IMBES) Trainee Board, identify three broad needs of MBE trainees: guidance and support, greater access to and connections among the MBE community, and professional development. We report a first step to address these needs: a daylong trainee conference, which included sessions to foster connections among trainees, provide mentorship from MBE leaders, and provide knowledge and skill building for careers. Attendees' survey results suggest the conference successfully supported trainees' development. As substantial trainee needs remain, we offer specific ways that principal investigators, institutions, funding agencies, future IMBES trainee boards, and the MBE community can further address trainees' needs to support early‐career development and strengthen the MBE field generally.     

The impact of linguistic similarity on cross-cultural comparability of students’ perceptions of teaching quality

Educational Assessment, Evaluation and Accountability - Valid cross-country comparisons of student learning and pivotal factors contributing to it, such as teaching quality, offer the possibility...     

I am not unskilled and unaware: deaf and hearing learners’ self-assessments of linguistic and nonlinguistic skills

The unskilled and unaware effect refers to the finding that individuals who are less knowledgeable or less skilled in a domain are relatively less able to evaluate their level of skill or effectively utilise feedback relative to individuals who are more skilled. Studies finding deaf students less accurate than hearing students in estimating their English vocabulary knowledge and in judging how much they are learning from material presented via sign language have attributed those results to the unskilled and unaware effect, citing the lack of language fluencies frequently demonstrated among deaf learners. The present study addressed the issue more directly by comparing both deaf and hearing individuals who were more and less skilled in four domains, three linguistic and one nonlinguistic. Results indicated that even individuals who are unskilled in a nonlinguistic domain can evaluate their performance when they are aware of what skilled performance would look like, and that unskilled and unaware effects can be influenced by individuals’ desires to be skilled.     

Factors associated with school psychologists' perceptions of campus violence

Recent concern about school violence has increased demands on school psychologists to respond to safety concerns on their school campuses. In this study, 123 school psychologists responded to a survey about their perceptions, experiences, and readiness to meaningfully address school violence. School psychologists reported that they do not worry about their personal safety at school (78%), but most felt unprepared to deal with school violence (73%) and had received no specialized training in this area (85%). A principal components analysis of the types of violence school psychologists perceived to occur on their campuses identified a range of incidents from bullying to antisocial behavior. School psychologists working in inner-city schools were more likely to believe that their schools had high levels of violence (45.6%) compared with those working in urban-not inner-city (14.3%), suburban (4.9%), or rural (0%) schools. Recommendations to prepare school psychologists to help prevent, reduce, and respond to campus violence are discussed. © 1996 John Wiley & Sons, Inc.     

Effects of behavior rehearsal,audiotaped observation,and intelligence on assertiveness and adjustment in third-grade children

The effects of behavior rehearsal and audiotaped vignettes as added components to a 12-session assertion training lecture series were studied. Subjects were 96 third-grade children of average or above average IQ. Results showed that on both measures of assertion, behavior rehearsal was a significant adjunct to the assertion lecture, which was also given to the attention control children. On one measure of assertion an effect was also noted for the audiotaped observation condition. There was no effect of IQ. While clear increases in assertion were found, no effect on neuroticism or trait anxiety was noted. It was recommended that school mental health programs include an assertiveness segment in their curriculum.     

西方国家体育场馆资产并购控制的分析及启示

运用经济学的理论和研究方法,对西方国家体育场馆在资产并购过程中的申报制度和并购前期的深入调查方法,以及部分国家在工作中存在的问题和采取制定并购指南的对策方法等进行了分析.研究表明,我国的体育场馆管理改革必须借鉴西方国家的成功经验,建立符合中国管理体制的并购指南,结合当前社会发展的实际情况,确定合适的经济目标和社会有效竞争标准,寻求公共机制与市场机制的有机结合,探索出符合中国特色的场馆管理新道路.