Auditory Context and Memory Retrieval in Young Infants

Three-month-old infants were trained to move an overhead crib mobile while 1 of 2 musical selections was played. Retention was assessed 1 or 7 days later in the presence of either the same music or a different musical selection. in Experiment 1, the musical selections were very different (classical versus jazz); in Experiment 2, they were much more similar (two classical pieces). Infants in both experiments displayed 1 day retention regardless of wich music was played during the retention test. At 7 days, retention was seen only when the music played during the retention test matched the training music. These data are consistent with similar findings showing that 3-month-old infants'memory is disrupted at long retention intervals when the context present during retention testing does not match the learning context. As the infant's memory wanes, context appears to function as a necessary cue for the retrieval of acquired expectancies.     

Expressing community through freedom market and visual connections

ABSTRACT

Building on a long-term university/community research partnership, this article examines how different ways of conceptualizing, interpreting, and producing murals impacted how an urban community saw itself. Using a participatory action research design, university researchers worked alongside community researchers to ethnographically document the transformation. Findings indicate that the mural project constructed pathways for building relationships and community in ways that made neighborhood transformation possible. The mural project embodied this transformative goal by providing a space where people gathered with shared attention to talk and to envision how their lives and their community could be different.     

Concerns of First‐Year Teachers in Australian Catholic Schools

Fifty primary and 52 secondary teachers were interviewed about their concerns and fears as first‐year teachers in Catholic schools. Teacher variables of gender and maturity, as well as school variables such as socio‐economic status (SES), non‐English speaking background (NESB), school size and primary/secondary level were examined as sources of difference in expressed concerns and needs. Ranked concerns associated with meeting individual differences were ranked highest followed by ‘Content’, ‘Control’ and ‘Motivation’, ‘Teaching Migrants’, ‘Record Keeping’ and ‘Communication’. Open‐ended responses differed from ranked responses with ‘Efficacy’, ‘Control’ and ‘Content’ the most frequently mentioned fears. In general, no significant differences were found between rankings of concerns for primary/secondary levels or for teacher gender. However SES, NESB and teacher tender were significantly related to concerns for certain subsets of data.     

Rural underpinnings for resiliency and linkages (rural): A safe schools/healthy students project

Rural Underpinnings for Resiliency and Linkages (RURAL) is an example of a Safe Schools/Healthy Students (SS/HS) project. RURAL provides services to children and families in a rural Kansas county. The county's rates of juvenile alcohol and illicit drug use are higher than state averages. The RURAL project was designed to enhance existing partnerships among three school districts, the local community mental health center, law enforcement, the regional prevention center, and Fort Hays State University. A significant number of evidence‐based strategies were implemented in the schools and community in a short period of time. Using a public health approach to increase school safety and promote healthy behaviors, RURAL introduced strategies designed to provide universal prevention for the school population, early intervention for at‐risk children and families, and intensive services for those with the greatest needs. Services were provided to students (preschool–young adults) and their families. School psychologists held key roles in the development, implementation, and management of the project. Preliminary evaluation findings are presented, and the importance of local process and outcome evaluation is discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 531–547, 2003.     

Rediscovering the ninja turtles' namesakes

We are not ninja turtles! If the dead could talk this would be the cry of the Italian Renaissance Masters—Leonardo da Vinci, Michelangelo, Raphael and Donatello—to young children currently clamoring for a bunch of TV turtle characters who live in a sewer, fight bad guys with swords and order out for pizza.Joyce Mesrobian is an Early Education Consultant and a reviewer of children's books. © Joyce Mesrobian, August 1990.     

Transferability of Teacher‐education Competencies to Non‐teaching Careers

This paper summarises teacher graduate feedback on the transfer of teacher‐training competencies and experiences to non‐teaching career options. The responses of 62 graduates (23 primary, 39 secondary) on their career choice History indicated that while many entered teaching with only low or moderate commitment, this rose rapidly during the first year of their programme and it was maintained through to completion of their programme and after completion, despite a lack of employment opportunities. In rating the competencies acquired during teacher training by their usefulness in obtaining alternate employment, communication, ability to work independently, and training of others were ranked highest, while computer skills, LOTE, stress resistance and crisis management were ranked lowest. However, of the 22 competencies listed, 21 were rated as at least moderately useful. Career‐options‐information feedback strongly supported expanded career counselling and gave suggestions for forms which this might take. Limitations in the methodology are discussed and recommendations for further research are given.