The Development of Self‐Determination and Implications for Educational Interventions with Students with Disabilities

Self‐determination is, increasingly, recognised as an important educational outcome if students with disabilities are to succeed both in and out of school. This article presents a definitional framework of self‐determination, describes the development of this outcome, and discusses the implications of this research for educators.     

Analysis of the Latin Square Task with linear logistic test models

The Latin Square Task (LST) was developed by Birney, Halford, and Andrews [Birney, D. P., Halford, G. S., & Andrews, G. (2006). Measuring the influence of cognitive complexity on relational reasoning: The development of the Latin Square Task. Educational and Psychological Measurement, 66, 146–171.] and represents a non-domain specific, language-free operationalization of Relational Complexity (RC-)Theory. The current study investigates the basic cognitive parameters and structure of LST as defined by RC-Theory, using IRT-based linear logistic test models (LLTM). 850 German school students completed 26 systematically designed LST items. Results support the notion of Rasch-scalability. LLTM analyses reveal that both operation complexity and number of operations affect item difficulty. It is shown how LLTM and its variants can provide substantial insights into cognitive solution processes and composition of item difficulty in relational reasoning in order to make item construction more efficient.     

Microfluidic trapping of giant unilamellar vesicles to study transport through a membrane pore

We present a microfluidic platform able to trap single GUVs in parallel. GUVs are used as model membranes across many fields of biophysics including lipid rafts, membrane fusion, and nanotubes. While their creation is relatively facile, handling and addressing single vesicles remains challenging. The PDMS microchip used herein contains 60 chambers, each with posts able to passively capture single GUVs without compromising their integrity. The design allows for circular valves to be lowered from the channel ceiling to isolate the vesicles from rest of the channel network. GUVs containing calcein were trapped and by rapidly opening the valves, the membrane pore protein α-hemolysin (αHL) was introduced to the membrane. Confocal microscopy revealed the kinetics of the small molecule efflux for different protein concentrations. This microfluidic approach greatly improves the number of experiments possible and can be applied to a wide range of biophysical applications.     

Into the Unknown: Examining Neural Representations of Parent–Adolescent Interactions

The parent–adolescent relationship is important for adolescents’ emotion regulation (ER), yet little is known regarding the neural patterns of dyadic ER that occur during parent–adolescent interactions. A novel measure that can be used to examine such patterns is cross-brain connectivity (CBC)—concurrent and time-lagged connectivity between two individuals’ brain regions. This study sought to provide evidence of CBC and explore associations between CBC, parenting, and adolescent internalizing symptoms. Thirty-five adolescents (mean age = 15 years, 69% female, 72% Non-Hispanic White, 17% Black, 11% Hispanic or Latino) and one biological parent (94% female) completed an fMRI hyperscanning conflict discussion task. Results revealed CBC between emotion-related brain regions. Exploratory analyses indicated CBC is associated with parenting and adolescent depressive symptoms.     

Using Sociodrama to Help Young Children Problem Solve

Sociodrama is an arts-based, action-oriented tool of individual and collective social exploration and creative problem solving that allows participants to explore and find potential resolutions to issues of concern and conflict in their lives. This article describes how Early Years educators can begin to implement basic sociodrama into their existing programs in order to help children represent, explore, and reflect upon issues and problems of social importance.     

The impact of a community-based music program during infancy on the quality of parent–child language interactions

The early language environment, especially high-quality, contingent parent–child language interactions, is crucial for a child's language development and later academic success. In this secondary analysis study, 89 parent–child dyads were randomly assigned to either the Music Together® (music) or play date (control) classes. Children were 9- to 15-month old at baseline, primarily white (86.7%) and female (52%). Measures of conversational turns (CTs) and parental verbal quality were coded from parent–child free play episodes at baseline, mid-intervention (month 6), and post-intervention (month 12). Results show that participants in the music group had a significantly greater increase in CT measures and quality of parent verbalization post-intervention. Music enrichment programs may be a strategy to enhance parent–child language interactions during early childhood.     

Correction to: Choose Your Evidence

Science & Education -