Masculinity and femininity in twin children: genetic and environmental factors

Genetic and environmental origins of individual differences in masculine and feminine personality attributes were investigated in a sample of 38 monozygotic and 32 dizygotic twin pairs (total N = 140) during pre- and early adolescence. Self-report measures of both masculine and feminine characteristics were obtained for each child using 2 standardized instruments: the Children's Personality Attributes Questionnaire (CPAQ) and the Adolescent Self-Perception Inventory (ASPI). Multivariate biometrical analyses revealed significant genetic influences in all measures, accounting for 20%-48% of the observed variation in each. Environmental influences, which explained the remaining 52%-80% of variance in masculinity and femininity, were apparently specific to each individual and not shared by members of the same twin pair. The results underscore the importance of considering both genetic and environmental factors in gender-role development, particularly in studies of family resemblance.     

The Effects of Information and Feedback on Teachers’ Classroom Behaviour and Students’ Academic Engaged Time

Research has shown a positive relationship between academic engaged time (AET), academic learning time (ALT) and student achievement. Previous work has reported a relatively non‐intrusive, cost‐effective method for increasing AET in the classroom involving the presentation of research information followed by feedback to teachers of students’ AET in their classes. This study aimed to replicate these findings in a primary school setting and to establish what effects the information plus feedback had on teachers’ instructional behaviours which have been found to correlate with students’ AET and ALT. In addition, we looked at the effects of more precise feedback based on students’ task difficulty measures. The results provided strong support for the utility and efficacy of information plus feedback as a method for increasing student AET and ALT and for enabling teachers to change their instructional behaviours in the direction of published research findings.     

The parental experiences of mothers of adolescents with hearing impairments

Adolescence is a difficult time in the life of any youth. In the hearing-impaired child it can be an especially stressful period. The mother, who in many families is the primary care giver, has probably put more of her time and energy into helping the child than any other individual. Familiarity with the thoughts and feelings of the mothers, then, should contribute to our understanding of the hearing-impaired adolescent. Yet, few studies have examined the experiences of mothers during this stage. In this study, five hearing mothers of hearing-impaired adolescents were interviewed on their experiences in rearing a hearing-impaired child. The information culled from these interviews and the subsequent analysis should help fill the void of knowledge on this aspect of the hearing-impaired child. Using qualitative analysis of the mothers' experiences the researchers identified six major themes from the data collected in the interviews: (1) the mothers' personal growth, (2) the mother-child relationship, (3) parent-professional relationships, (4) concerns about educational programming, (5) the importance of fluent communications, and (6) support systems available to the mothers. Suggestions are made for parents and to help improve parent-professional relationships and the programs that serve the hearing impaired and their families. Areas for further research on the subject of rearing hearing-impaired adolescents are identified.     

Visual discrimination of letter-like forms and its relationship to achievement over time in children with learning disabilities

The purpose of this study was to better understand whether visual discrimination abilities are related to reading intelligence and other achievement areas in children with learning disabilities and normally achieving children. Children with visual discrimination problems were identified using the Gibson letter-like visual discrimination task. This task was given to a large sample of children with learning disabilities as well as a sample of normally achieving children. All children were followed throughout elementary school. Results indicated that children with learning disabilities who had visual discrimination problems at 6 or 7 years of age performed more poorly in reading and general achievement over the elementary school years in comparison to the other children with learning disabilities and compared to normally achieving children. Discussion centers around the importance of this skill for reading.     

A conceptual overview of the regression discrepancy model for evaluating severe discrepancy between IQ and achievement scores

A conceptual overview of the Regression Discrepancy Model (RDM) for determining severe discrepancy between IQ and achievement scores is presented in order to enhance understanding of the model without the use of the complex mathematical equations that constitute the model. The six specific goals of the RDM are identified, and figures illustrate the manner in which the model accomplishes each goal. Figures are also provided from a RDM computer output showing the basic outcomes of the model. Advantages and disadvantages of the RDM are discussed to further promote understanding of the model.