Rats in a levered T-maze task show evidence of time–place discriminations in two different measures

It is difficult for rats to learn to go to an arm of a T-maze to receive food that is dependent on the time of day, unless the amount of food in each daily session is different. In the same task, rats show evidence of time–place discriminations if they are required to press levers in the arms of the T-maze, but learning is only evident when the first lever press is considered, and not the first arm visited. These data suggest that rats struggle to use time as a discriminative stimulus unless the rewards/events differ in some dimension, or unless the goal locations can be visited prior to making a response. If both of these conditions are met in the same task, it might be possible to compare time–place learning in two different measures that essentially indicate performance before and after entering the arms of the T-maze. In the present study, we investigated time–place learning in rats with a levered T-maze task in which the amounts of food varied depending on the time of day. The first arm choices and first lever presses both indicated that the rats had acquired time–place discriminations, and both of these measures became significantly different from chance during the same block. However, there were subtle differences between the two measures, which suggest that time–place discrimination is aided by visiting the goal locations.     

Child on child sexual abuse: psychological perspectives

OBJECTIVE: This study describes the emotional and behavioral responses of children who have been sexually victimized by juveniles (CC) 17 years of age and younger compared to child victims of adults (CA) 18 years of age and older. METHOD: A total sample of N = 194 children and adolescents participated in the study, with 26% (n = 51) comprising CC and 74% (n = 143) encompassing CA. The mother/caretaker was administered a demographic form, Achenbach's Child Behavior Checklist (CBCL), and the Family Assessment Measure (FAM-P). The child was given the Family Assessment Measure (FAM-C) and the Trauma Symptom Checklist for Children (TSCC). The clinician completed the Parental Reaction to Incest Disclosure Scale (PRIDS). RESULTS: No differences were found between the two groups for the type of sexual abuse, penetration, or the use of force. CC were younger and more likely to be males who were abused in a school setting, home, or a relative's home by a sibling or a non-related male. CC endorsed clinically significant sexual preoccupations and manifested borderline clinically significant symptomatology. CONCLUSIONS: Children victimized by other children manifested elevated levels of emotional and behavioral problems and were not significantly different from those who had been sexually abused by adults.     

Supporting Personalized Learning through Individualized Learning Plans

Individualized Learning Plans (ILPs), an effective strategy to promote students’ college and career readiness, are increasingly used in US school systems as a mechanism to encourage students’ career exploration and identification of career goals. After describing features of ILPs, we provide an example of the ILP process developed and implemented in the junior high schools in McLean County (Illinois) Unit District No. 5. Based upon this experience, we share important factors for school leaders that can affect successful implementation in their schools.     

Critical Consciousness-Based HIV Prevention Interventions for Black Gay and Bisexual Male Youth

Black gay/bisexual male youth are one of the groups most affected by HIV in the United States, but few behavioral interventions have been created specifically to address this health inequity. Oppression related to these youths’ multiple social identities—including racism, heterosexism, and HIV stigma—contribute to increased health risks. Primary and secondary HIV prevention interventions created specifically for Black gay/bisexual male youth that address the negative impact of oppression are urgently needed. We present empowerment as a framework for understanding how oppression affects health, and critical consciousness as a tool to be utilized in behavioral interventions. This approach helps to move Black gay/bisexual male youth from a place of oppression and powerlessness that leads to elevated health risks to a position of empowerment that promotes feelings of control and participation in healthy behaviors. Finally, we present a case example of our own critical consciousness-based secondary HIV prevention intervention created specifically for Black gay/bisexual male youth.     

The Transition to Kindergarten: Predicting Socio-Behavioral Outcomes for Children With and Without Disabilities

The transition to kindergarten is regarded as a critical early childhood developmental milestone with important implications for later school outcomes. Little prior research has focused on predictors of socio-behavioral kindergarten outcomes using longitudinal research designs. Further, few studies have examined kindergarten transition using samples of children both with and without disabilities. The goal of the current study was to explore predictors of socio-behavioral kindergarten outcomes in children with and without developmental disabilities over time. Data collection involved parent, preschool teacher, and kindergarten teacher reports of child behavior and involvement in kindergarten transition practices across three time points during transition. Results of hierarchical linear regression analyses demonstrated that preschool child behavioral variables (i.e., adaptive and problem behavior) were stronger predictors of kindergarten outcomes relative to caregiver concerns and involvement in transition preparation. Best practices in kindergarten transition programming for children with and without disabilities are discussed.     

The transition to college: Diverse students,diverse stories

While much is known about the role of student involvement in various dimensions of student change and development, considerably less is known abouthow students become involved as they make the transition from work or high school to college. This paper describes the results of a series of focus-group interviews with 132 diverse, new students entering a community college; a liberal arts college; an urban, commuter, comprehensive university; and a large research university. The study identifies the people, experiences, and themes in the processes through which students become (or fail to become) members of the academic and social communities on their campus. The research reported here was conducted under the auspices of the National Center on Postsecondary Teaching, Learning, and Assessment. NCTLA is funded by the U.S. Department of Education, Office of Educational Research and Improvement (OERI), under Grant No. R117G10037. The opinions herein do not necessarily reflect the position or policies of OERI, and no official endorsement should be inferred. Presented at the 1993 AIR Forum, Chicago, May 1993.     

The impact of computer-mediated and traditional academic task presentation on the performance and behaviour of children with ADHD

This project aimed to examine whether the use of computers could have a positive impact on the performance of academic tasks and their behaviour whilst completing them of children with ADHD. This small exploratory study therefore investigated the impact of the use of a laptop computer, with and without stimulating animations and features incorporated into task presentation, on Key Stage 2 level science tasks. The effects of these different forms of computer presentation were examined in relation to performance on more traditionally presented, pen and paper, tasks. The results of this study revealed that, in contrast to typically developing children, participants with ADHD produced the greatest number of accurate responses on the more basic computerised tasks (presented as simple Microsoft Word documents) and exhibited significantly more on-task activity on animated computerised tasks. In summary, computerised presentation significantly improved the accuracy of responses and the on-task focus of participants with ADHD. These early findings are encouraging and may have wide reaching practical implications in terms of the design and implementation of educational software aimed at promoting improvements for children with ADHD in terms of both their academic performance and, critically, appropriate on-task focus and behaviour in the classroom.     

Fitness,fatness and healthism discourse: girls constructing ‘healthy’ identities in school

Drawing on longitudinal, qualitative research into girls’ participation in physical activity and sport in the UK, this article will explore girls’ embodied constructions of ‘healthy’ identities. My research with girls (aged 10–13) found that over the transition to secondary school, classed and gendered healthism discourses had come to powerfully frame girls’ sports participation by condoning the achievement of slender embodied femininities through physical activity. The findings suggest that while neoliberal indictments of self-care through physical activity can usefully frame girls’ individual ‘body projects’, these discourses also contribute to a hierarchisation of bodies within physical activity settings and to increasingly narrow standards of acceptable bodies able to take part in physical activity. Within the article, I consider how healthism discourses both regulate and are resisted by the girls as they work to construct physical identities within their school settings.     

Detecting,understanding, and controlling for cheating on tests

Recent research and practice in detecting and controlling for cheating on objective tests are reviewed briefly, and results of a small survey of attitudes and practices concerning cheating are summarized. Two computer programs, Cheat-1 and Cheat-2, prepared by the writer to detect cheating by error-similarity analysis procedures, are described. The use of multiple answer-sheet forms and success with this method in controlling for cheating on classroom tests are described. Other matters concerned with cheating, such as cheating by teachers to improve students' scores, are also considered.