ACHIEVEMENT MOTIVATION OF INTELLECTUALLY GIFTED STUDENTS WHEN CONFRONTED WITH CHALLENGING AND UNCHALLENGING TASKS

Two groups of gifted adolescents solved two similar intelligence tests with differing levels of task difficulty in reverse order. Under both conditions the performance level on the less complex test was much lower, a result not observed in a control group of average intelligence. Behavioural observations revealed that the low performance of the gifted students was combined with lack of effort. This performance pattern is discussed with respect to recent postulates of achievement motivation theory, which empasize the impact not only of the achievement motive, but also of the informational value of a given task for evaluating own level of ability. It is argued that the perceived informational value of the easier test was not high enough to create an incentive for the gifted students to perform at the highest possible level     

In vitro study on ribozyme against hepatitis C virus

Objective: To determine the effective nucleotide sites of ribozymes against HCV, and obtain a highly effective, nontoxic and inexpensive antisense ribozyme specific for HCV. Methods: Two effective ribozymes, targeted to HCV 5’NC region and C region, were designed and synthesized. Eukaryotic expression vectors, pSV2-gpt. CD-SR (, containing either HCRZNC or HCRZC were constructued and transfected into MT-2 cells, which had been infected by HCV. Quantitative PCR and hydridization were used to determine the effect of inhibition of HCV by ribozymes. Results: HCRZNC and HCRZC suppressed the replication of HCV by 54.7% and 62.1%, respectively. Furthermore, when both ribozymes were cotransfected into cells, they suppressed replication by 78.8%. Conclusion: Two specific antisense ribozymes have strong inhibitory effects on the replication of HCV in cultured cells, and have better effect when used together.     

Learning organic chemistry through natural products

Chemical methods to determine the conformations and absolute configurations of menthol, a cyclohexane derivative with 3 chiral centres, are described.     

Learning organic chemistry through natural products

Some interesting examples of the linkage between the structure and biological function of secondary metabolites in plants and animals are described.     

Distributed Cognition as a Lens to Understand the Effects of Scaffolds: The Role of Transfer of Responsibility

Problem solving is an important skill in the knowledge economy. Research indicates that the development of problem solving skills works better in the context of instructional approaches centered on real-world problems. But students need scaffolding to be successful in such instruction. In this paper I present a conceptual framework for understanding the effects of scaffolding. First, I discuss the ultimate goal of scaffolding—the transfer of responsibility—and one way that scholars have conceptualized promoting this outcome (fading). Next, I describe an alternative way to conceptualize transfer of responsibility through the lens of distributed cognition and discuss how this lens informs how to promote transfer of responsibility. Then I propose guidelines for the creation of problem solving scaffolds to support transfer of responsibility and discuss them in light of the literature.     

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.