Sounds of Your Life: The History of Independent Radio in the UK

Media studies scholars have employed the "cultural circuit" model to analyze media in the context of capitalist political economy. This model identifies interrelated "moments" in which the meanings of cultural products are determined, negotiated, and subverted in interaction between producers and audiences. The turbulent evolution of new media, however, requires continuous reflection on the adequacy of conceptual tools. Analysis of recent controversy surrounding the Internet music-exchange service Napster indicates that the cultural circuit model must be modified to accommodate the emerging media of cyber-culture.     

Conceptualizing Continuous Coverage: A Strategic Model for Wall-to-Wall Local Television Weather Broadcasts

The 2005 hurricane season provided unprecedented opportunities for local television stations to serve the public interest in live, often commercial-free, coverage of severe weather. In this examination of four local television stations’ coverage of four Atlantic hurricanes in two Southeastern markets, observed patterns of behavior culminated in the development of the Local Weather Continuous Coverage Model. The study showed that unlike their cable news counterparts, local television news continuous coverage prioritizes weather personnel over live, on-the-scene news reporting. Of all the weather tools used, radar was the most frequently used, followed by watch and warning graphics.     

When more is less: Extending training of the blocking association following compound training attenuates the blocking effect

Three conditioned lick suppression experiments with rats were performed to assess the influence, following compound training of two stimuli (A and X) with the same outcome (AX-O trials), of extending training of the blocking association (i.e., A-O) on responding to the target stimulus (X) at test. In Experiment 1, backward blocking was attenuated when the blocking association was extensively trained. Experiment 2 showed that forward blocking was also attenuated by extensive further training of the blocking association following the AX-O trials. Experiment 3 contrasted candidate explanations of the results of Experiments 1 and 2 and demonstrated that these results are consistent with the framework of the extended comparator hypothesis (Denniston, Savastano, & Miller, 2001).     

Decay of iconic memory traces is related to psychometric intelligence: A fixed-links modeling approach

Several memory processes have been examined regarding their relation to psychometric intelligence with the exception of sensory memory. This study examined the relation between decay of iconic memory traces, measured with a partial-report task, and psychometric intelligence, assessed with the Berlin Intelligence Structure test, in 111 participants. Using a fixed-links modeling approach, the exponential decay of iconic memory traces was quantified and separated from the effects of (systematic variance due to) subsidiary processes unrelated to this decay. Higher psychometric intelligence was associated with slower decay of iconic memory traces even when the influence of selective and divided attention was controlled for. These findings provide first experimental evidence for a functional relationship between information processing in sensory memory and individual levels of psychometric intelligence. The use of fixed-links models is discussed with regard to delineating processes in a repeated-measures design.     

Wall Street

提到华尔街,你首先怒到的是什么？金钱、股票、炒股人……贪婪？多年来,华尔街成为世界金融中心,在哪里,money neve sleeps,然而,华尔街也只是一条街……     

Understanding Relations Among Early Family Environment, Cortisol Response, and Child Aggression via a Prevention Experiment

This study examined relations among family environment, cortisol response, and behavior in the context of a randomized controlled trial with 92 children ( M  =   48 months) at risk for antisocial behavior. Previously, researchers reported an intervention effect on cortisol response in anticipation of a social challenge. The current study examined whether changes in cortisol response were related to later child aggression. Among lower warmth families, the intervention effect on aggression was largely mediated by the intervention effect on cortisol response. Although the intervention also resulted in significant benefits on child engaging behavior, cortisol response did not mediate this effect. These findings demonstrate meaningful associations between cortisol response and aggression among children at familial risk for antisocial behavior.     

Using a games console in the primary classroom: Effects of ‘Brain Training’ programme on computation and self‐esteem

It is known that computer games are motivating for children, but there is limited direct evidence of their effects on classroom learning. The aim of this exploratory study was to investigate the effects of a commercial off‐the‐shelf computer game on children's mental computation skills and on aspects of self‐perceptions. A pre–post design was employed. The participants were 71 primary school children (10–11 years old) from three classes. In School 1, a class of 21 children used a games console for 20 minutes each day, running a ‘brain training’ game. Two comparison groups were used. In School 2, 31 children used ‘Brain Gym’ techniques in their class over the treatment period. In school three, a class of 19 children acted as no‐treatment controls. The treatment period was 10 weeks. Significant pre–post gains were found in the games console group for both accuracy and speed of calculations, while results for the two comparison groups were mixed. The games console group showed significant gains in global self‐esteem, but not in other aspects of self‐concept. The comparison groups showed no significant gains in any area of self‐perceptions. There is a need now for upscaling to investigate generalisability.     

Comprehension of infrequent subject-verb agreement forms: evidence from French-learning children

Two comprehension experiments were conducted to investigate whether young French-learning children (N = 76) are able to use a single number cue in subject-verb agreement contexts and match a visually dynamic scene with a corresponding verbal stimulus. Results from both preferential looking and pointing demonstrated significant comprehension in 30-month-olds with no preference for either singular or plural. These results challenge previous claims made on the basis of English and Spanish that comprehension of subject-verb agreement expressed as a bound morpheme is late, around 5 years of age (V. A. Johnson, J. G. de Villiers, & H. N. Seymour, 2005; A.-T. Pérez-Leroux, 2005). Properties of the adult input were also analyzed. Possible implications for theories of syntactic acquisition are discussed.     

Talking About Ourselves, Talking About Our Mothers: Latina Prospective Teachers Narrate Their Life Experiences

Through a Bakhtinian conceptual framework, this text explores Latina prospective teachers’ life histories—their experiences at home, in their K-12 schooling, on campus in a Midwestern university, and in their teacher education program. Further, it shows how often, when asked about their own experiences, Latinas responded with stories of their mothers’ past and present experiences. The author shows how drawing on stories of their mothers supported young women in rebutting discourses promulgated by white female peers regarding their cultural and language backgrounds, making them feel dismissed and unvalued. They used “mother stories” as ways to assert their strengths, knowledge, and understandings about schools and schooling.     

Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers

The importance of reflection in supporting the continued professional learning of preservice practitioners is well recognised. This study examines one aspect of the outcomes of preservice teachers' reflection: the development of their own self-image as a teacher. In making the transition from student to teacher, preservice teachers create their own professional identity. Their ability to articulate this identity is examined through a new construct, a “teachers' voice”. A teachers' voice, develops when preservice teachers interpret and reinterpret their experiences through the processes of reflection. A teachers' voice is articulated as part of the persons' self-image. The construct, a teachers' voice, was investigated by examining changes in preservice teachers' contributions in an online discussion forum. Two complementary approaches of content analysis were applied. Both methods revealed changes in preservice teachers' levels of engagement and showed that in the first semester of preservice teacher education, the majority of preservice teachers moved towards a more professional stance in their contributions.