Thinking aloud: children's interactions with text

This article describes a small‐scale exploratory study in which young children were taught to think aloud as they read, revealing some of their thought processes as they made sense of the text. The children spontaneously made predictions, adjusted their understanding, entered imaginatively into the characters' feelings and related their reading to events in their own experience. They had difficulty, though, in appreciating a surprise ending. The think‐aloud method proved fruitful for research purposes and could offer valuable insights to teachers.     

Feasibility of eyes open alpha power training for mental enhancement in elite gymnasts

Abstract

This study focuses on a novel, easy to use and instruction-less method for mental training in athletes. Previous findings suggest that particular mental capacities are needed for achieving peak performance; including attentional control, focus, relaxation and positive affect. Electroencephalography (EEG) alpha brain activity has been associated with neural inhibition during processes of selective attention, for improving efficiency in information processing. Here we hypothesised that eyes open alpha power training by music teaches athletes to (1) learn to self-regulate their brain activity, and (2) learn to increase their baseline alpha power, herewith improving mental capacities such as focusing the allocation of attention. The study was double-blind and placebo-controlled. Twelve elite gymnasts were either given eyes open alpha power training or random beta power training (controls). Results indicate small improvements in sleep quality, mental and physical shape. In our first attempt at getting a grip on mental capacities in athletes, we think this novel training method can be promising. Because gymnastics is one of the most mentally demanding sports, we value even small benefits for the athlete and consider them indicative for future research.     

The prevalence of child maltreatment in the Netherlands across a 5-year period

The prevalence of child maltreatment in the Netherlands was in 2005 first systematically examined in the Netherlands’ Prevalence study on Maltreatment of children and youth (NPM-2005), using sentinel reports and substantiated CPS cases, and in the Pupils on Abuse study (PoA-2005), using high school students’ self-report. In this second National Prevalence study on Maltreatment (NPM-2010), we used the same three methods to examine the prevalence of child maltreatment in 2010, enabling a cross-time comparison of the prevalence of child maltreatment in the Netherlands. First, 1,127 professionals from various occupational branches (sentinels) reported each child for whom they suspected child maltreatment during a period of three months. Second, we included 22,661 substantiated cases reported in 2010 to the Dutch Child Protective Services. Third, 1,920 high school students aged 12–17 years filled out a questionnaire on their experiences of maltreatment in 2010. The overall prevalence of child maltreatment in the Netherlands in 2010 was 33.8 per 1,000 children based on the combined sentinel and CPS reports and 99.4 per 1,000 adolescents based on self-report. Major risk factors for child maltreatment were parental low education, immigrant status, unemployment, and single parenthood. We found a large increase in CPS-reports, whereas prevalence rates based on sentinel and self-report did not change between 2005 and 2010. Based on these findings a likely conclusion is that the actual number of maltreated children has not increased from 2005 to 2010, but that professionals have become more aware of child maltreatment, and more likely to report cases to CPS.     

Dutch sixth graders’ use of shortcut strategies in solving multidigit arithmetic problems

Strategy flexibility, adaptivity, and the use of clever shortcut strategies are of major importance in current primary school mathematics education worldwide. However, empirical results show that primary school students use such shortcut strategies rather infrequently. The aims of the present study were to analyze the extent to which Dutch sixth graders (12-year-olds) use shortcut strategies in solving multidigit addition, subtraction, multiplication, and division problems, to what extent student factors and task instructions affected this frequency of shortcut strategy use, and to what extent the strategies differed in performance. A sample of 648 sixth graders from 23 Dutch primary schools completed a paper-and-pencil task of 12 multidigit arithmetic problems, designed to elicit specific shortcut strategies such as compensation. Based on the students’ written work, strategies were classified into whether a shortcut strategy was used or not. Results showed that the frequency of shortcut strategies ranged between 6 and 21% across problem types, and that boys and high mathematics achievers were more inclined to use shortcut strategies. An explicit instruction to look for a shortcut strategy increased the frequency of these strategies in the addition and multiplication problems, but not in the subtraction and division problems. Finally, the use of shortcut strategies did not yield higher performance than using standard strategies. All in all, spontaneous as well as stimulated use of shortcut strategies by Dutch sixth graders was not very common.     

The relation of LD and gender with emotional intelligence in college students

This study examined the relation of learning disabilities (LD) and gender with emotional intelligence in 128 college students. Fifty-four students with LD (32 men and 22 women) and 74 without LD (34 men and 40 women) attending two colleges and one university participated in the study. Emotional intelligence was assessed using the Emotional Quotient Inventory (EQ-i; BarOn,1997), a self-report instrument designed to measure interpersonal and intrapersonal skills, stress management, adaptability, and general mood. A 2-way multivariate analysis of variance (MANOVA) was performed to examine the main effects of LD and gender and the interaction of the two main effects on the five composites of the EQ-i. Students with LD had fewer credits and lower scholastic aptitude test (SAT) scores, high school grade point averages (GPAs), and college GPAs than students without LD; women students were older and had higher college GPAs than men students. Results of the MANOVA indicated significant main effects of both LD and gender; no significant interaction occurred. Post hoc univariate analyses of the five composites revealed significant differences between students with LD and students without LD on stress management and adaptability, significant differences between men and women students on interpersonal skills, and significant differences of the interaction of LD and gender on interpersonal skills.     

III. ATTACHMENT AND EMOTIONAL DEVELOPMENT IN INSTITUTIONAL CARE: CHARACTERISTICS AND CATCH UP

Attachment has been assessed in the extreme environment of orphanages, but an important issue to be addressed in this chapter is whether in addition to standard assessment procedures, such as the Strange Situation, the lack of a specific attachment in some institutionalized children should be taken into account given the limits to the development of stable relationships in institutionalized care. In addition, this chapter discusses disinhibited or indiscriminately friendly behavior that is often seen in institutionalized children. Enhanced caregiving quality alone appears to be insufficient to diminish indiscriminate behavior, at least in some children, as evidenced by the persistence of indiscriminate behavior in children adopted out of institutions into adoptive families. We suggest that the etiology and function of indiscriminate, “friendly” behavior may be different for institutionalized versus not‐institutionalized children. In the first case it may reflect a distortion or disruption of early attachment relationships; in the latter case it is likely to result from the lack of expected input in the form of contingent interactions with a stable caregiver in early life. We try to delineate infant and caregiver characteristics that are associated with secure attachment in institutional settings, given the inevitable fact that large numbers of infants worldwide are being raised, and will be raised, in contexts of institutional care. We conclude that much further study is needed of the development of children's attachments following adoption out of an institutional setting.     

Fatal child maltreatment in England, 2005-2009

Objective

This paper presents comprehensive and up-to-date data covering 4 years of Serious Case Reviews into fatal child maltreatment in England.

Methods

Information on all notified cases of fatal maltreatment between April 2005 and March 2009 was examined to obtain case characteristics related to a systemic classification of 5 broad groups of maltreatment deaths (severe physical assaults; covert homicide/infanticide; overt homicide; extreme neglect/deprivational abuse; deaths related to but not directly caused by maltreatment).

Results

A total of 276 cases were recorded giving an incidence of 0.63 cases per 100,000 children (0-17) per year. 246 cases could be classified based on the data available. Of these the commonest specific group was those children who died as a result of severe physical assaults. Apparently deliberate overt and covert homicide was less common, while deaths as a direct consequence of neglect were rare. In contrast, some evidence of neglect was found in at least 40% of all cases, though not the direct cause of death.

Conclusions

Class characteristics differ between the different categories of death and may suggest the need for different strategies for prevention.