Impulsive cognitive tempo in severe and mild learning disabled children

The purpose of the study was to compare the performance of severe and mild learning disabled children to normal children on a problem-solving task. The three types of children were assessed on the Matching Familiar Figures task, which provides a measure of impulsivity during problem-solving tasks. Results indicated that on the MFF, LD children, as a group, were more impulsive than normal children, and severe LD were more impulsive than mild LD children. Impulsivity scores were correlated with reading achievement, indicating a relationship between problem-solving strategy and academic performance. Educational implications are discussed regarding the usefulness of the reflection-impulsivity dimension in the area of learning disabilities and the applicability of the MFF as a diagnostic and evaluative measure.     

Developmental Improvements and Persisting Difficulties in Children’s Metacognitive Monitoring and Control Skills: Cross-Sectional and Longitudinal Perspectives

This study investigated age-dependent improvements of monitoring and control in 7/8- and 9/10-year-old children. We addressed prospective (judgments of learning and restudy selections) and retrospective metacognitive skills (confidence judgments and withdrawal of answers). Children (N = 305) completed a paired-associate learning task twice, with a 1-year delay. Results revealed improvements in retrospective, but not in prospective monitoring and control. Furthermore, control remained suboptimal, seemingly a consequence of overoptimistic monitoring. Both age groups showed stronger monitoring-based control at the second compared to the first assessment. The comparison with a cross-sectional sample (N = 144) revealed that improvements in retrospective monitoring can be mainly attributed to naturally occurring development, whereas retrospective control seemed to improve due to increased task familiarity.     

Correction to: A Critical Review of Students’ and Teachers’ Understandings of Nature of Science

Science & Education - The original article unfortunately contains incorrect presentation of Tables 1, 3, 4, 5 and 6.     

Dynamics of forensic interviews with suspected abuse victims who do not disclose abuse

OBJECTIVES: The present study was designed to explore structural differences between forensic interviews in which children made allegations and those in which children did not make allegations. METHODOLOGY: Fifty forensic interviews of 4- to 13-year-old suspected victims of abuse who did not disclose abuse during the interview were compared with the same number of forensic interviews of alleged victims who made allegations of sexual or physical abuse. Only cases in which there was substantial reason to believe that abuse had taken place were included in the study. Audiotapes of the interviews were examined with a focus on interviewer utterances and children's responses during the pre-substantive rapport-building, episodic memory training, and 'getting the allegation' phases of the interviews, which all employed the NICHD Investigative Interview Guide. FINDINGS: Forensic interviews which yielded allegations of child abuse were characterized by quite different dynamics than interviews with children who did not make allegations. When interviewing non-disclosers, interviewers made less frequent use of free recall prompts and offered fewer supportive comments than when interviewing children who made allegations of abuse. Children who did not disclose abuse were somewhat uncooperative, offered fewer details, and gave more uninformative responses, even at the very beginning of the interview, before the interviewers focused on substantive issues and before the interviewers themselves began to behave differently. CONCLUSIONS: A premature focus on substantive issues may prevent children who are not responsive in the episodic memory training phase from disclosing abuse. Identifying reluctant disclosers and making more extensive efforts to build rapport before substantive issues are broached, or interviewing such children in more than one session, may help suspected victims disclose their experiences.     

Contradictions in educational policy: implementing integrated problem‐based environmental health curriculum in a high stakes environment

In this paper, we focus on the efforts of educators at nine different research sites within the United States, funded by a grant from the National Institute of Environmental Health Sciences (NIEHS), to develop and implement innovative, interdisciplinary curriculum on the relationship of the environment and human health. The NIEHS correctly maintained that the interdisciplinary nature of learning about environmental health would improve students’ learning across several subject areas and should, therefore, contribute to students scoring higher on state’s subject area based standardized tests. However, these goals were undermined by state polices linking standardized tests with student promotion and graduation, and the federal No Child Left Behind Act (NCLB) that required public schools and districts to aggregate test scores which might have negative consequences, such as reducing school funding or privatizing school administration and state policies. These policies resulted in deleterious effects that undermined implementing environmental health curricula.     

Preanalytical management: serum vacuum tubes validation for routine clinical chemistry

Introduction

The validation process is essential in accredited clinical laboratories. Aim of this study was to validate five kinds of serum vacuum tubes for routine clinical chemistry laboratory testing.

Materials and methods:

Blood specimens from 100 volunteers in five diff erent serum vacuum tubes (Tube I: VACUETTE^®, Tube II: LABOR IMPORT^®, Tube III: S-Monovette^®, Tube IV: SST^® and Tube V: SST II^®) were collected by a single, expert phlebotomist. The routine clinical chemistry tests were analyzed on cobas^® 6000 module. The significance of the diff erences between samples was assessed by paired Student’s t-test after checking for normality. The level of statistical significance was set at P < 0.005. Finally, the biases from Tube I, Tube II, Tube III, Tube IV and Tube V were compared with the current desirable quality specifications for bias (B), derived from biological variation.

Results and conclusions:

Basically, our validation will permit the laboratory or hospital managers to select the brand’s vacuum tubes validated according him/her technical or economical reasons, in order to perform the following laboratory tests: glucose, total cholesterol, high density lipoprotein-cholesterol, triglycerides, total protein, albumin, blood urea nitrogen, uric acid, alkaline phosphatise, aspartate aminotransferase, gamma-glutamyltransferase, lactate dehydrogenase, creatine kinase, total bilirubin, direct bilirubin, calcium, iron, sodium and potassium. On the contrary special attention will be required if the laboratory already performs creatinine, amylase, phosphate and magnesium determinations and the quality laboratory manager intend to change the serum tubes. We suggest that laboratory management should both standardize the procedures and frequently evaluate the quality of in vitro diagnostic devices.