Algebraic manipulation as motion within a landscape

We show that students rearranging the terms of a mathematical equation in order to separate variables prior to integration use gestures and speech to manipulate the mathematical terms on the page. They treat the terms of the equation as physical objects in a landscape, capable of being moved around. We analyze our results within the tradition of embodied cognition and use conceptual metaphors such as the path-source-goal schema and the idea of fictive motion. We find that students solving the problem correctly and efficiently do not use overt mathematical language like multiplication or division. Instead, their gestures and ambiguous speech of moving are the only algebra used at that moment.     

BROADCAST NEWS AND ELDERLY PEOPLE: ATTITUDES OF LOCAL TELEVISION MANAGERS

The Kogan Attitudes Toward Old People Scale was used to measure local television manager attitudes toward elderly people. Census projections have shown that the elderly population will increase dramatically in the next century. The importance of local television news in the Hues of the elderly makes the study of the attitudes of broadcasters about older people relevant. A national survey of two groups of television managers—general managers and news directors—found that younger news directors had a more positive attitude toward older people, while the older general managers had a less positive attitude.     

A cross-cultural comparison of instructor communication in American and French classrooms

This study addressed patterns and influence of instructor communication in American (US) and in French classrooms. Significant differences were found for instructor use of power bases, affinity-seeking strategies, and nonverbal immediacy. Significant differences were found in student affective learning, cognitive learning, affect toward instructor, and ratings of instruction between the two cultures. In both cultures, however, student affect toward instructor, cognitive learning, and rating of instruction were significantly correlated with instructor affinity-seeking and instructor nonverbal immediacy. Likewise, instructor use of expert power was significantly correlated with student cognitive learning and ratings of instruction in both cultures.     

Increased conditioned pain modulation in athletes

The potential relationship between physical activity and endogenous pain modulatory capacity remains unclear. Therefore, the aim of the current study was to compare the pain modulatory responses of athletes and non-athletes. Conditioned pain modulation (CPM) was assessed in 15 athletes and 15 non-athletes at rest. Participation was restricted to pain-free males between 18 and 40 years of age. To measure CPM capacity, a sequential CPM testing protocol was implemented, whereby a test stimulus (pressure pain threshold [PPT]) was presented before and immediately after a conditioning stimulus (4-min cold-pressor test). Pain intensity ratings were obtained at 15-s intervals throughout the cold-pressor task using a numerical rating scale. Athletes demonstrated higher baseline PPTs compared to non-athletes (P = .03). Athletes also gave lower mean (P < .001) and maximum (P < .001) pain intensity ratings in response to the conditioning stimulus. The conditioning stimulus had a stronger inhibitory effect on the test stimulus in athletes, showing enhanced CPM in athletes compared to non-athletes (P < .05). This finding of enhanced CPM in athletes helps clarify previous mixed findings. Potential implications for exercise performance and injury are discussed.     

COMMUNITY COLLEGE BOARDS OF EDUCATION: THE PUBLIC KNOWLEDGE GAP

This investigation was designed to determine the knowledge and opinion of the public about locally elected community college area boards of education. Research questions included the extent to which the public was aware of both composition and activities of the boards, how the public believes the board works, public's sources of information, general public opinion, and extent of public involvement. The population included adults living in a selected midwest state geographically divided into subpopulations for each technical community college area of the state.

The information indicated that community college boards need to take a serious look at their public image and do a much better job of communicating to their constituents.     

College Students with Learning Disabilities (SWLD) and Their Responses to Teacher Power

Individuals in relationships accrue dependence power to the extent that they are perceived by a committed partner to be uncommitted to the relationship and have viable relationship alternatives (Cloven &; Roloff, 1993). This investigation examined how relational dependence power influences post‐hoc appraisals and communicative decisions about problematic events for both problematic event offenders and observers. One hundred and six dating couples participated in this investigation. Each person individually completed measures of dependence power. Then, one person in each couple was designated the offender and the other was the observer of one of five hypothetical problematic events; participants rated the severity of the scenario, as welt as completing several measures related to defining the scenario as a problematic event. Respondents also reported the likelihood that they would not communicate about the situation. Analyses indicated that for offenders, appraisals of problematic event severity were negatively associated with partner's commitment and positively associated with perceptions of partner's alternatives; the opposite pattern was indicated for observers. Moreover, when events were appraised as serious, offenders and observers were less likely to avoid communicating about the situation. Little support was found for the association between dependence power and decisions to communicate about problematic events.     

Psychopharmacology in the schools

Psychotropic medications prescribed frequently to children and adolescents for the treatment of anxiety, depression, and attention deficit hyperactivity disorder are reviewed. Pediatric pharmacological options based on double‐blind, randomized studies are examined. We advocate that psychotropic medications be used only in conjunction with psychosocial interventions and that collaborative practices between medical and school professionals are essential. School psychologists play a critical role in medication management by monitoring behavioral, social‐emotional, and academic outcomes, coordinating the intervention team, interfacing with the prescribing physician, and providing psychosocial interventions. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 493–501, 2006.