Viewing or visualising—which concept map strategy works best on problem‐solving performance?

The purpose of this study was to investigate the effects of two types of maps (generative vs. completed) and the amount of prior knowledge (high vs. low) on well‐structured and ill‐structured problem‐solving performance. Forty‐four undergraduates who were registered in an introductory instructional technology course participated in the study. Participants were randomly assigned to two treatments that used generative and completed concept maps. Within those treatment groups, participants were differentiated by prior domain knowledge, high or low. Although the high knowledge‐generative group outperformed the other three groups on well‐structured problem‐solving performance, it did not have an effect on ill‐structured problem‐solving performance.     

Generalization of fixed-interval response patterning in pigeons

Three pigeons were trained on a multiple schedule in which keypecking was reinforced on a fixed-interval (FI) schedule in the presence of a vertical line and on a variable-interval (VI) schedule in the presence of a horizontal line. Response rates in the former component were positively accelerated (the “FI scallop”), whereas response rates in the second component were relatively constant. In a subsequent generalization test on the line-tilt continuum, the index of curvature decreased systematically as the line was rotated from vertical to horizontal in 30-deg steps. Frequency distributions of indices of curvature suggested that intermediate average index values for intermediate generalization test stimuli were mainly the result of intermediate response patterns in the individual test stimulus presentation, rather than the averaging of VI-like patterns during some stimulus presentations with FI-like patterns during other stimulus presentations.     

Deciding for themselves

World Education, in a collaboration with PfP/International and with funding from US AID, has begun comprehensive program in Kenya that offers non-governmental organizations non-formal training, technical assistance in organization and business management, and financial assistance in the form of loans for revolving credit funds. The approach emphasizes Kenyans deciding for themselves about the directions projects should take. This article discusses the Tototo Home Industries' rural economic development program. After receiving a loan from Tototo, the women of Bofu village planned to stock their small village shop with matches, kerosene, soap, salt, and cooking oil. The remainder of the loan was saved to purchase future stock. For this project, bookkeeping and management skills were necessary. To meet this need, the Tototo small business advisor designed a simple cash boom system to be used by all the groups. Sessions in accounting were included in the annual training of trainers workshop. Currently, accounts advisor visit the groups monthly to provide follow-up training and assistance to ensure the women understand how to record project transactions accurately. The lesson to be drawn from these projects is simple. It is not unrealistic to set high expectations for project participants, but it is important to remain aware of the difficulty of the new concepts presented to these groups. In order for them to adequately master both concept and practice, the participants must be given sufficient time and support. In fact, consistent follow-up and close contact with the villages is the key to Tototo's success.     

Flattening generalization gradients, context, and perceptual learning

The present research investigated the effects of physical context change and perceptual learning on generalization. In a video game, participants learned to suppress their mouse-clicking behavior in the presence of one stimulus (AX). Generalization was observed between the AX stimulus and another stimulus (BX) that was designed to be similar. When testing was conducted in a context different from that in which AX was used in training, responding to AX was attenuated, and responding to BX was enhanced. That is, the generalization gradient flattened. The latter effect was only evident in groups for which generalization had been reduced through a preexposure manipulation believed to produce perceptual learning. Experiment 2 demonstrated that the increase in generalization observed in the first experiment was due to the context change between the preexposure and test rather than to a change between the conditioning and test contexts. Implications for flattening generalization gradients and mechanisms of perceptual learning are discussed.     

Scientific Inquiry in Educational Multi-user Virtual Environments

In this paper, we present a review of research into the problems of implementing authentic scientific inquiry curricula in schools and the emerging use of educational Multi-User Virtual Environments (MUVEs) to support interactive scientific inquiry practices. Our analysis of existing literature in this growing area of study reveals three recurrent themes: (1) with careful design and inclusion of virtual inquiry tools, MUVE-based curricula can successfully support real-world inquiry practices based on authentic interactivity with simulated worlds and tools, (2) Educational MUVEs can support inquiry that is equally compelling for girls and boys, and (3) research on student engagement in MUVE-based curricula is uneven. Based on these themes, we suggest that future large-scale research should investigate (1) the extent to which MUVE-based inquiry learning can be a viable substitute for the activities involved in real-world inquiry; (2) the impact of MUVEs on learning and engagement for currently underserved students, and (3) the impact on engagement and learning of individual aspects of MUVE environments, particularly virtual experimentation tools designed to scaffold student inquiry processes and maintain engagement. Additionally, we note that two identified issues with integrating scientific inquiry into the classroom are currently not addressed by MUVE research. We urge researchers to investigate whether (1) MUVE-based curriculum can help teachers meet state and national standards with inquiry curricula; and (2) scientific inquiry curricula embedded in MUVE environments can help teachers learn how to integrate interactive scientific inquiry into their classroom. This material is based upon work supported by the National Science Foundation under Grant No. 0310188. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.     

Variations on an Expectancy-Value Model of Motivation in Science

Relationships among motivational variables from goal theory and expectancy-value theory were investigated in this correlational study of high school students. Self-report surveys of motivation in science were collected during biology classes from 69 males and 80 females. Outcome measures were effort, persistence, and achievement. Gender differences were noted in the pattern of zero-order correlations. Internal motivation variables were related to achievement in males but not females. Regression analyses indicated that the motivation variables explained large proportions of variance in the outcomes. However, the contribution of individual variables differed by gender. Most notable was perceived ability, which contributed significantly to predicting outcome measures for females but not males. Findings suggest that interventions may need to focus on different motivational aspects depending on gender. Copyright 1999 Academic Press.     

Programs for the promotion of family wellness and the prevention of child maltreatment: a meta-analytic review

OBJECTIVE: The objectives were to determine the effectiveness of programs in promoting family wellness and preventing child maltreatment and to identify factors that moderate program success. METHOD: Meta-analysis, employing a 3-step model testing procedure, was used to review 56 programs designed to promote family wellness and prevent child maltreatment. RESULTS: The effect sizes for proactive interventions were larger at follow-up than at post-assessment, while the effect sizes for reactive interventions were higher at post-assessment than follow-up. The lowest effect sizes for home visitation programs on child maltreatment were for programs with 12 or fewer visits and less than a 6-month duration. Intensive family preservation programs with high levels of participant involvement, an empowerment/strengths-based approach, and a component of social support had higher effect sizes than programs without those elements. Also, both home visitation and intensive family preservation interventions achieved higher effect sizes with participants of mixed socioeconomic status (SES) than participants with low SES. CONCLUSIONS: The total mean weighted effect size was .41, indicating that outcomes for the intervention group exceed 66% of those in control/comparison groups. The findings from this review demonstrated that child maltreatment can be prevented and that family wellness can be promoted.     

Victim, perpetrator, family, and incident characteristics of infant and child homicide in the United States Air Force

OBJECTIVE: The present study describes factors related to fatal abuse in three age groups in the United States Air Force (USAF). METHOD: Records from 32 substantiated cases of fatal child abuse in the USAF were independently reviewed for 60 predefined factors. RESULTS: Males were over-represented in young child victims (between 1 year and 4 years of age) and child victims (between 4 years and 15 years of age) but not in infant victims (between 24 hours and 1 year of age). African-American infant victims and perpetrators were over-represented. Younger victims were more likely to have been previously physically abused by the perpetrator. Perpetrators were predominantly male and the biological fathers of the victims. Infant and young child perpetrators reported childhood abuse histories, while child perpetrators reported the highest frequency of mental health contact. Victims' families reported significant life stressors. Families of young child victims were more likely divorced, separated, or single. Incidents with infants and young children tended to occur without witnesses; incidents with child victims tended to have the victim's sibling(s) and/or mother present. Fatal incidents were more frequent on the weekend, in the home, and initiated by some family disturbance. CONCLUSIONS: Differences among groups in factors related to infant and child homicide across age groups may assist in the development of more tailored abuse prevention efforts and may also guide future investigations.     

A Study of Home Emergent Literacy Experiences of Young Latino English Learners

This empirical study explored the home environment literacy practices of young Latino English learners and their families. The participants were 217 incoming Kindergarten Latino EL students and parents. The data collection included a completed HLEQ by the parents. In addition, children were administered the PPVT, the preLAS, the PALS-K screening, the Woodcock Reading Mastery assessment, and the Wide Range Achievement test. All of the literacy assessments given to the children provided the researchers with comprehensive look at their literacy knowledge base. The results of this study indicate that there were two significant paths for students’ achievement: availability of books and child initiated literacy factors that were directly related to the phonological processing efforts of students.