The possibility of misdiagnosis of giftedness and ADHD still exists: A response to Mika

In a previous article, we provided a review of the literature pertaining to the potential misdilagnosis of giftedness as ADHD, as well as a small‐scale study to illustrate this potential misdiagnosis. In this issue of Roeper Review, Mika provides several criticisms of that paper. In this article, we provide responses to her arguments by discussing the “symptoms” of giftedness; the relationship between ADHD, giftedness, and overexcitabilities; and the diagnosis of ADHD.     

Software for calculating blood lactate endurance markers

Blood lactate markers are used as summary measures of the underlying model of an athlete's blood lactate response to increasing work rate. Exercise physiologists use these endurance markers, typically corresponding to a work rate in the region of high curvature in the lactate curve, to predict and compare endurance ability. A short theoretical background of the commonly used markers is given and algorithms provided for their calculation. To date, no free software exists that allows the sports scientist to calculate these markers. In this paper, software is introduced for precisely this purpose that will calculate a variety of lactate markers for an individual athlete, an athlete at different instants (e.g. across a season), and simultaneously for a squad.     

Exploring problem conceptualization and performance in STEM problem solving contexts

Problem solving abilities are critical components of contemporary Science, Technology, Engineering and Mathematics (STEM) education. Research in the area of problem solving has uncovered much about the representation, processes and heuristic approaches to problem solving. However, critics claim this overemphasis on the process of solving problems has led to a dearth in understanding of the earlier stages such as problem conceptualization. This paper aims to address some of these concerns by exploring the area of problem conceptualization and the underlying cognitive mechanisms that may play a supporting role in reasoning success. Participants (N?=?12) were prescribed a series of convergent problem-solving tasks representative of those used for developmental purposes in STEM education. During the problem-solving episodes, cognitive data were gathered by means of an electroencephalographic headset and used to investigate students’ cognitive approaches to conceptualizing the tasks. In addition, interpretive qualitative data in the form of post-task interviews and problem solutions were collected and analyzed. Overall findings indicated a significant reliance on memory during the conceptualization of the convergent problem-solving tasks. In addition, visuospatial cognitive processes were found to support the conceptualization of convergent problem-solving tasks. Visuospatial cognitive processes facilitated students during the conceptualization of convergent problems by allowing access to differential semantic content in long-term memory.

     

Operationalising pedagogical content knowledge research in technology education: Considerations for methodological approaches to exploring enacted practice

Like many areas of curricula internationally, technology education has encountered difficulties in achieving continuity between the rhetoric of prevailing policy and the reality of enacted practices. In technology education, the conceptually oriented nature of curricular goals is theorised to play a significant part in influencing this relationship. One way in which investigations of this relationship have been approached is considering the application of pedagogical content knowledge (PCK) frameworks as a mechanism to understand the interaction of teachers’ knowledge and enacted practices. However, understanding from the philosophy of technology, and the technology education literature, suggests that technology education treats knowledge differently to many other disciplines. As a result of this, the interactions between teachers’ beliefs and knowledge are theorised to play a more significant role in influencing enacted practice in technology education. Building on this perspective, this article considers the need to investigate the roles of teachers’ knowledge and beliefs, and the interactions between these, in the investigation of enacted practice. Further to this, the article problematises the potential for a dominance of exploratory research, though acknowledging the need for research within different paradigms; a common frame of reference is advocated. In advocating a more holistic approach to investigating enacted practice, and the factors which may influence teachers’ enactment of teaching practice, it is envisioned that this article takes a step towards methodological coherence regarding the study of enacted practice in technology education.     

6. GENERAL COMMUNICATION

MONOPOLY AND COMPETITION IN BRITISH TELECOMMUNICATIONS: THE PAST, THE PRESENT AND THE FUTURE by John Harper (London, Pinter, 1997 L50.00, ISBN 1–85567–455–6, 240pp, foreword, figures, notes glossary, index, appendices)

CELLULAR COMMUNICATIONS: WORLDWIDE MARKET DEVELOPMENT by Garry A. Garrard (Norwood, MA: Artech House “Mobile Communications Series,”; 1997—$85.00, ISBN 0–89006–923–9, 514 pp., tables, charts, bibliography, index)

TELECOMMUNICATIONS TAKE‐OFF IN TRANSITION COUNTRIES edited by Karl‐Ernst Schenk, Jorn Kruse and Jurgen Muller (Aldershot, England: Avebury, 1997— L37.50, ISBN 1–85972–572–4, 252 pp., tables, charts, glossary, index)

MASS COMMUNICATION IN JAPAN by Ann Cooper‐Chen with Miiko Kodama (Ames: Iowa State University Press, 1997—$39.95, ISBN 0–8138–2710–8, 276 pp., tables, photos, time‐line, references, index)

MASS MEDIA IN REVOLUTION AND NATIONAL DEVELOPMENT: THE ROMANIAN LABORATORY by Peter Gross (Ames: Iowa State University Press, 1996—$42.95, ISBN 0–8138–2670–5, 224 pp., tables, notes, bibliography, index)     

Book review

Equality and Power in Schools: Redistribution, recognition and representation By Kathleen Lynch and Anne Lodge Routledge Falmer 2002, ISBN 0–415–26806–0 (pbk), pp. 243