Children's Understanding of the Meaning and Functions of Verbal Irony

We investigated children's understanding of irony and sensitivity to irony's meanness and humor. In Study 1, 89 participants (5–6-year-olds, 8–9-year-olds, adults) heard ironic and literal criticisms, and literal compliments. Comprehension of irony emerged between 5 and 6 years of age. Ratings of humor increased with age; ratings of meanness did not (showing that all ages perceived irony as more muted than literal criticism). In Study 2, results from 135 participants (6–7-year-olds, 8–9-year-olds, and adults) replicated these findings and revealed the role of form and intonation. Thus, comprehension of irony emerges between 5 and 6 years of age, and sensitivity to the muting function develops prior to sensitivity to the humor function.     

Lexical ambiguity: making a case against spread

We argue for decreasing the use of the word spread when describing the statistical idea of dispersion or variability in introductory statistics courses. In addition, we argue for increasing the use of the word variability as a replacement for spread.     

The IQs of children with ADHD are normally distributed

The purpose of this investigation was to determine whether or not attention-deficit/hyperactivity disorder (ADHD)-when there was an absence of reading problems-was associated with having a high IQ. The vocabulary and block design short forms of the Wechsler Intelligence Scale for Children-Third Edition were administered to 63 children with ADHD, 69 children with reading difficulties (RD), and 68 children with comorbid ADHD + RD. Results indicated that the distributions of estimated Full Scale IQs (FSIQ) for each of the three groups of children did not differ significantly from a normal distribution, with the majority of children (more than 50%) in each group scoring in the average range. The percentage of children with ADHD who scored in the above-average range for FSIQ was not significantly higher than the percentages of children in the other two groups. No significant group differences emerged for estimated FSIQ, vocabulary, or block design. It was concluded that children with ADHD are no more likely to have an above-average IQ than are other children.     

On the utilization of sample weights in latent variable models

The purpose of this article is to examine the use of sample weights in the latent variable modeling context. A sample weight is the inverse of the probability that the unit in question was sampled and is used to obtain unbiased estimates of population parameters when units have unequal probabilities of inclusion in a sample. Although sample weights are discussed at length in survey research literature, virtually no discussion of sample weights can be found in the latent variable modeling literature. This article examines sample weights in latent variable models applied to the case where a simple random sample is drawn from a population containing a mixture of strata. A bootstrap simulation study is used to compare raw and normalized sample weights to conditions where weights are ignored. The results show that ignoring weights can lead to serious bias in latent variable model parameters and that this bias is mitigated by the incorporation of sample weights. Standard errors appear to be underestimated when sample weights are applied. Results on goodness‐of‐fit statistics demonstrate the advantages of utilizing sample weights.     

Identity formation in educational settings: A critical focus for education in the 21st century

There is growing recognition that identity formation must become an important focus in education. Particularly in the 21st century, when modes of knowledge construction and accessibility to different types of knowledge are rapidly increasing and diversifying, academic learning cannot be divorced from students’ development of values, goals, social roles, and worldviews. The articles in this special issue present a diverse collection of research on students’ identity formation in educational settings. Yet, despite the diversity in perspectives, educational contexts, samples, and research and analytic methods, all of the articles highlight the role of the educational context in identity formation processes. We begin this introduction with a brief review of the increasing attention to identity formation in education. We follow with synopses of each of the articles in this special issue.     

Promoting identity exploration within the school curriculum: A design-based study in a Junior High literature lesson in Israel

This study describes a researcher–educator collaborative intervention that aimed to promote identity exploration among 9th-grade students in a literature lesson. The intervention focused on an introductory lesson about a poem from the curriculum, and involved designing educational activities anticipated to trigger identity exploration, promote a sense of safety, and scaffold exploratory action among students. Analysis of observation of the lesson, students’ products, and post-lesson focus groups suggested that the lesson was successful in eliciting engagement in identity exploration among many, albeit not all, students. The analysis also suggested that exploration-promoting activities contributed to students’ adaptive motivation and engagement in literature and in writing. The findings highlight the complex, dynamic, non-determined, and inherently contextualized nature of identity exploration. The study emphasizes the need for interventions that employ theoretical principles as well as contextual knowledge in the design of educational activities, and the application of continuous design-evaluation cycles, for the successful promotion of identity exploration in educational settings.     

Dialectical Tensions Underpinning Family Farm Succession Planning

Though succession planning is vital if a farm is to survive, many farm families fail to take necessary succession planning actions. Semi-structured interviews conducted with 20 members of nine small-farm families in Pennsylvania revealed that dialectical tensions surrounding a farm transfer influence succession planning readiness and action. This report identifies five indigenous dialectical tensions that influence succession planning and describes five praxis patterns families use to manage them. Practical applications are outlined for agriculture estate planning professionals and others involved in family inheritance communication services to provide effective assistance to farm families in their succession planning efforts.     

Variation in I.Q. at the Preschool Level

The development of an Organizational Assessment Package (OAP) for use by Air Force management consultants is presented. Development was based on a contingency model of effectiveness with separate inventories measuring the major components of the model. Data were collected using the OAP from 4,786 Air Force military and civilian personnel. Factor analyses resulted in 22 factors which were orthogonal within each inventory. Internal consistency indices were computed using the coefficient alpha formula for the highest loading items which defined each factor. Some redundancy between inventories was identified and recommendations for items and factors for an operational OAP were made.     

Ankle Accelerometry for Assessing Physical Activity Among Adolescent Girls: Threshold Determination,Validity, Reliability,and Feasibility

Purpose: Ankle accelerometry allows for 24-hr data collection and improves data volume/integrity versus hip accelerometry. Using Actical ankle accelerometry, the purpose of this study was to (a) develop sensitive/specific thresholds, (b) examine validity/reliability, (c) compare new thresholds with those of the manufacturer, and (d) examine feasibility in a community sample (low-income, urban adolescent girls). Method: Two studies were conducted with 6th- through 7th-grade girls (aged 10–14 years old): First was a laboratory study (n = 24), in which 2 Actical accelerometers were placed on the ankle and worn while measuring energy expenditure (Cosmed K4b2, metabolic equivalents [METs]) during 10 prescribed activities. Analyses included device equivalence reliability (intraclass correlation coefficient [ICC], activity counts of 2 Acticals), criterion-related validity (correlation, activity counts and METs), and calculations of sensitivity, specificity, kappa, and receiver-operating characteristic curves for thresholds. The second was a free-living study (n = 459), in which an Actical was worn for more than 7 days on the ankle (full 24-hr days retained). Analyses included feasibility (frequencies, missing data) and paired t tests (new thresholds vs. those of the manufacturer). Results: In the laboratory study, the Actical demonstrated reliability (ICC = .92) and validity (r = .81). Thresholds demonstrated sensitivity (91%), specificity (84%), kappa = .73 (p = .043), area under curve range = .81–.97. In the free-living study, 99.6% of participants wore the accelerometer; 84.1% had complete/valid data (mean = 5.7 days). Primary reasons for missing/invalid data included: improper programming/documentation (5.2%), failure to return device (5.0%), and wear-time ≤ 2 days (2.8%). The moderate-to-vigorous physical activity threshold (> 3,200 counts/minute) yielded 37.2 min/day, 2 to 4.5 times lower than that of the manufacturer's software (effect size = 0.74–4.05). Conclusions: Validity, reliability, and feasibility evidences support Actical ankle accelerometry to assess physical activity in community studies of adolescent girls. When comparing manufacturers' software versus new thresholds, a major difference was observed.     

Volunteers in college teaching

Volunteers have worked traditionally with individuals whom society identifies as in need of extra help, be they physically handicapped, emotionally impoverished, or culturally disadvantaged. Recently, however, some nontraditional programs in higher education have begun to use volunteers to teach college classes. A five-year experience of the Experimental Programs Division at Kent State University with the use of volunteers in college teaching suggests that there may be intrinsic advantages to volunteerism in higher education.Helga Kaplan has completed her doctoral dissertation in history and is presently working as Assistant Director in the Experimental Programs Division. She has previously published inThe Journal of College Student Personnel.Donald M. Hassler has been Director of the Experimental Programs Division for the same period of time. He has published two books on literature. This is his first publication in the field of education. The authors' address is c/o Experimental Programs Division, Honors and Experimental College, Kent State University, Kent, Ohio 44242.