Pupillary and Attentional Responses to Infant Facial Expressions in Mothers Across Socioeconomic Variations

Maternal responses to infant facial expressions were examined in two socioeconomically diverse samples of South African mothers (Study I, N = 111; and Study II, N = 214; age: 17–44 years) using pupil and gaze tracking. Study I showed increased pupil response to infant distress expressions in groups recruited from private as compared to public maternity clinics, possibly reflecting underlying differences in socioeconomic status (SES) across the groups. Study II, sampling uniformly low-SES neighborhoods, found increased pupil dilation and faster orientation to expressions of infant distress, but only in the highest income group. These results are consistent with maternal physiological and attentional sensitivity to infant distress cues but challenge the universality of this sensitivity across socioeconomic diversity.     

Theory of Mind Is Contagious: You Catch It from Your Sibs

This study investigated the relation between family size and "theory of mind." Results from an experiment with 3- and 4-year-olds showed that children from larger families were better able than children from smaller families to predict a story character's mistaken (false-belief based) action. Results from a second experiment on children with exactly 1 sibling failed to show any superiority of older over younger siblings in promoting earlier understanding of belief. The data are interpreted as suggesting that sibling interaction provides a rich "data base" for building a theory of mind, and this is discussed in relation to other studies showing that particular kinds of interaction between sibling and child, or caregiver and child, have a beneficial effect on the understanding of false belief.     

Exploring the Use of Cases and Case Methods in Influencing Elementary Preservice Science Teachers' Self-Efficacy Beliefs

In this study, we hypothesize that cases demonstrating exemplary practice in the science classroom can be used as a source for learning content and pedagogical skills that will improve teachers' self-efficacy beliefs. Twelve preservice elementary science teachers are followed as they participate in a case and case method activity illustrating the Grade 7 topic of robotics and fluids. While there was little evidence to show improvements in content knowledge, results indicate that the case acted as a boundary object for brokering between individual experiences and those found in the science teaching community by scaffolding for multiple points of entry, bridging the theory practice gap and offering beginning teachers more immediate access to the community of already practicing teachers.

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Encountering others: The Meeting of Cultures in Scott O'Dell'sIsland of the Blue Dolphins andSing Down the Moon

Her published articles include pieces on Victorian boys' books, Frances Hodgson Burnett, Frederick Marryat, Thomas Mayne Reid, as well as others on narratives of the American West. She is currently at work on a booklength study of women adventure writers.     

The crucial role of theoretical scholarship for learning design and technology

Educational technology research and development -     

A Qualitative Inquiry of Social and Emotional Support for Students with Persistent Concussion Symptoms

ABSTRACT

Students who sustain concussions often struggle with social and emotional symptoms. Such symptoms can interfere with students’ academic performance, relationships, and overall sense of well-being. This qualitative study involved interviews with eight adolescents and young adults who sustained concussions as youths and experienced significant social and emotional symptoms; six of the participants’ parents were also interviewed. Grounded theory methodology was used to code the data, construct categories and identify themes, and develop a theoretical model of students’ post-concussion social and emotional issues and potential sources of support. Categories of issues emerging from the interviews included anxiety/stress, depression/sadness, interpersonal difficulties/isolation, and irritability/moodiness. An exploration of barriers and facilitators of recovery revealed themes related to: factors at school, factors at home, medical care, and level of involvement with sports and athletic personnel. The theoretical model highlights important areas for development in school-based consultation to ameliorate students’ post-concussion social and emotional symptoms.     

Family‐centered positive psychology: Focusing on strengths to build student success

Family‐centered positive psychology (FCPP) is defined as a framework for working with children and families that promotes strengths and capacity building within individuals and systems, rather than one focusing solely on the resolution of problems or remediation of deficiencies. This approach to family‐based services is predicated on the belief that child and family outcomes will be enhanced if members participate in identifying needs, establishing social supports and partnerships, and acquiring new skills and competencies, rather than simply receiving services from professionals. In this article, we present a rationale for FCPP, outline its primary principles, highlight one model for working with families that exemplifies FCPP practice, and illustrate its use through an authentic data‐based case study. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 7–17, 2004.