A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development

Quantity and quality of caregiver input was examined longitudinally in a sample of 50 parent–child dyads to determine which aspects of input contribute most to children’s vocabulary skill across early development. Measures of input gleaned from parent–child interactions at child ages 18, 30, and 42 months were examined in relation to children’s vocabulary skill on a standardized measure 1 year later (e.g., 30, 42, and 54 months). Results show that controlling for socioeconomic status, input quantity, and children’s previous vocabulary skill; using a diverse and sophisticated vocabulary with toddlers; and using decontextualized language (e.g., narrative) with preschoolers explains additional variation in later vocabulary ability. The differential effects of various aspects of the communicative environment at several points in early vocabulary development are discussed.     

Infant vocalizing and phenotypic outcomes in autism: Evidence from the first 2 years

Infant vocalizations are early-emerging communicative markers shown to be atypical in autism spectrum disorder (ASD), but few longitudinal, prospective studies exist. In this study, 23,850 infant vocalizations from infants at low (LR)- and high (HR)-risk for ASD (HR-ASD = 23, female = 3; HR-Neg = 35, female = 13; LR = 32, female = 10; 80% White; collected from 2007 to 2017 near Philadelphia) were analyzed at 6, 12, and 24 months. At 12 months, HR-ASD infants produced fewer vocalizations than HR-Neg infants. From 6 to 24 months, HR-Neg infants demonstrated steeper vocalization growth compared to HR-ASD and LR infants. Finally, among HR infants, vocalizing at 12 months was associated with language, social phenotype, and diagnosis at age 2. Infant vocalizing is an objective behavioral marker that could facilitate earlier detection of ASD.     

The Vestiges of Childhood Interparental Conflict: Adolescent Sensitization to Recent Interparental Conflict

This study examined whether childhood interparental conflict moderated the mediational pathway involving adolescent exposure to interparental conflict, their negative emotional reactivity to family conflict, and their psychological problems in a sample of 235 children (M_age = 6 years). Significant moderated-mediation findings indicated that the mediational path among Wave 4 interparental conflict during adolescence, change in youth negative reactivity (Waves 4–5), and their psychological problems (Waves 4–6) was significant for teens who experienced low, rather than high, levels of childhood interparental conflict (Waves 1–3). Supporting the stress sensitization model, analyses showed that adolescents exposed to high interparental conflict during childhood evidenced greater increases in negative reactivity than their peers when recent parental conflicts were mild.     

Wisdom In The Workplace

The Data → Information → Knowledge → Wisdom (DIKW) model of describing cognitive processes is one that HPT professionals can use to structure performance improvement efforts within a knowledge‐intensive workforce. Evidence of this is already emerging as the field embraces knowledge management (KM) technologies. Within the DIKW model, however, it is readily apparent that we have yet to grapple with the concept of managing wisdom‐the highest level of cognitive processing. This article presents a brief summary of relevant wisdom studies and discusses how these can be used responsibly for developing and managing wisdom in the workplace.     

The cultural gap hypothesis as an explanation for the achievement patterns of Mexican-American students

This study investigated the hypothesis that the academic achievement of Mexican-American students could be explained in part by a conflict in the values of Mexican-American and Anglo-American cultures. Mexican-American and Anglo-American students, their parents, and teachers reported their adherence to traditional school values and their view of the importance of field independent behaviors to success in school. Differences in perceptions and values were observed between cultures and between high-achieving and low-achieving students. The greatest attitudinal differences were observed when high-achieving students were compared with parents and teachers. High-achieving students were less traditional in their attitudes toward school and more field independent than were parents, teachers, and low-achieving students.     

Cultural Beliefs about Autism in Indonesia

Cultural beliefs about parenting have an important influence on parenting behaviours, including considerations about appropriate ways to parent children with autism. Although Indonesia has one of the largest and most ethnically diverse populations in the world, little is known about cultural beliefs regarding children with autism within Indonesian cultures. The goal of the present study was to investigate how Indonesian mothers from a range of backgrounds and without a child with autism understood autism and the most appropriate ways to parent such a child. The study was a qualitative investigation using semi-structured interviews with nine Indonesian mothers. Five aspects were investigated: understanding about autism, beliefs about causes of autism, possible reactions to having a child with autism, perceptions of parenting a child with autism, and perceptions of parent-child relationships. The interviews revealed five related themes about autism, including traditional cultural beliefs about appropriate behaviour during pregnancy, karma, and God’s plan, that are not usually reported in the literature from western countries.     

The importance of a collaborative culture for teachers’ job satisfaction and affective commitment

European Journal of Psychology of Education - Prior research has shown the importance of collaborative culture as well as teacher job satisfaction and commitment in navigating complex school...     

Student satisfaction,teacher internships,and the case for a critical approach to international education

In recent times distinctions between the economic and political imperatives of international education and its cultural and educational aspects have become conveniently aligned. This alignment is troubling because it allows the pursuit of profit to fit neatly and without apparent controversy into the pursuit of more lofty political cultural and educational goals. Measures of student satisfaction with international education do little to challenge this comfortable affiliation. Indeed, they appear to reinforce the view that international education as currently pursued is travelling well and yielding maximum profits and benefits for all. The discussion in this article is based on the results of a pilot study that examined international student satisfaction with a teacher education internship program in Australia. Our findings showed that students were satisfied with their international education experience and that the internship/work integrated learning experience enhanced their satisfaction. Importantly however, our pre-departure study showed that students expected study abroad to make a difference to their lives even before they left home. The study led us to consider the meaning of student satisfaction and whether assessments of satisfaction might simply confirm what students already expect. If this is the case, it is not altogether clear what student satisfaction with international education means or measures.