Does chroma on the line increase attention to the line in pigeons?

Two groups of pigeons received differential discrimination training on the presence vs absence of a vertical line on a white surround. The line was green for one group and black for a second group. Generalization tests along the angularity dimension showed that both green and black lines produced equally steep gradients. The results suggested that the addition of chroma to the line does not increase attention to the line.     

Individual differences in children's writing: A function of working memory or reading or both processes?

The purpose of this study was to investigate whether a general or specific working memory (WM) system is related to writing and whether individual differences in reading and/or processing efficiency underlie the correlations between WM and writing. Two studies correlated WM with writing (Test of Written Language-TOWL) and reading measures. In Study 1, WM was correlated significantly with a number of writing measures, particularly to those measures related to text generation. Working-memory also contributed unique variance to writing, beyond what is predicted by reading comprehension. Study 2 compared the correlations of verbal and visual-spatial WM measures with the TOWL under initial and enhanced memory processing (dynamic assessment) conditions. The coefficients were statistically comparable between initial and enhanced processing conditions, suggesting that individual differences in processing efficiency do not account for the correlations between WM and writing. Overall, the results indicated that (a) WM measures contribute unique variance to writing, especially text generation, and (b) working memory performance improves under gain conditions, but this enhanced processing efficiency did not appear to mediate the links between WM and writing. Taken together, the two studies support a general capacity explanation for the relationship between working memory and text generation.     

Statement from Journal’s Editorial Leadership: Journal of Educational and Psychological Consultation as an Interdisciplinary Outlet for Transformative Consultation Research From Across the Globe

ABSTRACT

To aid potential authors, this statement is an overview of the core values and editorial goals of the current editorial leadership of Journal of Educational and Psychological Consultation. The key pillars are that we value research that (a) supports culturally responsive practice and social justice, (b) reflects varied research methodologies and traditions, (c) originates and investigates consultation topics across multiple professional disciplines, and (d) reflects global practice.     

Enhancing the quality of early childhood education: A follow-up evaluation of an experiential, collaborative training model for head start

The study is a follow-up evaluation of a Collaborative Training curriculum for Head Start. The previous curriculum was enhanced by adding parent exemplars and demonstrations in trainees' classrooms. Two Head Start teachers and two parent volunteers from each of 70 classrooms were randomly assigned to either the enhanced Collaborative Training (CT) or Workshop Training (WT) approach. CT teachers and parents were involved conjointly in experiential training that included receiving guided practice and feedback from exemplary peers. WT consisted of a series of workshops conducted by outside trainers for separate groups of parents and teachers. Training methods were compared with respect to (a) trainees' reports of satisfaction with training and collaboration, and (b) observed levels of adult-adult and adult-child classroom interactions. CT teachers and parents reported significantly greater levels of satisfaction with the training, as well as significantly greater levels of collaboration than WT participants. Teacher-teacher and parent-teacher observations indicate that CT trainees showed higher levels of positive classroom interactions than WT trainees. With respect to adultchild classroom interactions, CT teachers demonstrated significantly more praise, supportive physical contact, and positive interactions in instruction than WT teachers. CT parents showed higher levels of adult-child classroom interactions across all observed categories compared to their WT counterparts. Implications of these findings for further research were discussed.     

Computer conferencing: A new medium for investigating issues in gender and learning

Claims have been made that computer mediated communication (CMC) is a potentially highly participatory and democratic medium because it reduces the requirement to interrupt or wait your turn to speak. Such aspects of discussion have been shown to be relevant to differences in male and female participation in group discussions. In general, men have been found to take more turns and to speak longer than women in mixed sex groups. Men are also said to characteristically speak about things, take centre stage and give opinions. Women on the other hand are more likely to emphasis people rather than things, and to build and maintain relations in the way they talk. These two styles have been described as report talk of men and rapport talk of women.In this paper we describe some preliminary findings on the impact of using CMC and its effect on traditional gender participation differences. We look first at turn taking by men and women in computer conferences, and then how women in particular experience differences in the kind of contributions made to the conferences by men and women. Finally, we look at the actual contributions made by men and women and the extent they differ from each other.     

A control group outcome study of a nonexclusionary time‐out package to improve social skills with preschoolers

Abstract

Teachers used a nonexclusionary time‐out package to treat inappropriate social behaviors that interfered with instructional tasks in four classrooms of preschool children, each containing an average of 16 students. We yoked classrooms on pretreatment scores of target behaviors and randomly assigned them to a time‐out ribbon plus praise or control condition. Students in the treatment condition wore wristbands with attached smiling face stickers and received praise from teachers for taking turns talking and remaining seated during group activities. Contingent on disruptive behavior, teachers removed the wristbands signaling a three‐minute time‐out period in which teachers restricted praise and attention but ongoing participation in activities continued. Multiple measures of treatment outcome were analyzed via MANCOVA and ANCOVAs. Behavior improved on direct observations of target behavior, the Preschool Behavior Questionnaire (PBQ) and items on a semantic differential, but not the Matson Evaluation of Social Skills with Youngsters. Treatment acceptability also supported treatment effects. We discuss implications of these results.