How can gender affect psychopathology in Lebanese school‐age children?

This study investigated the extent to which gender differences in coping, school and family environments could account for variation in psychopathology among school‐age children. Participants were 665 middle school students. Results showed no gender differences for PTSD. Females scored higher on emotional problems and prosocial behavior whereas males scored higher on conduct problems. ADHD was higher among children with LD, whereas emotional and conduct problems were higher in females with LD. Emotional and conduct problems increased more by age in females. Gender differences were found in various patterns of predictor–outcome relations. While emotion‐focused coping was associated with emotional and peer problems in both genders, it was associated with conduct problems in females only. Problem‐focused coping was positively associated with prosocial behaviors in females whereas it was negatively associated with peer problems in males. In addition, family environment was negatively associated with emotional problems and PTSD symptomatology in females, whereas school environment was negatively associated with emotional problems in males. Clinical and research implications were discussed.     

The effects of advance organizer and prerequisite knowledge passages on the learning and retention of science concepts

Fifty-five ninth-grade science students participated in this study which compared the effects of two pretreatments, an advance organizer and a prerequisite knowledge passage, on learning and retention measured at low (knowledge and comprehension) and high (application and analysis) levels of the cognitive domain. The effectiveness of the pretreatments was measured by a framework test and a prerequisite knowledge test prior to the beginning of instruction. An analysis of covariance, with IQ as the covariate, was performed on the framework test and the prerequisite knowledge test. It was found that the advance organizer group performed significantly better than the prerequisite knowledge group (p < 0.001) on the first framework test, and the prerequisite knowledge group performed significantly better (p < 0.001) than the advance organizer group on the prerequisite knowledge test. These results provide evidence that both passages were read and understood by the students and that the passages had their intended effects as preinstructional treatments. An analysis of covariance, with IQ as the covariate, was performed on the low-level questions, high-level questions, and total score for the posttest and retention test. The group means for the two question levels and the total score were not found to be significantly different (p > 0.05) for either the posttest or retention test. The results of this study do not provide evidence that an advance organizer facilitates learning and retention more than a preinstructional treatment that concentrates on developing prerequisite knowledge.     

Ethics courses: Their impact on the values and ethical decisions of criminal justice students

Numerous articles and books advocate the importance of ethics as an essential component of a criminal justice curriculum. While there are several approaches suggested, one of the most popular methods of assuring coverage of this important topic is to add an ethics course to the curriculum either as a required or an elective course. Teaching students ethical theories, principles and providing them with the opportunity to discuss discipline specific ethics problems is thought to help contribute to the establishment of ethical practitioners.

The purpose of this research is to examine the impact of a semester long criminal justice ethics course on the students' value orientations, and their perceptions of both the seriousness of ethical violations and their likelihood of engaging in such behaviors. Our findings are consistent with the results of researchers evaluating ethics courses in other disciplines. Implications for criminal justice ethics education are discussed.     

尴尬新专业培养的菜鸟买手

正高考后,出于对地域、学校和分数等等的综合考量,我在志愿表上白纸黑字填上了H大学"文化产业管理"专业。班里50来个学生,有七成是女生。同学中一半来自上海本地,另一半来自全国各地。当然那时的我们,并不知道它具体会提供什么课程,更不知道我们会是该校"文化产业管理"专业培养的第一批"试验生"。我是一个理科生,稀里糊涂选择了"文化产业管理"专业。大学毕业后,我成为艺术品投资行业菜鸟一枚,在不断的学习和尝试中,缓慢而快乐地成长,用艺术照亮自己的未来。     

A systematic review and Bayesian meta-analysis of the development of turn taking in adult–child vocal interactions

Fluent conversation requires temporal organization between conversational exchanges. By performing a systematic review and Bayesian multi-level meta-analysis, we map the trajectory of infants’ turn-taking abilities over the course of early development (0 to 70 months). We synthesize the evidence from 26 studies (78 estimates from 429 unique infants, of which at least 152 are female) reporting response latencies in infant–adult dyadic interactions. The data were collected between 1975 and 2019, exclusively in North America and Europe. Infants took on average circa 1 s to respond, and the evidence of changes in response over time was inconclusive. Infants’ response latencies are related to those of their adult conversational partners: an increase of 1 s in adult response latency (e.g., 400 to 1400 ms) would be related to an increase of over 1 s in infant response latency (from 600 to 1857 ms). These results highlight the dynamic reciprocity involved in the temporal organization of turn-taking. Based on these results, we provide recommendations for future avenues of enquiry: studies should analyze how turn-by-turn exchanges develop on a longitudinal timescale, with rich assessment of infants’ linguistic and social development.