Consolidation and Transfer of Learning After Observing Hand Gesture

Children who observe gesture while learning mathematics perform better than children who do not, when tested immediately after training. How does observing gesture influence learning over time? Children (n = 184, ages = 7–10) were instructed with a videotaped lesson on mathematical equivalence and tested immediately after training and 24 hr later. The lesson either included speech and gesture or only speech. Children who saw gesture performed better overall and performance improved after 24 hr. Children who only heard speech did not improve after the delay. The gesture group also showed stronger transfer to different problem types. These findings suggest that gesture enhances learning of abstract concepts and affects how learning is consolidated over time.     

Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: The role of phonological awareness,rate of access,and print knowledge

The aim of this longitudinal study was to further ourunderstanding of the reasons for social classdifferences in growth of decoding and readingcomprehension skills from beginning kindergarten throughchildren's fourth grade year. Participants wereenrolled in five public schools in a moderately sizedsouthern American city (n = 197). We examined ifbeginning kindergarten levels of three kinds ofreading related abilities explained social classdifferences in growth of reading skills during thetime periods of beginning kindergarten to children'sfirst-, second-, third-, and fourth-grade years. Thereading related abilities were phonological awareness,rate of access to phonological information inlong-term memory, and print knowledge. We found thatthe reasons for social class differences in growth ofreading skills depended on the time interval that wasconsidered. During the earliest time interval, socialclass differences in growth of decoding skills werecompletely accounted for by performance on the controlmeasures of general verbal intelligence and prior wordreading skills. During the remaining time periods,social class differences in growth of decoding andreading comprehension skills persisted whenperformance on the three kinds of reading relatedabilities and the control measures were accounted for. The greatest attenuation of SES differences in growthof reading skills occurred when beginning kindergartenlevels of print knowledge were taken into account.     

Practising Helps: Thermodynamics,History, and Experiment

Teaching undergraduate students thermodynamics is quite often reduced to a mere mathematical treatment of Gedankenexperimente based on the two abstract fundamental postulates of thermodynamics. In a course given at the University of Oldenburg we attempt to remedy the deficiencies of such courses. Our aims are twofold: First we try to take the historical context into consideration in order to illustrate the importance of the socio-economical development for the scientific progress. Secondly, we include experimental work into the course. Here, we use replications of past experiments. In this paper I will describe the course and compare it, firstly, with two ``classical' approaches represented by the textbooks of H.B. Callen and F. Reif; secondly, I will point out the advantages the use of replications have compared to ``modern adaptions'.     

Liquidity and attachment in the mobile hookup culture. A comparative study of contrasted interactional patterns in the main uses of Grindr and Tinder

ABSTRACT

This study compares the interactional practices for the main types of uses of the mobile dating applications Grindr and Tinder. The analysis shows that in both cases, a majority of users share a similar orientation towards a linguistic ideology regarding ordinary conversation as a social institution, as topic-based, as allowing individuals to share and update knowledge so as to enable rapport and intimacy. However, Grindr and Tinder users take almost opposite conversational stances regarding the organization of casual hookups as sexual, one-off encounters with strangers. While many gay Grindr users have to chat to organize quick sexual connections, they become wary of the way their electronic conversations might waylay them into more personal relationships and they try to prevent this by developing an interactional genre made of laconic, fact-checking and very short exchanges. On the other hand, many heterosexual users on Tinder are looking to achieve topically-rich chat conversations. Their interactional dilemma, then, is the achievement of such topically-rich conversation, but with complete strangers. The interaction-oriented comparison provides a more detailed and subtle perspective of the alleged ‘liquefaction’ of romantic relationships into a casual hookup culture through the use of location-aware mobile dating applications.     

Depression,suicide, and the gifted student: A primer for the school psychologist

Growing up gifted often means growing up “different.” As schools struggle to provide appropriately designed interventions for student mental health issues, the role of the school psychologist is becoming increasingly important. In the present article, the role of the school psychologist is discussed, particularly as related to helping gifted students who may be manifesting symptoms of depression, suicidal ideation, and potentially suicidal behavior. Further, a holistic intervention approach is advocated and that accounts for four growth factors—intrapersonal, interpersonal, environmental/contextual, and developmental. Importantly, the specific strategies discussed are designed to help the school psychologist in their many capacities of helping gifted students thrive. Increasingly, however, it must also be recognized that the role of the school psychologist has expanded in recent years, and thus many of the intervention strategies offered may require a team of professionals to effectively implement. Regardless, the strategies discussed are designed to help gifted students thrive in the school setting.     

Discolouration of Gold Decorations

Discoloured 18-carat gold decorations from Sweden have been analysed by scanning electron microscopy with energy dispersive X-ray spectroscopy and X-ray electron spectroscopy (XPS)/electron spectroscopy for chemical analysis (electron spectroscopy).The original gold composition was close to 75% gold, 13% silver, and 12% copper. After manufacture, many details were boiled in sulphuric acid. As a consequence of this, the surfaces are irregular and porous with a gold concentration around 90% and with less than 1% copper. With XPS the outermost 10–20 atomic layers could be examined. No copper was present here, and the silver concentration was significantly higher. Also carbon, sulphur, oxygen, and (in one case) chlorine were present. The valence numbers indicated that gold only occurred in its metallic state, while silver (as Ag⁺) was preferably associated with sulphur to form black silver sulphide (Ag₂S). The grey discolorations are basically due to silver sulphide and organic dirt. Sometimes green, violet, and ‘copper-shining’ colours occur, presumably as a result of light refraction phenomena.     

When off-line seeks information online: The effect of modality switching and time on attributional confidence and social attraction

This study’s goal was to learn how adding the extractive information-seeking behavior of Facebook profile viewing following face-to-face information-seeking behavior in initial interactions affected attributional confidence (AC) and social attraction (SA). Additionally, the present study was a quasi-replication of research exploring how changes in time spent on information seeking impacted AC and SA testing two uncertainty reduction theory axioms. Two modalities, face-to-face (FtF) only versus FtF and profile viewing, across three time conditions of 4, 6, and 8 minutes yielded six experimental conditions. AC for the two modalities were similar when time was held constant. Comparing the two modalities for 8 minutes resulted in higher social attraction for the FtF-only condition. Also, the data report a significant interaction with modality and time. Time impacts AC and SA even with relatively small changes.