Coping with writing apprehension

Students with high writing apprehension (WA) were exposed or not exposed to visualization (a procedure designed to encourage positive thinking). Those exposed to visualization reported enjoying writing more than those who were not trained to visualize, both immediately and over time. The paper ends with a discussion of these and other results.     

Validity of the Blast Athletic Performance Monitor for Assessing Vertical Jump Height in Female Volleyball Players

Introduction: Wearable activity monitors have been developed for jump height assessment, but the Blast Athletic Performance monitor has not yet been validated, and it remains unclear if the Blast can track changes across a sports season. Methods: Collegiate women’s volleyball players (n = 20) wore the Blast monitor (waistband) while performing standing vertical jumps (SVJs) and one-step vertical jumps (OSJs) weekly during and after a 9-week season. Jump heights from the Blast were compared to a Vertec (criterion). Results: Correlations of Blast and Vertec were moderately high (r = 0.67–0.69), but the Blast underestimated SVJ and OSJ (9.2–10.0 cm), with mean absolute percent errors 19.8–21.0%. A + 23% correction factor reduced errors to 10.5–11.3%. The Blast did not detect small decreases (2–4 cm) in criterion-measured jump height in the postseason. Conclusion: The Blast underestimated jump height and had limited ability to detect changes of up to 5.0 cm following a volleyball season. A relative correction lowered, but did not eliminate, measurement error.     

Ratings of severity of life events by ninth-grade students

Special education, basic, and honors students rated the severity of stress for each of the life events on the Source of Stress Inventory (Chandler, 1981). There was a significant positive relationship between the Chandler rankings and the rankings made by the 60 ninth-grade students. Special education students reported they had experienced more of the events than had honors students, and the special education students reported more intense stress for the experienced events. Life experiences considered more stressful by students when compared to the stress values assigned by the Chandler rankings (teachers and mental health workers) include poor grades in school, loss of job by parent, mother beginning to work, birth of brother or sister, increased arguments with brothers and sisters vision problem requiring glasses.     

Purchasing power parity and cultural convergence: evidence from the global video games market

A shared activity or pursuit can have the effect of bringing about cultural convergence in the form of patterns of behaviour and consumption. This idea is supported by the Axelrod (1997) thesis, which suggests that cultures are more likely to interact and subsequently converge if they have shared traits: one of these being the use of technology. This paper seeks to apply such a cultural perspective to the body of published literature on deviations from the law of one price. Adopting a similar methodology to the popular ‘Big Mac’ index, disparity between official market exchange rate and the real rate of exchange between two currencies is measured using local prices of video game consoles. The results of the study suggest that, while a degree of pricing and cultural convergence across broad geographic areas is observed, many major global currencies are trading at levels that are quite significantly different to that which is suggested by purchasing power parity (PPP) theory.

Listening previewing in reading to read: Relative effects on oral reading fluency

An intervention designed to increase oral reading fluency (Reading to Read; RTR) as well as the additional component of listening previewing (PRV) was evaluated in an alternating treatments design with 3 African-American male elementary students (9, 10, and 12 years of age; 2 fourth grade and 1 third grade) who were reading 2 to 3 years below their current grade placement. Considering the relatively brief amount of time spent during intervention (4 to 9 weeks; 2 to 3 30-minute sessions per week), results evidenced substantial increases for all 3 students on correct words per minute and percent comprehension accuracy, and substantial decreases in mean number of errors. The PRV condition yielded higher correct words per minute rates and lower error rates for 2 of the students, whereas the third student's performance was superior with the regular RTR intervention without PRV. The efficacy of PRV within RTR is discussed with regard to factors related to students' attentional problems.