The Effects of an Introductory Provision of Context on the Oral Reading Behaviour of an Above Average Reader

Abstract Previous studies have shown that prior discussion, or the provision of context, both decrease oral reading errors and increase self‐correction amongst low‐progress and mentally retarded readers. This study investigated the effects of prior provision of context upon the reading behaviour of an above average reader. The results indicate that discussion of context (through examination of the relevant illustrations, asking and answering questions, and the verbal introduction of some new words in the text) both significantly decreased errors, and slightly increased the amount of self‐correction for this subject.     

Recovery from the overexpectation effect: Contrasting performance-focused and acquisition-focused models of retrospective revaluation

In four Pavlovian conditioned lick-suppression experiments, rats had two conditioned stimuli (CSs X and A) independently paired with footshock, followed by pairings of a compound of A and X with the footshock. On subsequent tests with CS X, less conditioned suppression was observed than in control subjects that lacked the compound AX→footshock trials. Thisoverexpectation effect was reversed through posttraining extinction of CS A, a result consistent with both performance- and acquisition-focused models of retrospective revaluation. However, only performance-focused models could account for how posttraining increases or decreases in the A-footshock temporal interval attenuate the overexpectation effect.     

The validity and reliability of focus groups as a research method in adult education

The article examines the theory and practice of focus groups in adult education research. Three theoretical positions are described: radical hermeneutic, moderate interpretative and pragmatic realistic position trying to bridge the gap with positivist research. This last position has been chosen as the departure point for a further analysis of the focus group elements, which relate to validity and reliability. The research examines four European research projects in the field of adult education. The most important and surprising data are presented with reference to both socio-psychological and technical problems in the use of this method. The results highlight the importance and dynamics of all the elements discussed.     

How do parents learn about adolescents' experiences? Implications for parental knowledge and adolescent risky behavior

Cluster analysis was used to identify groups defined by the patterning of fathers' and mothers' sources of knowledge about adolescents' experiences in a sample of 179 families with adolescents (M = 16.5 years). Three clusters emerged for fathers (relational, relies on spouse, relies on others) and mothers (relational, questioners, relies on others). Cluster membership was associated with socioeconomic status, work hours, personal characteristics, and parent-child relationship quality. Longitudinal path analyses revealed that knowledge sources predicted levels of knowledge, which in turn predicted risky behavior 1 year later, indirect paths that were more consistent for fathers than for mothers. Although direct associations between sources of knowledge and subsequent risky behavior were scant, when fathers relied on spouses, youth engaged in less risky behavior.