An empirical taxonomy of youths' fears: Cluster analysis of the American fear survey schedule

Fears profiles among children and adolescents were explored using the Fear Survey Schedule for Children‐American version (FSSC‐AM; J.J. Burnham, 1995, 2005). Eight cluster profiles were identified via multistage Euclidean grouping and supported by homogeneity coefficients and replication. Four clusters reflected overall level of fears (i.e., very low, below average, moderate, and multiple), and four others exhibited specific peaks associated with school‐related fears, medical fears, and scary things. Demographic characteristics associated with cluster profile membership revealed variability primarily based on gender and age, with some differences associated with community type. Comparisons with prior results on earlier fear surveys and implications for school refusal behavior provide a useful context for discussion. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 673–683, 2006.     

Are there constraints on learned responses to odors from rewarded and nonrewarded rats?

This study determined if test rats could utilize biological odors, generated from donor rats receiving reward (R) and frustrative nonreward (N) treatments, to predict reward and nonreward goal events equally well. In Phase 1, two groups of test rats were exposed to R and N odors that signaled, respectively, either R and N goal events (“same” condition) or N and R goal events (“opposite” condition). Rats demonstrated significant discriminative use of these odors under both conditions. Subjects in the “opposite” condition, however, were slightly slower to learn the discrimination. Reversal learning was readily accomplished in Phase 2, regardless of the same-opposite factor. Thus, little evidence for a constraint on learning was found, and an interpretation in terms of interfering response tendencies and their habituation seemed favored.     

Induced in incorrect generalizations leading to misconceptions—an exploratory investigation about the laws of reflection of light

The phenomena of induced incorrect generalization (IIG) as a generative cause for the formation of a misconception among a group of pupils is identified. In the process of learning the laws of reflection of light the effect of IIG is discussed through an exploratory experiment. Strategies are suggested to eliminate the formation of such IIG in a classroom situation.     

Effects of reward amount and reward omission on short-term retention

A series of four experiments studied the retention of the response made on a just-preceding trial as a function of the presence, and amount, of food reward given on that trial. Rats were trained to alternate arm choices in a T-maze, and then were tested for alternation with 5- or 30-sec delays between runs. When the subjects had received prior experience with the reward amounts used in testing, larger rewards led to better retention than did small or no rewards. However, when reward omission first occurred during the test phase, it produced more alternation on the following trial than did reward presence. The results suggest that both reward amount and surprisingness determine short-term retention of responses paired with the rewards.     

Development of emotional and behavioral regulation in children born extremely preterm and very preterm: biological and social influences

This study describes the development of emotional and behavioral regulation in a regional cohort of children born extremely preterm (<28 weeks gestational age, n = 39), very preterm (<34 weeks gestational age, n = 56), and full term (n = 103). At 2 and 4 years, children born at younger gestational ages demonstrated poorer self-regulation across multiple contexts spanning observed interactions, formal cognitive testing, and parental report of child behavior at home. Among children born preterm, the 2 strongest predictors of impairments in self-regulation were the presence of moderate-to-severe cerebral white matter abnormalities on neonatal magnetic resonance and a less sensitive parenting style when children were aged 2 years. Findings support the importance of early neurological development and parenting for developing regulation in children born very preterm.     

Attitudes of Business Faculty Towards Two Methods of Collecting Teaching Evaluations: Paper vs. Online

Business professors were surveyed to determine their attitudes towards two methods of collecting students' teaching evaluations of faculty--the traditional paper-and-pencil method conducted in class and the online method conducted via the Internet. Faculty preferred the traditional paper method, mainly because they believed it would produce a higher and more accurate response than the online method. Faculty characteristics were examined to determine whether they were related to attitudes towards the online method of collecting teaching evaluations. No characteristics were found to be significantly associated with attitudes towards the online method. Suggestions for future researchers are offered.     

The birth plan revisited

In answer to a reader's question, the author of this column discusses moving birth plans beyond a check list of options to a plan of evolving confidence, support-building, and comfort.     

Five academic development programs in the eastern cape province: Reactions of an American academic in South Africa

In February 1996, I came to Border Technikon on a one-year appointment as a visiting professor under the Educators for Africa Program of the International Foundation for Education and Self-Help. My major responsibility in South Africa has been to establish a center for Academic Development (AD) at Border Technikon. My background in the United States includes first evaluating and later directing a program for Instructional Development at Utah State University and for five years directing a four-state consortium promoting instructional development in the western United States. From April 30 to June 8, 1996, I visited four nearby AD programs in the Eastern Cape: University of Port Elizabeth and P.E. Technikon (April 30), Rhodes University (May 8), and the University of Ft. Hare (June 5). In each case I was received hospitably and shown the workings of an ongoing program of academic development. Spinoffs from the visits have been surprisingly fruitful: attendance at a three-day workshop on Supplemental Instruction, participation in two joint presentations on distance education on two campuses, and involvement as a campus representative in a South African Association for Academic Development (SAAAD) workshop. But more importantly, these visits have given me a set of professional contacts that have been invaluable in setting up the AD program at Border. Beyond that, they have changed my thinking. I have seen how the AD enterprise, particularly with the addition of a supplemental instruction program, can combine the energies of both faculty and students to overcome learning problems. During 1996, he served as the Director of the Academic Development Centre at Border Technikon, East London, South Africa, under the Educators for Africa Program of the International Foundation of Education and Self-Help.