How Much Does a Shared Name Make Things Similar? Linguistic Labels, Similarity, and the Development of Inductive Inference

This article examines the development of inductive generalization, and presents a model of young children's induction and two experiments testing the model. The model specifies contribution of linguistic labels and perceptual similarity to young children's induction and predicts a correspondence between similarity judgment and induction of young children. In Experiment 1, 4- to 5-year-olds, 7- to 8-year-olds, and 11- to 12-year-olds were presented with triads of schematic faces (a Target and two Test stimuli), which varied in perceptual similarity, with one of the Test stimuli sharing a linguistic label with the Target, and another having a different label. Participants were taught an unobservable biological property about the Target and asked to generalize the property to one of the Test stimuli. Although 4- to 5-year-olds' proportions of label-based inductive generalizations varied with the degree of perceptual similarity among the compared stimuli, 11- to 12-year-olds relied exclusively on labels, and 7- to 8-year-olds appeared to be a transitional group. In Experiment 2 these findings were replicated using naturalistic stimuli (i.e., photographs of animals), with perceptual similarity manipulated by "morphing" naturalistic pictures into each other in a fixed number of steps. Overall results support predictions of the model and point to a developmental shift from treating linguistic labels as an attribute contributing to similarity to treating them as markers of a common category-a shift that appears to occur between 8 and 11 years of age.     

Brokers on the boundary: Academy-industry liaison in Canadian universities

As scientific research has taken on increasingeconomic significance so research managementhas become a priority for universities and theState. Over the last two decades,Industry-Liaison Offices have become anestablished part of the infrastructure ofCanadian universities. The managers of theseoffices are the quintessential boundary workerswho are charged with translating academicscience into intellectual property. Someuniversities operate with an `internal' modelwhere the office is fully integrated into theuniversity's structure. Other universitiesoperate with an `external' model where theoffice operates outside the university eitheras a non-profit or a for-profit corporation.This article traces the institutionalization ofthese offices and commercialization in Canadianuniversities. Using documentary analysis andinterviews we document the key issues for thesemanagers in four `case' study universities, asthey attempt to commercialize universityresearch. We describe how these managers`capture the benefits' of discoveries generatedby researchers – the process of identifying,protecting, and exploiting intellectualproperty. Finally, we identify four majorthemes: intellectual property policy; cultureconflict; boundary work; and the public good. We end by raising the question about what islost when `capital' is allowed to enteruniversity culture in such a direct manner.     

Development,Validation and Application of a Malay Translation of an Elementary Version of the Questionnaire on Teacher Interaction

An elementary version of the Questionnaire on Teacher Interaction (QTI) and a scale for determining students' Enjoyment of their Science Lessons (ENJ) were translated into Standard Malay. This process, together with its initial validation carried out in 136 classrooms with 3,104 students, is described in this paper. Statistical analyses revealed that data from this Malay version of the QTI with these Malay-speaking elementary school students in Brunei are indeed valid and reliable. Associations between students' perceptions of their teachers' interpersonal behaviours and their end-of-year results on an external science examination were investigated. Students' perceptions of cooperative behaviours were positively correlated, while submissive behaviours were negatively correlated with their cognitive achievement. Cross-national comparisons were made between students' perceptions of teachers' classroom interaction and similar studies in Singapore, Australia, and Korea.     

Low volume–high intensity interval exercise elicits antioxidant and anti-inflammatory effects in humans

The purpose of the present study was to compare acute changes in oxidative stress and inflammation in response to steady state and low volume, high intensity interval exercise (LV-HIIE). Untrained healthy males (n = 10, mean ± s: age 22 ± 3 years; VO_2MAX 42.7 ± 5.0 ml · kg^?1 · min^?1) undertook three exercise bouts: a bout of LV-HIIE (10 × 1 min 90% VO_2MAX intervals) and two energy-matched steady-state cycling bouts at a moderate (60% VO_2MAX; 27 min, MOD) and high (80% VO_2MAX; 20 min, HIGH) intensity on separate days. Markers of oxidative stress, inflammation and physiological stress were assessed before, at the end of exercise and 30 min post-exercise (post+30). At the end of all exercise bouts, significant changes in lipid hydroperoxides (LOOH) and protein carbonyls (PCs) (LOOH (nM): MOD +0.36; HIGH +3.09; LV-HIIE +5.51 and PC (nmol · mg^?1 protein): MOD ?0.24; HIGH ?0.11; LV-HIIE ?0.37) were observed. Total antioxidant capacity (TAC) increased post+30, relative to the end of all exercise bouts (TAC (µM): MOD +189; HIGH +135; LV-HIIE +102). Interleukin (IL)-6 and IL-10 increased post+30 in HIGH and LV-HIIE only (P < 0.05). HIGH caused the greatest lymphocytosis, adrenaline and cardiovascular response (P < 0.05). At a reduced energy cost and physiological stress, LV-HIIE elicited similar cytokine and oxidative stress responses to HIGH.     

An Introduction to the Special Issue: Consultation to Increase Educational Access and Improve Conditions for LGBTQ Youth

ABSTRACT

This article is the introduction for a theme issue of Journal of Educational and Psychological Consultation entitled “Consultation to Increase Educational Access and Improve Conditions for LGBTQ Youth.” First, we discuss the need for consultation to support LGBTQ youth, the current state of consultation research related to LGBTQ youth, and the unique considerations and challenges for conducting research related to LGBTQ youth. Next, we introduce the articles in this special issue. Finally, we address notable gaps and future directions while encouraging researchers and journal editors to embrace the messiness associated with this type of research.     

Television and Language Development

Educational television is widely used in British primary schools to aid language development. In the light of current theories of language acquisition and development, this paper considers the characteristics of the medium which may militate against effective language learning. It is argued that further research is needed to ascertain whether language development is in fact promoted by television programmes and, if so, which programmes and what type of format are best suited for the purposes. Work already carried out in the USA and suggestions for future work in Britain are discussed.     

Producing alternative gender orders: a critical look at girls and gaming

This article examine some of the ways in which girls are discursively set up as subordinate in relation to boys and men by and within the digital games industry and culture at large, and how they push back on these imposed subjects positions when engaging in media production (game development) under both regular and inverse conditions. Expanding on our previous research on gender and game play, this project explores how the hegemonic discourses of female participation in games culture are taken up by girls who want to make their own digital games. We employ a poststructural understanding of gender and power as fluid and produced through and within social relations to demonstrate how participants are not helpless victims of subjection. Rather, these girls are active in the construction of their own subjectivities, leveraging different aspects of their identity and/or exercising an institutionally sanctioned (albeit temporary) autonomy to resist discursive positioning.     

Philosophy in Primary Schools: Fostering Thinking Skills and Literacy

We read for many reasons and this paper focuses on one of those – reading for thinking. It reports on the Philosophy in Primary Schools project and argues that one of the best ways teachers can add value to their work in literacy is by incorporating philosophical discussion with children through an approach called Stories for Thinking. It outlines what ‘philosophy for children’ is and how it can be used for developing the thinking skills that underpin literacy and higher order reading skills. It argues that a Stories for Thinking approach can enrich thinking and learning in the literacy hour, and uses evidence from teachers and children to illustrate the effects of the programme on classroom practice and on raising levels of pupil achievement     

Linking literacy teaching with assessment: a continuing professional development initiative for secondary schools

As part of a professional development initiative helping secondary school teachers use assessment data to guide their instruction, teachers in this study changed their knowledge, skills and dispositions. Over time, they were able to identify assessments, administer these assessments, interpret the results and plan instruction. As a result, the students who were tutored by these teachers increased their achievement compared with a control group.