Seeing the Forest and the Trees: Comparison of Two IRTree Models to Investigate the Impact of Full Versus Endpoint-Only Response Option Labeling

In this study, we examined the results and interpretations produced from two different IRTree models—one using paths consisting of only dichotomous decisions, and one using paths consisting of both dichotomous and polytomous decisions. We used data from two versions of an impulsivity measure. In the first version, all the response options had labels; in the second version, only the endpoints were labeled. Based on past research, we hypothesized that the endpoints would be selected more frequently in the endpoint-only labeled condition, and the midpoint response option would be selected more frequently in the fully labeled condition. Results from the two models (dichotomous and polytomous) were similar and indicated that our hypotheses were partially supported—specifically, there was no consistent pattern in terms of which condition saw a higher frequency of midpoint response selection. However, our hypotheses regarding extreme responding in the endpoint-only labeling condition were supported.     

Relationships matter: some benefits,challenges and tensions associated with forming a collaborative educational researcher group

Growing recognition of the complexity of children’s lives has led to strong advocacy in education research literature for greater collaboration between researchers from different paradigms to address the ‘wicked’ problems that face contemporary children and families. There is little literature, however, exploring how collaboration works in practice. This paper, drawing on researcher reflective narrative, and using Cultural Historical Activity Theory as a heuristic framework, describes and critiques the formative stages of an educational research collaborative group of five early and one mid-career early childhood education researchers (the authors), from two universities, and with quite different epistemological and ontological understandings. It outlines, from an insider perspective, some of the outcomes, challenges and tensions associated with participating in the research group, and concludes by providing some implications for policy and considerations for those contemplating forming a collaborative group.     

Early transition into adult roles: some antecedents and some outcomes

The transition to adult roles usually occurs within a normative age span. By focusing on preadolescence to late adolescence using 2-wave panel data, this research seeks to develop a more informed picture of how "early" exit from the student role and "early" entry into the adult role of parent or spouse reflect factors operating prior to adolescence. The short term consequences of adult role transition on teenage status aspirations, life plans, other psychological orientations, and parental influence are also examined. Even though multiple role transition is frequently observed, only leaving school early appears to be related to preadolescent career decisions and academic performance in high school. The determinants of early transition to the role of parent or spouse do not appear to be socioeconomic origins, parental child rearing techniques or other specific influences, academic ability or performance, or preadolescent aspirations, as has generally been hypothesized in the literature. Research dilemmas and policy implications are discussed.     

Uncontrollable Mental Imagery: Graphical Connections Between A Function And Its Derivative

The view that imagery might be a disadvantage on certain tasks might surprise some mathematics educators who contend that a learner's conceptual understanding is increased whenever visual imagery is used. One of the limitations of imagery found in the literature comes to bear on a unique aspect of mathematics teaching and learning. This is the notion of an uncontrollable image, which may persist, thereby preventing the opening up of more fruitful avenues of thought, a difficulty which is particularly acute if the image is vivid. Although one calculus student's images supported high levels of mathematical functioning, occasionally his vivid images became uncontrollable, and the power of these images did more to obscure than to explain. This type of imagery can be a major hindrance in constructing meaning for mathematical concepts — contrary to the panacea view of imagery which is sometimes expressed.This revised version was published online in September 2005 with corrections to the Cover Date.     

Inhibitory Control as a Contributor to Conscience in Childhood: From Toddler to Early School Age

In this article we report a longitudinal extension of previous findings about the critical role of temperamental inhibitory or effortful control as the contributor to developing conscience in young children. A comprehensive observational battery, highly internally consistent, was developed to measure inhibitory control in 83 children at early school age who had been followed since toddlerhood and had been assessed using similar batteries at toddler and preschool age. We again confirmed the findings of robust longitudinal stability of inhibitory or effortful control, now from toddler to early school age, the increase with age, and gender differences, with girls outperforming boys. We also reaffirmed strong links, both contemporaneous and in the longitudinal sense, between in hibitory control and multiple, diverse measures of children's conscience at early school age, including observations of moral conduct, moral cognition, and moral self. The findings are discussed in view of the increasingly appreciated importance of temperament for critical aspects of socialization.     

Developmentally appropriate parent training for families with young children

In an effort to explore the value and feasibility of teaching the principles behind developmentally appropriate practices to parents, 53 families with young children were studied. Parents were randomly assigned to participate or not participate in a three month-long, weekly, parent training program. Following completion of the program members of participating families were less likely to engage in conflict during a puzzle solving task than were members of nonparticipating families. Parents who participated were more likely to take a supportive leadership role and have age-appropriate expectations during a puzzle solving task than were nonparticipating parents. Children in participating families showed better social skills than children in nonparticipating families. Portions of the increase in social skills were related to reductions in family conflict and to the development of a task orientation that was more appropriately focused on process than outcome. Lower family conflict was also related to better gross motor skills in children.     

Interstimulus interval determines whether ethanol produces conditioned place preference or aversion in mice

DBA/2J mice were exposed to a distinctive floor stimulus (CS+) and ethanol (2 g/kg) in a place conditioning paradigm. A different floor stimulus (CS?) was presented with saline. Mice injected just before or 30 min before CS exposure (Groups 0, ?30) showed conditioned place preference, whereas mice injected right after exposure to the CS (Group 5) displayed place aversion (Experiment 1). None of the other groups (?120, ?60, 15, 60) showed place conditioning. Handling and saline injection given just before or after CS exposure were unable to produce place conditioning (Experiment 2). However, there was a positive relationship between ethanol concentration (10% vs. 20%) and test performance, suggesting that peritoneal irritation influences place conditioning (Experiment 3). Overall, these findings support the suggestion that intraperitoneal injection of ethanol produces an initial short-duration aversive effect that is followed by a longer lasting positive motivational effect.     

The Emotionally Affected University Student: support from the university community

The study measured the general attitudes towards disability of academics, administrative staff, and students in a small rural University. Respondents were also asked to comment on the nature of support that might be provided for a student with an emotional disability. There were some significant differences in level and nature of support for students with an emotional disability among academics, administrative staff, and students. These differences were related to the levels of comfort with, and sympathy felt towards, students with an emotional disability. However, overall the results suggest that university students with expressed emotional difficulties are liable to be relatively negatively regarded and are not liable to receive much concrete assistance for the difficulties they face. It is proposed that the data supports the notion that academics, of all the groups measured, are best placed to decide types of support for students with an emotional disability on a case by case basis.     

An interactive learning and course development environment: Context,theoretical and empirical considerations

In this contribution, a theoretical and empirical framework based on work carried out at the Open universiteit (Ou) for a new approach towards the design, production and delivery of flexible, interactive learning materials for distance education is presented.

In the Research and Development centre of the Ou, a project has concentrated on the innovation of current approaches. This framework can also be considered as an advance organizer to reading the remaining articles from the Open universiteit in this issue of Distance Education.

A key feature of the innovation is that during the design phase, course developers have to define ‘models’ of the materials to be developed: a content model, a support model, a student model and the learning path. From a flexibility point of view especially, the ‘student model’ is of importance since it defines the student variables that will be taken into account when developing/ presenting alternative materials (basic content and/or embedded support). A computer‐based system, the ‘Interactive Learning and Course Development Environment (ILCE)’, was developed to support the work of course development teams and tutors on the one hand, and students on the other hand. The development system supports the work of the developers; the delivery system supports the study process of students. The delivery is realised as an on‐line course, on the World Wide Web.

Students start working with the ILCE‐system by following an intake procedure. They can make choices in relation to student variables that have been defined in the student model (profession, study intentions, context, etc.). Next, they can ‘on the fly’ generate a course. Rom the large repository of learning materials only those materials are selected and compiled that are in line with the student model of this specific student Furthermore, they can choose to study the materials on screen and/or make prints of the materials. Of course, in printing the materials they lose the interactive and dynamic possibilities of the computer learning environment