New Orleans Early Intervention Study of Children with Visual Impairments

There is widespread agreement that early intervention for children with visual impairments and their families is important and beneficial. However, few con- trolled prospective studies of the effectiveness of various types of early intervention have been completed with these children. This randomized study evaluated the immediate and long-term effects of a comprehensive, weekly homebased intervention for infants and toddlers with visual impairments, compared with a low-intensity treatment through parent group meetings offered approximately 12 times per year. In annual assessments conducted for t h e years after the intervention was begun, there were negligible statistically significant or practical differences between groups based on a variety of measures of child and family functioning. In light of the cost-effectiveness analyses reported, questions are raised about the type of early intervention that should be provided to children with visual impairments.     

The role of social comparison in students’ perceptions of ability: An enriched view of academic motivation in middle school students

This study addressed notions derived from a model by [Tesser et al., 1984] of self-concept and how it is influenced by social relationships. We were interested in whether the self-evaluation maintenance model (SEM) would allow us to investigate more directly the value component in expectancy–value models of achievement motivation. Using distinctions often made about different motivational orientations, we discovered a three-way interaction between level of mastery orientation (high or low), relevance of math (high or low), and target of rating (self or 7th grade friend) on students’ perception of ability in math. Thus, the SEM model was supported but only for students reporting a low mastery orientation. For them, those who reported math as highly relevant estimated their own ability as significantly higher than their friend’s, whereas those reporting math as less relevant showed no difference in estimates of ability between self or friend. For high mastery oriented students, no differences were found.     

Trait Understanding or Evaluative Reasoning? An Analysis of Children''s Behavioral Predictions

This study tested the hypothesis that in predicting the future behavior of an actor, older children rely on trait inferences, whereas younger children rely on global, evaluative inferences. Vignettes depicting actors engaging in trait-relevant behaviors were presented to 5- and 6-year-olds (N = 67) and 9- and 10-year-olds (N = 71). For each actor, children made predictions of future behavior, evaluated the goodness and badness of the actor, and rated each actor on a relevant trait. A mediational analysis found that the behavioral predictions of older children were mediated solely by trait ratings, whereas those of younger children were mediated by evaluative ratings. Furthermore, unlike older children, younger children made trait-like predictions only when they made an evaluation of the actor. These results suggest that young children utilize evaluative reasoning when making behavioral predictions, and therefore rely on an inferential process that is distinct from that of older children.     

Best‐selling feminisms: The rhetorical production of popular press feminists’ romantic quest

In the past decade, an emerging group of “popular press feminists” have garnered considerable media attention for their critiques of academic feminism. Despite persistent challenges to their arguments, these authors have gained media legitimacy. Through a rhetorical analysis, we argue that the texts of Camille Paglia, Katie Roiplie, and Christina Hoff Sommers derive their powerful appeal from assuming the form of an archetypal romantic quest narrative —a compelling story that sets up rigid dichotomies and creates double binds that limit possibilities for critical assessments as well as honest debate and exchange.