Reduced Autobiographical Memory Specificity Among Maltreated Preschoolers: The Indirect Effect of Neglect Through Maternal Reminiscing

Maternal reminiscing and preschoolers’ (M = 5.00 years, SD = 1.11) autobiographical memory specificity (AMS) were examined among abusive (n = 24), neglecting (n = 78), emotionally maltreating (n = 32), and demographically similar nonmaltreating families (n = 74). Neglect was negatively associated with child AMS and the quantity of maternal elaborations. In a moderated mediation model, neglect was negatively associated with the quantity of maternal elaborations, which was positively associated with AMS when mothers reminisced in a coherent and sensitive manner (i.e., affective quality). In the context of high maternal affective quality, maternal elaborative quantity accounted for reduced AMS among neglected preschoolers. The findings extend observations of reduced AMS to neglected preschoolers and inform theoretical models of autobiographical memory development.     

Political violence and child adjustment: longitudinal tests of sectarian antisocial behavior, family conflict, and insecurity as explanatory pathways

Understanding the impact of political violence on child maladjustment is a matter of international concern. Recent research has advanced a social ecological explanation for relations between political violence and child adjustment. However, conclusions are qualified by the lack of longitudinal tests. Toward examining pathways longitudinally, mothers and their adolescents (M = 12.33, SD = 1.78, at Time 1) from 2-parent families in Catholic and Protestant working class neighborhoods in Belfast, Northern Ireland, completed measures assessing multiple levels of a social ecological model. Utilizing autoregressive controls, a 3-wave longitudinal model test (T1, n = 299; T2, n = 248; T3, n = 197) supported a specific pathway linking sectarian community violence, family conflict, children's insecurity about family relationships, and adjustment problems.     

The effect of an instructional intervention on middle school english learners' science and english reading achievement

This study examined the effect of a quasi‐experimental project on fifth grade English learners' achievement in state‐mandated standards‐based science and English reading assessment. A total of 166 treatment students and 80 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of on‐going professional development and specific instructional science lessons with inquiry‐based learning, direct and explicit vocabulary instruction, integration of reading and writing, and enrichment components including integration of technology, take‐home science activities, and university scientists mentoring. Results suggested a significant and positive intervention effect in favor of the treatment students as reflected in higher performance in district‐wide curriculum‐based tests of science and reading and standardized tests of oral reading fluency. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 987–1011, 2012     

Reviews

This article seeks to evaluate critically the proposals set out in Sir Ron Dearing's report published in March 1996 (Dearing, 1996). Despite being broadly welcomed across the political spectrum, most of the proposals have yet to be implemented. The General Election of 1997 delayed the process, with the start date for a partially reformed system now set at September 2000. While there have been some moves away from what Dearing recommended, his review remains the key policy text in this area, particularly as his consultations did much to educate the professional audience. The report has attracted thorough examination (Hodgson and Spours, 1997; Spours and Young, 1996; Young, 1998) and much will be drawn from such sources. However, the key argument will be made that within the Dearing Report, and within much of what has been written about it, there is a reluctance to engage with fundamental issues of curriculum philosophy and values. Hence what is proposed, while seeming reasonable and pragmatic, does in fact attempt to reconcile the irreconcilable. There is no evidence to suggest that the Labour government will address these issues. With the exception of the New Deal, the whole area of post-compulsory education represents policy continuity rather than radical innovation (Hodgson and Spours, 1999). Paradoxically the greater freedom and voluntarism in this area does offer the possibility of innovation at a local level.     

Maternal psychological distress during pregnancy in relation to child development at age two

Concern exists that a constellation of negative maternal emotions during pregnancy generates persistent negative consequences for child development. Maternal reports of anxiety, pregnancy-specific and nonspecific stress, and depressive symptoms were collected during mid-pregnancy and at 6 weeks and 24 months after birth in a sample of healthy women with low risk pregnancies. Developmental assessment and cardiac vagal tone monitoring were administered to 94 children at age 2. Higher levels of prenatal anxiety, nonspecific stress, and depressive symptoms were associated with more advanced motor development in children after postnatal control for each psychological measure; anxiety and depression were also significantly and positively associated with mental development. Mild to moderate levels of psychological distress may enhance fetal maturation in healthy populations.     

Why (not) assess? Views from the academic departments of Finnish universities

In Europe, national quality assurance systems of higher education have begun to be established. In Finland, this development has had the consequence of forcing universities to take notice of assessment procedures. However, little is known about the procedures taking place in individual academic departments as a result of this pan‐European trend. This article describes how academics currently comprehend quality assessment, paying particular attention to self‐evaluations and quality assurance systems. Altogether, the paper casts light on how academics are responding to the increasing university assessment activities.     

Co-streaming classes: a follow-up study in improving the user experience to better reach users

Co-streaming classes have enabled library staff to extend open classes to distance education students and other users. Student evaluations showed that the model could be improved. Two areas required attention: audio problems experienced by online participants and staff teaching methods. Staff tested equipment and adjusted software configuration to improve user experience. Staff training increased familiarity with specialized teaching techniques and troubleshooting procedures. Technology testing and staff training were completed, and best practices were developed and applied. Class evaluations indicate improvements in classroom experience. Future plans include expanding co-streaming to more classes and on-going data collection, evaluation, and improvement of classes.     

The Protective Role of Group Identity: Sectarian Antisocial Behavior and Adolescent Emotion Problems

The protective role of strength of group identity was examined for youth in a context of protracted political conflict. Participants included 814 adolescents (M_age = 13.61, SD = 1.99 at Time 1) participating in a longitudinal study in Belfast, Northern Ireland. Utilizing hierarchical linear modeling, the results show that the effect of exposure to sectarian antisocial behaviors has a stronger effect on youth emotion problems for older adolescents. The results also show that youth with higher strength of group identity reported fewer emotion problems in the face of sectarian antisocial behavior but that this buffering effect is stronger for Protestants compared to Catholics. Implications are discussed for understanding the role of social identity in postaccord societies.     

Challenging Entertainment: Enjoyment,Transportation, and Need for Cognition in Relation to Fictional Films Viewed Online

This study used brief, fantastical fiction films viewed on a computer to extend research into the multiple dimensions of audiences' responses to entertainment media. One hundred sixty participants viewed one of two films and completed measures of transportation into the film, perceptions of the film as fun and meaningful, and need for cognition. Transportation was associated with both fun and meaningfulness perceptions, which were correlated with each other. Need for cognition predicted meaningfulness directly and indirectly through transportation. This trait was associated with fun only indirectly, via transportation.     

Pleural,peritoneal and pericardial effusions – a biochemical approach

The pathological accumulation of serous fluids in the pleural, peritoneal and pericardial space occurs in a variety of conditions. Since patient management depends on right and timely diagnosis, biochemical analysis of extravascular body fluids is considered a valuable tool in the patient management process.The biochemical evaluation of serous fluids includes the determination of gross appearance, differentiation of transudative from exudative effusions and additional specific biochemical testing to assess the effusion etiology. This article summarized data from the most relevant literature concerning practice with special emphasis on usefulness of biochemical tests used for the investigation of pleural, peritoneal and pericardial effusions. Additionally, preanalytical issues concerning serous fluid analysis were addressed and recommendations concerning acceptable analytical practice in serous fluid analysis were presented.