Mass Media

Robert C. Toll's On with the Show: The First Century of Show Business in America (New York: Oxford University Press, 1976---$19.95)

Edwin Fisher, et al., eds. The Art in Cartooning: Seventy-five Years of American Magazine Cartoons (New York : Scribner's, 1975---$14.95)

Vaughncille Molden's Telecommunications and Black Americans: A Survey of Ownership, Participation and Control (Center for Development Technology and Program in Technology and Human Affairs, Washington University, St. Louis, Mo. 63130-48.50, paper)

Working Papers in Culture and Communication (Department of Anthropology, Temple University, Philadelphia, Pa. 19122-- $2.00, paper)     

Learning Visualization Strategies: A qualitative investigation

The following study investigates the range of strategies individuals develop to infer and interpret cross-sections of three-dimensional objects. We focus on the identification of mental representations and problem-solving processes made by 11 individuals with the goal of building training applications that integrate the strategies developed by the participants in our study. Our results suggest that although spatial transformation and perspective-taking techniques are useful for visualizing cross-section problems, these visual processes are augmented by analytical thinking. Further, our study shows that participants employ general analytic strategies for extended periods which evolve through practice into a set of progressively more expert strategies. Theoretical implications are discussed and five main findings are recommended for integration into the design of education software that facilitates visual learning and comprehension.     

RESILIENCY PROFILES OF CHILDREN WITH INTELLECTUAL DISABILITY AND THEIR TYPICALLY DEVELOPING PEERS

Intellectual disability (ID) is associated with a range of risk factors that make children more vulnerable to adverse developmental outcomes, including mental health problems. Nevertheless, some children with ID do much better than others, presumably because of the presence of protective factors that increase their resilience. The current study compared resiliency profiles of children with ID (n = 115; mean age, 11.9 years) and their typically developing peers (n = 106; mean age, 11.8 years) using the Resiliency Scales for Children and Adolescents and the Healthy Kids Resilience Assessment. In many respects, children with ID and their typically developing peers reported similar levels of the protective factors that are associated with resilience. However, the children with ID reported higher levels of emotional sensitivity and lower tolerance, as well as fewer future goals. Compared with typically developing children, those with ID reported more support at school and less support within their communities. These findings have important implications for interventions that aim to promote positive developmental outcomes and to prevent the adverse sequelae that have been associated with low intelligence.