A Vision for Distance Education: Networked Learning Environments

In this article Melody M. Thompson of the World Campus at The Pennsylvania State University and Alan G. Chute of Lucent Technologies and Bell Labs Innovations in Cincinnati, Ohio, use a range of case studies to provide an international overview of the use of technologies in education and training. The authors identify a number of principles which contribute to meeting the needs of learners, content and institution.     

Dual Routes to Cognitive Flexibility: Learning and Response‐Conflict Resolution in the Dimensional Change Card Sort Task

Cognitive control, the ability to align our actions with goals or context, is largely absent in children under four. How then are preschoolers able to tailor their behavior to best match the situation? Learning may provide an alternative route to context‐sensitive responding. This study investigated this hypothesis in the Dimensional Change Card Sort (DCCS), a classic test of cognitive control that most under‐fours fail. A training intervention based on learning theoretic principles proved highly effective: Three‐year‐olds who learned about DCCS rules and game contexts in a card‐labeling task, subsequently transferred this knowledge to sorting in the DCCS, passing at more than 3 times the rate of controls (N = 47). This surprising finding reveals much about the nature of the developing mind.     

Technical Communication and the Role of the Public Intellectual: A Community HIV-Prevention Case Study

This article argues that technical communicators are uniquely poised to function as public intellectuals. To demonstrate this point, the author offers the example of her work on a major AIDS prevention program report. Situating this work within the history of technical communication, the current discussion of rhetorics of risk, and the writing classroom, the author argues that technical writers don't have simply the opportunity to engage in textual activism; in many cases they have no alternative.     

The depiction of stuttering in contemporary juvenile fiction: Implications for clinical practice

We reviewed 29 contemporary juvenile fiction books featuring characters who stutter to assess the presentation of stuttering‐related content. Although plots varied widely, most characters displayed attributes or accomplishments that offset their communication impairment. Many characters improved social and/or communicative functioning during the stories, though rarely in conjunction with professionally administered intervention. Most books depicted listener responses to stuttering, including impatience, teasing, ridicule, and bullying. Some books contained incorrect or distorted information, which could convey the mistaken impression that stuttering is simply a symptom of emotional distress. Nonetheless, most portrayals of stuttering seemed sufficient for the books to be considered for use as an instructional tool in certain education and intervention activities. Potential applications of the books in these contexts are discussed. © 2008 Wiley Periodicals, Inc.     

Second Screening and Political Persuasion on Social Media

This article seeks to explain political persuasion in relation to second screening—people’s use of a second screen (i.e., smartphone/laptop) while watching television to access further information or discuss TV programs. Employing a two-wave-panel survey in the United States, results show this emergent practice makes people more open to changing their political opinions, particularly among those who habitually use social media for news or frequently interact with others in social media contexts.     

Secondary school transition for children with special educational needs: a literature review

Successful transition from primary to secondary school is important for psychosocial well‐being. Children with special educational needs (SEN) may face additional complexities at transition, although the impact of this process on children's psychosocial adjustment has been underexplored. The article aims to review systematically the literature exploring the impact of transition on the concerns and psychosocial adjustment of children with SEN in comparison to typically developing children. Published studies were identified through a systematic search of six electronic databases. Articles fulfilling inclusion criteria were reviewed and a quality criteria system was developed to rank studies. Children with specific learning difficulties perceive lower levels of social support and more peer victimisation after transition than typically developing children, but methodological limitations and the modest number of studies restricted the conclusions that could be drawn.