Anterior-posterior interhemispheric differences in the loci of lesions producing visual hemineglect

Five neuropsychological tests designed to measure the presence and severity of visual hemineglect were given to 101 patients with clearly defined unilateral lesions. Of these, visual hemineglect was present in 28 out of a total of 56 left brain damaged (LBD) patients and in 20 out of 45 right brain damaged (RBD) patients. The incidence of hemineglect in these groups did not differ significantly, but the severity of hemineglect was greater in the RBD group than in the LBD group. However, the two groups were found to differ significantly with respect to the loci of the lesions most likely to result in hemineglect. In the RBD group most patients with hemineglect had posterior lesions, and in the LBD group most patients with hemineglect had anterior lesions. Possible reasons for this were discussed first from the point of view of an inattention hypothesis and second in terms of the effects the lateralization of language representation might have on the representation of spatial functions.     

Differences in baseline drinking behavior between New Zealand alcoholics and normal drinkers

Details of alcohol drinking by 12 New Zealand hospitalized alcoholics and 12 normal drinkers from the local community were compared in an experimental bar-and-lounge environment. Differences between the drinking behavior of the two groups were found to be statistically significant on measures of total alcohol consumed, sip size and rate of alcohol ingestion (speed of drinking). The drinking pattern exhibited was similar to that reported in baseline studies of North American drinkers, as reported by Schaefer et al. (1971). This similarity was discussed in terms of a behavioral profile of alcoholics as compared with normal drinkers for the diagnosis of problem drinking.     

Schema shifting: Children's cognitive monitoring of the prose-schema interaction in comprehension

Facility in shifting between familiar schemata in a listening comprehension task was examined in children from the third and sixth grades (8 and 11 years old, respectively). The children heard two consecutively presented ambiguous passages about very familiar daily activities. Comprehension of both passages demanded precisely timed activation of a schema appropriate to each passage. Half of the children were not explicitly cued to the passage shift, thus requiring that they spontaneously recognize the need for a schema shift. Analyses of free recall and interview responses showed that although the younger children had more difficulty than the older children, children at both grade levels demonstrated deficiencies in their cognitive monitoring of the prose-schema interaction.     

Constructivism and education: education as an interpretative transformational process

This paper provides an analysis of the ideas of John Dewey and George Herbert Mead with regards the relationship between experience, meaning, language and thinking. It discusses how experience, meaning, language and thinking are based on the creative and constructive actions of individuals. Unlike what is the case in so-called radical constructivism, it is argued that the actions of the individual should be understood in a transactional way. The paper shows the implication of a transactional constructivism for education, arguing that education is the medium in which the creative and constructive actions of individuals come together in a social environment.     

The myth of science education

It is argued that the manner in which we teach science in the high schools represents an outdated positivistic conception of science. The standard presentation of a year of each of chemistry, biology and physics should be replaced by an integrated science plus history, philosophy, and sociology of science which would take a total of three years to complete. A proper appreciation for the true nature of science is essential to the continued health of the scientific enterprise.     

Intentional explanations and radical theories of education

In this paper I argue that Marxist studies of schools have overlooked the power of intentional explanations to explain schooling practices and policies. This oversight is at least in part due to many radical analyses failing to distinguish between explaining the acquisition and persistence of beliefs and determining the social consequences that follow from acting on beliefs. I further contend that radical researchers examining schooling practices must develop a more rigorous and refined conception of capitalist class interests.     

Historical trends in counsellor education dissertations

There exists a dearth of literature on the content, research method and research design trends of dissertations in education. Within one large subfield of education (i.e. counsellor education), an online and full-text archive of dissertations has become available. This archive contains over 200 dissertations produced in Oregon State University’s Counselling Academic Unit from 1947 to 2014. Research questions concerning decadal differences in content, research method and research design were examined empirically. No decadal differences were discovered in the three aforementioned areas. Reasons for these findings were discussed.     

Medical education: The training of ethical physicians

This paper suggests that medical education be revised to assist in diffusing potential ethical dilemmas that arise during health care provision. A revised medical education would emphasize the role of the humanities in the training of physicians, especially in light of recent critiques of the canonical scientific model in general, and more specifically in the use of that model for medical training and practice.I wish to thank Dr. Mary Ann Cutter and Melissa M. Amaro for their critical suggestions.     

The educational theorists, the teachers, and their history of education

The following contribution expands the current discussion on the status and function of the history of education at the methodological, or epistemological, level by introducing the perspective of a history of educational knowledge. This opens up a theoretical option for educational historiography that avoids the identification of history of education with history of a discipline, or the institutionalized knowledge of education and teaching. As a consequence, some history of education topoi – as the history of a discipline – can be called into question and practiced historically rather than educationally or morally.     

Religious education of children in interfaith marriages

ABSTRACT

Various religious groups impose strict restrictions on their members marrying someone outside their faith, especially when it comes to Muslims marrying members of other religions. However, travelling in pursuit of higher education and employment has made it possible for people marry to outside their religious affiliation regardless of religious dogma and teachings. Since the 1970s, Turks have been migrating to the UK for various reasons such as job opportunities, and political conflicts happening in their homeland. The increasing number of marriages outside of the Turkish Muslim group has made it necessary to focus on the religious and ethnic identity formation of children in interfaith marriages of couples who are Turkish Muslims and non-Muslims and have at least one child between the ages of five and twenty. This case study examines responses of 32 couples and 15 children collected through questionnaire forms and interviews. The findings demonstrate that gender, religious and ethnic identity, level of religiosity, and the dominant culture have influenced parents’ identity and that of their children. While the parents try to minimise their differences by focusing on moral values, most children develop double consciousness, which can lead to hyphenated identity or syncretism.     

Values education in a democratic society

A democratic society requires a degree of consensus on values. But it is argued that the model of values education as the transmission of certain predetermined values is inadequate in a democracy, since for several reasons the transmission of predetermined values can itself be undemocratic. Education for individual autonomy in matters of values is also, by itself, inadequate. Each generation needs the resources by which it can work out its own interpretation of democratic values. What is also needed, then, is an education in a common language of discourse — which can be drawn primarily from philosophy — which will facilitate public debate.     

Moral reasoning development and graduate education

The Defining Issues Test (DIT) of moral reasoning development was administered to 20 advanced and 20 first-year graduate students, plus 40 college graduates matched to the graduate groups on sex, age, and verbal ability. A two-way ANOVA design was used to infer whether graduate education, selection, maturation, or a combination of these effects is (are) associated with group differences on the DIT. Results suggest that differences found between the graduate students and college graduates can be accounted for by a combination of maturational and selection effects, contrary to the hypothesized effects of formal education.     

Influence and development: Two basic paradigms of education

The article discusses two basic paradigms of western educational theory, namely the concept of influence and the concept of development. Two historical contextes are analyzed, John Locke's theory of human learning and Jean-Jacques Rousseau's theory of natural development. Both theories are rejected in favour of a position beyond influence and development. This position of a theory of education (Erziehung) is marked with the term moral communication.An earlier and slightly different version of this article was presented to the International Symposion The Crisis of Schools (Corsendonck/Belgium, March 1992). It was translated from the german original by Annette Roeder. The final draft is my own.     

Anomie and vocational-technical education

Graduates from a public, postsecondary vocational-technical school are compared with a control group of individuals without such education in order to assess differences in level of anomie (via Srole Scale).While differences in some cases were minimal, vocational-technical graduates generally revealed a more positive attitude about the present and future. It is suggested that since their education is more job-centered, and they have already experienced some occupational “success”, they are more likely to have internalized and reflect traditional societal norms. The control group, while possessing similar demographic backgrounds, still are in transition-attending college, looking for work, etc.     

Behavior modification in education: Contributions and limitations

Behavior modification has been applied widely in educational settings encompassing a wide range of student populations, ages, and areas of focus. Major contributions of behavior modification include development and evaluation of a large number of techniques with extensive classroom research. As a direct consequence of technique development, behavior modification has provided teachers with a selection of classroom practices and information regarding their use. Despite the widespread application of behavioral principles in education, several limitations can be identified including the responses that are altered, the emphasis on response consequences, the focus on child performance rather than behaviors of teachers and others, and the lack of maintenance of improvements evident in many programs. Although limitations can be identified within the field, remarkable advances have been made in identifying educational practices that can improve student and teacher behavior. A major limitation in applying behavior modification to education pertains to dissemination and extension of existing techniques to a large number of settings likely to profit their use. The present paper considers various contributions and limitations of contemporary behavior modification and suggests areas for expansion to augment the progress that has been made.     

Job satisfaction among students in work education programs

Data were collected from 1016 students in grades 9–14 from 50 work education programs. Data were also collected from 696 similar students who held part-time jobs but were not participating in work education programs. Participating students were significantly more satisfied with their jobs than were the nonparticipating students. Group atmosphere, availability of adult role models, meaningfulness of work roles, and availability of feedback accounted for much of the variation in job satisfaction among students.     

The effect of career education on career maturity

According to Hoyt (1974), career education efforts are underway in almost one-third of all school districts in the United States. Indications are that this trend will continue. However, the question of the effects of career education programs remains essentially unanswered. This study was designed to assess the effects of a career education program on students' career maturity as measured by the Career Maturity Inventory (CMI). A pretest/ posttest design was used. The sample consisted of 480 sixth and eighth grade students, one-half of whom participated in a career education program (experimental), with the remaining one-half in a regular school program (control). The career education students consistently displayed higher posttest career maturity levels, four scores being significantly higher. Significant differences were found in occupational knowledge of sixth graders, occupational planning for both the sixth and eighth graders and in the attitude scale score for the eighth graders. It was concluded that the career education program had a positive effect in increasing students' levels of career maturity.     

Career education and career maturity

The relationships between career maturity and the career curriculum practices and policies of 38 Melbourne metropolitan secondary schools were investigated in this study. An Australian adaption of the Career Development Inventory was used as the measure of career maturity of random samples of year 9 and year 11 students. Career curriculum practices were ascertained via questionnaires. Questionnaires were completed by the principal, career teacher, and three subject teachers in each of the schools in the study. The questionnaires yielded five factors, one associated with congruence to Super's theory and four assocated with innovation/implementation factors. The results of the study supported the view that schools with career education programs achieved higher gains in the career maturity of their students between years 9 and 11 than schools with no career education programs. The findings also showed a strong relationship between the type of program offered, the support of the school for that program, and the gains in career maturity of the students between years 9 and 11.