How Psychological Science Informs the Teaching of Reading

Contents:
Introduction, p.31
Writing Systems and the Alphabetic Principle, p.32
The Development of Reading Skills, p.34
Development Dyslexia, p.43
Skilled Reading, p.45
Using Connectionist Models to Understand Reading and Dyslexia, p.52
Methods of Teaching Reading, p.55
What Happens in Classrooms During Reading Instruction?, p.57
Reading Instruction Is a Politically Charged Issue, p.61
Research Findings on Teaching Reading, p.63
Summary and Conclusions, p.68     

Psychological Science Can Improve Diagnostic Decisions

Contents:
Introduction and Scope, p.1
Components of Diagnostic Decision Making, p.4
Statistical Machinery, p.5
Examples of Enhanced Descision Making, p.10
Conclusion and Discussion, p.20
Acknowledgements, p.23
References, p.23
Appendix: Some Concepts of Possibility, p.25     

"Brain-Specific" Nutrients: A Memory Cure?

Contents:
Nootropics, the Aging Brain, and Neural Bases of Learning and Memory, p.13
Phosphatidylserine, p.16
Choline, p.23
Piracetam, p.24
Vinpocetine, p.26
Acetyl-L-Carnitine, p.28
Antioxidants, p.30
Future Work and More Fine-Grained Analyses of Memory, p.32
Summary and Concluding Remarks, p.34     

Class Size and Student Achievement

Contents:
Introduction, p.1
Quasi-Experimental Studies, p.3
Experimental and Quasi-Experimental Studies, p.15
Why Does Class Size Matter? Inferences from Existing Research, p.20
Implications of the Class-Size Findings, p.25
References, p.26
Appendix, p.29     

Letter Writing and the Performativity of Intimacy in Female Pedagogical Relations: Recuperating Derridean Amnesia,Writing Back to Madame de Maintenon

Performativity and performance of language are the subject of this re-writing of Derrida's position on the gift. Here the source of performativity is Althusser's while the source of the gift is not only Marcel Mauss, but also both the opening of Derrida's Given Time: I, Counterfeit Money and the signing through letters of Madame de Maintenon, wife of Louis XIV and founder of a school for girls. A third writing plays a role, that of a 1910 biography of Madame. The paper is a relay, a re-play of the positions of the central characters, -- Derrida and Maintenon -- and a semiology of their writings. Out of this a new gift of pedagogy is evoked in a conception of pedagogical retreat.     

The Scientific Status of Projective Techniques

Contents:
Introduction, p.27
Rorschach Inkblot Test, p.31
Thematic Apperception Test, p.39
Human Figure Drawing Methods, p.47
Meta-Analysis of Projective Techniques for Detecting Child Sexual Abuse, p.51
Conclusions Regarding Empirically Supported Projective Indexes, p.53
Recommendations for Research, Forensic and Clinical Practice, and Education and Training, p.55
References, p.59     

Depression and Anxiety in Persons with Parkinson's Disease With and Without “On–Off” Phenomena

On–off phenomena in Parkinson's disease (PD) are unpredictable motor fluctuations associated with long-term levodopa use. Mood fluctuations have been found to coincide with the motor fluctuations in that depression and anxiety increase while the person with PD is in the off state. What has been relatively unexplored is whether those persons with PD who have on–off phenomena differ psychologically in fundamental ways from those who do not have on–off phenomena. In the present study, depression and anxiety symptoms were assessed in 36 persons with PD (n = 14 with on–off phenomena, n = 22 without on–off phenomena). All those with on–off phenomena were assessed in their on state. Those persons with PD with on–off phenomena had significantly higher levels of anxiety than those without on–off phenomena. However, both groups, regardless of on–off status, were mildly depressed. Neurobiological interpretations of the results implicate the locus coeruleus in the pathogenesis of both on–off phenomena and anxiety, whereas psychological interpretations of the results involve the issues of learned helplessness and control over health symptoms in PD.     

Peer Commmentaries on David H. Uttal’s Seeing the big picture: map use and the development of spatial cognition

Mark Blades, Young children’s understanding of indirect sources of spatial information, p. 265 Roger M. Downs, The genesis of carto‐gnosis, p. 267 Mary Gauvain, The instrumental role of maps in the development and organization of spatial knowledge, p. 269 Lynn S. Liben, Map use and the development of spatial cognition: seeing the bigger picture, p. 270 Kevin Miller, Mapping symbolic development, p. 274 Nora S. Newcombe, So, at last we can begin, p. 276 Herbert L. Pick Jr, Commentary on ‘Seeing the big picture’, p. 278 David R. Olson, Knowledge artifacts, p. 279 Barbara Tversky, What maps reveal about spatial thinking, p. 281     

Ginkgo Biloba: A Cognitive Enhancer?

Contents:
Phytobiology, p.3
What are the Findings Regarding Ginkgo's Cognitive Effects in Humans?, p.3
Animal Models, p.5
Biological Actions, p.7
Conclusions, p.9     

Measurement of nerve growth factor serum concentration in a psychologically stressful situation in men

Psychologically stressful events have been reported to elevate nerve growth factor (NGF) serum concentrations. NGF and cortisol serum concentrations were measured in 20 healthy male volunteers before (3 p.m.) and after (5 p.m.) an academic oral presentation and on a control day. Cortisol showed a significant overall change (p=0.001), i.e. cortisol serum concentrations were increased on the lecture day at 3 p.m. (p=0.007; 155%) and at 5 p.m. (p=0.001; 175%) as compared with the control day. In contrast to cortisol no significant differences among the four serum NGF measurements was detected (Chi-quadrat 2.94, df=3, p=0.401), i.e. the NGF serum concentrations remained unchanged on the lecture day at 3 p.m. (p=0.279) and at 5 p.m. (p=0.627) as compared with the control day. We conclude that NGF serum levels do not change during acute stress, at least after this type of stressor.     

Dialogue in Dialog: Stem Cells

Karen Lebacqz, Stem Cells and Justice , p.231
Margaret Mclean, Stem Cells: Justice at the Gate , p.236
Paul Lauritzen, Expanding the Debate Over Stem Cell Research , p.238
Karen Lebacqz, Response to Lauritzen and McLean , p.240
Ted Peters and Gaymon Bennett, Cloning in the White House , p.241     

Replication and p Intervals: p Values Predict the Future Only Vaguely, but Confidence Intervals Do Much Better

ABSTRACT— Replication is fundamental to science, so statistical analysis should give information about replication. Because p values dominate statistical analysis in psychology, it is important to ask what p says about replication. The answer to this question is "Surprisingly little." In one simulation of 25 repetitions of a typical experiment, p varied from <.001 to .76, thus illustrating that p is a very unreliable measure. This article shows that, if an initial experiment results in two-tailed p = .05, there is an 80% chance the one-tailed p value from a replication will fall in the interval (.00008, .44), a 10% chance that p < .00008, and fully a 10% chance that p > .44. Remarkably, the interval—termed a p interval —is this wide however large the sample size. p is so unreliable and gives such dramatically vague information that it is a poor basis for inference. Confidence intervals, however, give much better information about replication. Researchers should minimize the role of p by using confidence intervals and model-fitting techniques and by adopting meta-analytic thinking.     

Dialogue in Dialog: Christology

David R. Mason, A Christology of Universal Redemptive Love , p.149
Carol Jacobson, Universality and Uniqueness: A Response to David Mason , p.160
Lois Malcolm, Generative Christology: A Response to David Mason , p.162
Paul Sponheim, Probing and Protesting: A Response to David Mason , p.164
David R. Mason, Response to Jacobson, Malcolm, and Sponheim , p.166     

Roundtable Review: The Meeting of Religions and the Trinity, Gavin D'Costa, Orbis and T. & T. Clark

Responses
John Hick, p.232
Dan Cohn-Sherbok, p.238
John Peacock, p.243
Gavin D' Costa, p.246     

Sabina Spielrein: psychoanalytic studies

The unconscious fantasies in Kuprin's Duel , p.201
Animal symbolism and a boy's phobia, p.202
The mother-in-law, p.205     

Peer Commentaries on Michael Siegal’s Language and thought: the fundamental significance of conversational awareness for cognitive development

Janet Wilde Astingto, What would a theory of conversational awareness look like?, p.15 Michel Deleau, Assessing links between conversational awareness and cognitive development, p.16 Angeline S. Lillard, Siegal on Piaget’s legacy: Gricean child meets blundering experimenter, p.18 Orlando Lourenço and Armando Machado, Rich conversation but vague theory, p.21 Leslie Smith, Necessary knowledge in number conservation, p.23 Kain Lee and Michelle Eskritt, Beyond the Gricean maxims: conversational awareness as a multifaceted domain of knowledge, p.27     

Dialogue in Dialog: “Stem Cells?”

Ted Peters, The Stem Cell Controversy , p.290
Roger Willer, Moral Failure in the Stem Cell Controversy , p.294
Larry Rasmussen, Where the Moral Hazards Are in the Stem Cell Debate , p.296
Laurie Zoloth, The Duty to Heal an Unfinished World: Jewish Tradition and Genetic Research , p.299
Philip Hefner, There's an Elephant in the Living Room , p.300     

Response style versus crime-specific cognition: predicting disciplinary adjustment and recidivism in male and female offenders with the PICTS

Four samples were used to evaluate the incremental validity of the Psychological Inventory of Criminal Thinking Styles (PICTS) General Criminal Thinking (GCT) score and Proactive (P) and Reactive (R) composite scales vis-á-vis response style in predicting disciplinary adjustment and recidivism. Purified Confusion (Cf(p)) and Defensiveness (Df(p)) validity scales were constructed by eliminating items from the PICTS Confusion and Defensiveness scales that overlapped with GCT, P, and R. The four-item Cf(p) and Df(p) scales were employed as measures of response style and entered into binomial probit regression analyses alongside GCT, P, and R. The GCT score consistently predicted disciplinary adjustment and recidivism in male and female offenders when included in regression equations with Cf(p) and Df(p). The P scale only displayed incremental validity relative to Cf(p) and Df(p) in large groups of participants, whereas the R scale was incapable of predicting recidivism in female offenders when paired with Cf(p) and Df(p).     

The center of gravity

In As far as possible: discovering our limits and finding ourselves (Barish and Vida, 1998), we struggled with the constraints of being two nice girls in the context of our individual professional identities as traditionally trained psychoanalysts. We were surprised to discover, through sharing with one another some painful, confusing, and even terrifying clinical experiences, how wedded we were to certain psychoanalytic conventions. It was not a pleasant discovery. What we had to face was the extent of our submissiveness to psychoanalytic theory, and of the cost to our authentic selves of that submissiveness. This daughter-paper is about our learning not to do what we were supposed to do. Its gestation has taken a form that we could not have anticipated, for, as we pursued the writing of this sequel, we seemed to get lost along the way. After working with this over a very long time, we can see now that the paper that was ultimately born, this paper, has functioned as a vehicle for us to experience ourselves in relation in an uncertain, mingling way, conscious and unconscious, trying not to be self-conscious and not defensive. This, we can also see, is how we approach the center of gravity, where our irreducible and irreconcilable tendencies are struggling to maintain a balance. And even more to the point, this paper is also a demonstration, a look at what developmental transformation is really like, the process to which we all give lip service, but hardly any of us ever pays attention to it in our real lives, and if we do, we never, never talk about it.     

Commentaries

Commentaries by:
Pieter J.D. Drenth, Verity or Applicability?, p.212
Marvin D. Dunnette, Science and Practice in Applied Psychology: A Symbiotic Relationship, p.222
Charles Hulin, Applied Psychology and Science: Differences Between Research and Practice, p.225
Ruth Kanfer, I/O Psychology: Working at the Basic–Applied Psychology Interface, p.235
Lise M. Saari, Wider Forms of the Reciprocal Model, p.241