Early predictors of middle school fraction knowledge

Recent findings that earlier fraction knowledge predicts later mathematics achievement raise the question of what predicts later fraction knowledge. Analyses of longitudinal data indicated that whole number magnitude knowledge in first grade predicted knowledge of fraction magnitudes in middle school, controlling for whole number arithmetic proficiency, domain general cognitive abilities, parental income and education, race, and gender. Similarly, knowledge of whole number arithmetic in first grade predicted knowledge of fraction arithmetic in middle school, controlling for whole number magnitude knowledge in first grade and the other control variables. In contrast, neither type of early whole number knowledge uniquely predicted middle school reading achievement. We discuss the implications of these findings for theories of numerical development and for improving mathematics learning.     

Stakeholders’ Perspectives on Community-Based Participatory Research to Enhance Mental Health Services

Historically, consumers of mental health services have not been given meaningful roles in research and change efforts related to the services they use. This is quickly changing as scholars and a growing number of funding bodies now call for greater consumer involvement in mental health services research and improvement. Amidst these calls, community‐based participatory research (CBPR) has emerged as an approach which holds unique promise for capitalizing on consumer involvement in mental health services research and change. Yet, there have been few discussions of the value added by this approach above and beyond that of traditional means of inquiry and enhancement in adult mental health services. The purpose of this paper is to add to this discussion an understanding of potential multilevel and multifaceted benefits associated with consumer‐involved CBPR. This is accomplished through presenting the first‐person accounts of four stakeholder groups who were part of a consumer‐involved CBPR project purposed to improve the services of a local community mental health center. We present these accounts with the hope that by illustrating the unique outcomes associated with CBPR, there will be invigorated interest in CBPR as a vehicle for consumer involvement in adult mental health services research and enhancement.     

The effects of monitoring environment on problem-solving performance

While effective and efficient solving of everyday problems is important in business domains, little is known about the effects of workplace monitoring on problem-solving performance. In a laboratory experiment, we explored the monitoring environment’s effects on an individual’s propensity to (1) establish pattern solutions to problems, (2) recognize when pattern solutions are no longer efficient, and (3) solve complex problems. Under three work monitoring regimes—no monitoring, human monitoring, and electronic monitoring—114 participants solved puzzles for monetary rewards. Based on research related to worker autonomy and theory of social facilitation, we hypothesized that monitored (versus non-monitored) participants would (1) have more difficulty finding a pattern solution, (2) more often fail to recognize when the pattern solution is no longer efficient, and (3) solve fewer complex problems. Our results support the first two hypotheses, but in complex problem solving, an interaction was found between self-assessed ability and the monitoring environment.     

High-Risk Palliative Care Patients’ Knowledge and Attitudes about Hereditary Cancer Testing and DNA Banking

Even at the end of life, testing cancer patients for inherited susceptibility may provide life-saving information to their relatives. Prior research suggests palliative care inpatients have suboptimal understanding of genetic importance, and testing may be underutilized in this clinical setting. These conclusions are based on limited research. This study aimed to estimate genetic testing prevalence among high-risk palliative care patients in a National Cancer Institute-designated comprehensive cancer center. We also aimed to understand these patients’ understanding of, and attitudes toward, hereditary cancer testing and DNA banking. Palliative care in-patients with cancer completed structured interviews, and their medical records were reviewed. Among patients at high risk for hereditary cancer, we assessed history of genetic testing/DNA banking; and related knowledge and attitudes. Among 24 high-risk patients, 14 (58.3%) said they/their relatives had genetic testing or they had been referred for a genetics consultation. Of the remaining 10 patients, seven (70%) said they would “probably” or “definitely” get tested. Patients who had not had testing were least concerned about the impact of future testing on their family relationships; two (20%) said they were “extremely concerned” about privacy related to genetic testing. Of patients without prior testing, five (50%) said they had heard or read “a fair amount” about genetic testing. No high-risk patients had banked DNA. Overall, 23 (95.8%) said they had heard or read “almost nothing” or “relatively little” about DNA banking. Written materials and clinician discussion were most preferred ways to learn about genetic testing and DNA banking. Overall, this study demonstrates underutilization of genetics services at the end of life continues to be problematic, despite high patient interest.     

Stimulus presentation order in receptive identification tasks: A systematic replication

Conflicting recommendations exist in the literature regarding the optimal order of stimulus presentation when teaching auditory–visual conditional discriminations. The present study examined the generality of a previously demonstrated advantage of presenting the auditory sample before visual comparisons (sample‐first condition) over the reverse sequence (comparison‐first condition). Participants were four typically developing 5‐ and 6‐year‐old boys. The procedures of Petursdottir and Aguilar (2016) were systematically replicated with the addition of a prompted error correction trial following each incorrect response. Overall, there were more instances of quicker mastery in the sample‐first condition (four of seven evaluations) than in the comparison‐first condition (two of seven evaluations). A comparison‐first advantage was associated with slower acquisition in both conditions than in the remaining evaluations, and an analysis of stimulus and position bias yielded tentative evidence for unwanted sources of stimulus control.     

The role of personality in the selection of a major: With and without vocational self-efficacy and interests

The purpose of this study is to examine the role of personality traits measured by the Multidimensional Personality Questionnaire (MPQ; [Tellegen, 2000] and [Tellegen and Waller, 2008]) in selecting educational majors. Personality traits were examined alone, and with the combination of Holland’s hexagonal confidence domains, as measured by the general confidence themes (GCT) of the Skills Confidence Inventory (SCI; Betz, Borgen, & Harmon, 2005), and Holland’s interest domains, as measured by the general occupational themes (GOTs) of the 2005 Strong Interest Inventory (SII; Donnay, Morris, Schaubhut, & Thompson, 2005). Personality traits significantly contributed to the discrimination of nine educational major families in a sample of 368 undergraduate decided students. When the set of confidence and interest scales was added to the personality traits, the conservative jack knife hit rate was almost doubled.     

Addressing Unintended Consequences of Gender Diversity Interventions on Women’s Sense of Belonging in STEM

Sex Roles - Validated interventions that increase bias literacy (i.e., knowledge of gender bias) and decrease sexism are critical to addressing pervasive gender biases in science, technology,...     

Book Club Groups to Aid Relational Connection and Trust among Addicted Trauma Survivors

This is a secondary analysis of qualitative data from a literacy study, which examines Book Clubs as a creative approach to engage female addicted trauma survivors in developing psychologically safe, trusting therapeutic relationships. This approach is respectful of the participants’ experiences of relational trauma and diverse cultural contexts, in part because book clubs are ‘normal’ experiences in which the client is better able to have control over the level of vulnerability she engages in within the therapeutic milieu. Themes indicating increasing levels of vulnerability and psychological safety include use of book club discussions to identify with text, plot, or characters; to discuss escape coping and aggressive coping; and to discuss self as a victim and as a survivor.