Differential effects of environmental enrichment on the open-field behavior of wild and domestic Norway rats.

Early postweaning experience in an enriched environment had a greater influence on the open-field behavior and body weight of wild Norway rats than of their domestic counterparts. Genetic changes accompanying the domestication process may have reduced the relative impact of postweaning experience on the development of the domestic rat's response to changes in its environment.     

Sex differences in the occupational choices of second graders

A questionnaire was administered to 61 second graders. Sexual differences in occupational choices were apparent. Boys chose twice as many occupations as girls. Of 29 occupations selected as “most desirable,” only one was mentioned by both boys and girls. Of 37 occupations selected as “least desirable,” only two were mentioned by both sexes. More boys than girls knew their father's occupation. Although 76% of the girls knew their father's occupation, they did not select that occupation for themselves. A series of hypotheses based on the above data was generated.     

Studies of reversible perspective: A methodological review

The lack of an adequate theory of reversible perspective is largely attributable to the haphazard methodology adopted by many workers in this area of research. After more than 60 years, no standard experimental procedure has evolved, and the comparison of results from different studies is difficult. Some representative experiments are reviewed in terms of the temporal, stimulus, and procedural factors involved. It is suggested that the general use of the reversal rate measure is the major single barrier to progress, and that a continuous recording method be adopted in future experimentation.     

Mothers' Attention‐getting Utterances During Shared Book Reading: Links to Low‐income Preschoolers' Verbal Engagement,Visual Attention,and Early Literacy

This study examined associations among low‐income mothers' use of attention‐getting utterances during shared book reading, preschoolers' verbal engagement and visual attention to reading, and their early literacy skills (N = 51). Mother–child shared book reading sessions were videotaped and coded for each utterance, including attention talk, contextualized talk, de‐contextualized talk, and print talk. Preschoolers' attention during book reading was assessed using two measures: verbal engagement by using a rating scale of preschoolers' involvement in book reading discussion and visual attention by coding visual gaze. Findings indicated that mothers' attention talk was positively associated with children's verbal engagement, while maternal print talk was associated with children's visual attention. Further, low‐level maternal print talk was associated with higher early decoding scores of children when it was accompanied with high‐level maternal attention talk. Copyright © 2015 John Wiley & Sons, Ltd.