Children as mediators of their own cognitive development: The case of learning science in kindergarten and first grade

As the United States experiences greater income inequality, more and more students experience an early science achievement gap. This study tested several competing theoretical models of early science achievement with a longitudinal sample of 14,624 children who were followed from kindergarten entry to the end of 1st grade. To understand why and when differences emerge among children, we adopted a theoretical approach to study early science achievement because theories, if they are accurate, appeal to the factors responsible for achievement differences. Results from a structural equation modeling analysis revealed a mediation-only model provided an excellent fit to the data that was minimally changed when some of the indirect pathways were dropped and several direct pathways were added. This finding suggests that children who are more advanced in their understanding of science topics, have more expertise, or have more working-memory capacity are likely to process the same classroom material more effectively and completely than their classmates who have a less advanced understanding, less expertise, or less working-memory capacity. From a theoretical perspective, these findings provide strong support for individual theories of conceptual knowledge, expertise, working memory, and motivational development, and they also demonstrate the value of a large-scale, longitudinal, and multivariate approach for understanding science achievement. Implications for developmental theory and educational policy are discussed.     

The Educational Crisis in American Reform Judaism

The American Reform Judaism movement has been undergoing revitalization in all areas of its interaction with its rabbis and laity. One of the concerns it is presently addressing is the condition of its educational programs for its children, teenagers and adults; it is now reevaluating and reformulating these programs to bring in maximum benefits. Assimilation, apathy, and acculteration are three of the thorniest problems with which the Reform movement has had to contend for most of its 200-year history. From recent assimilation and apathy comes endemic intermarriage with non-Jewish spouses, and widespread disinterest in ritual observance and in Judaism itself. Acculturation has brought American Jews strong feelings of wanting to be very much part of the American society, and this acculturation has fanned the flames of apathy. Jews have historically maintained their religious individualism and kept their religious collective body whole through education and knowledge of Judaism. Strong educational programs are absolutely essential in the fight against apathy.     

Evidence for a shared mechanism used in multiple-object tracking and subitizing

It has been proposed that the mechanism that supports the ability to keep track of multiple moving objects also supports subitizing--the ability to quickly and accurately enumerate a small set of objects. To test this hypothesis, we investigated the effects on subitizing when human observers were required to perform a multiple object tracking task and an enumeration task simultaneously. In three experiments, participants (Exp. 1, N = 24; Exp. 2, N = 11; Exp. 3, N = 37) enumerated sets of zero to nine squares that were flashed while they tracked zero, two, or four moving discs. The results indicated that the number of items participants could subitize decreased by one for each item they tracked. No such pattern was seen when the enumeration task was paired with an equally difficult, but nonvisual, working memory task. These results suggest that a shared visual mechanism supports multiple object tracking and subitizing.     

Gender differences in motivational pathways to college for middle class African American youths

Using a sample of predominantly middle-class African American adolescents and parents (N = 424), the authors tested a path model linking parental expectations for children's future educational attainment, youths' motivation during Grade 11, and youths' subsequent on-time postsecondary educational progress. Parents' expectations were positively related to adolescents' educational attainment aspirations, attainment expectations, utility values (i.e., beliefs about the usefulness of education), and perceptions of racial barriers to upward mobility. Relationships between parents' expectations and youths' aspirations and expectations were mediated by youths' perceptions of parents' expectations. For boys, but not girls, Grade 11 educational expectations and utility values each uniquely predicted college attendance 1 year after high school graduation. In addition, boys' perceptions of racial barriers were negatively related to subsequent postsecondary progress through their influence on values. Findings underscore the importance of academic achievement motivation as a developmental resource for African American boys and suggest that boys are especially likely to benefit from interventions promoting positive motivational beliefs.     

Co-Rumination in the Workplace: Adjustment Trade-offs for Men and Women Who Engage in Excessive Discussions of Workplace Problems

Purpose  

Developmental psychology research finds that when children and adolescents engage in excessive discussion of problems with friends, a phenomenon termed “co-rumination,” they experience trade-offs between negative adjustment outcomes (e.g., depression), but better friendship quality. This study examines the possibility that adults in the workplace engage in co-rumination about workplace problems, and that co-rumination, gender, and the presence of abusive supervision influence both positive and negative individual outcomes.     

Demographic,Clinical, and Geographic Predictors of Placement Disruption among Foster Care Youth Receiving Wraparound Services

The effective delivery of wraparound depends upon the availability of a wide range of community-based services. This study seeks to determine the impact of proximity to resources on the effectiveness of a wraparound program for stabilizing foster care placements among a sample of youth. We present a methodology for deriving proximity scores for individual clients using Geographic Information Systems technology, and incorporate this score into a model for predicting placement disruption among youth in foster care receiving services within a wraparound model aimed at preventing placement disruptions. Cox Regression is used to predict length of time until placement disruption using clinical, demographic, and service proximity measures. Risk of placement disruption is predicted by trauma experiences, risk behaviors, and age, and is reduced by the presence of child strengths and proximity to resources. The impact of proximity to resources on placement disruption varies by land use type, suggesting that proximity exerts a greater impact on youth in rural and suburban areas than in urban areas where wraparound service delivery models may be able to overcome distance and other barriers. Implications for the implementation of wraparound programs as well as service system planning are discussed.