Language transfer and blocking in second language vocabulary learning

The influence of different vocabulary instructional techniques upon the acquisition of different language words was examined in two experiments. In Experiment 1, comparisons were made between the learning of Chinese and French words employing both paired-associate presentations and spacing procedures. The results supported the view that language transfer affects the acquisition of second language words, with more French words being learned than Chinese words. The superiority of the spacing procedure over the paired-associate presentation found in these results suggested that the spacing method diminished the adverse effects of blocking and thus enhanced learning. However, no significant interaction between the teaching procedures and different language words was detected. That is, under the spacing procedure, greater improvement in learning of Chinese words was not found. The experiment was thus modified by substituting the spacing procedure with aural feedback in Experiment 2. In this experiment, a significant interaction between these two factors was detected. That is, the recall for French was more than Chinese in the paired-associate condition, however, under the aural feedback, performance in Chinese was statistically equivalent to that in French. Hence, these findings may contradict the prediction of language transfer. It appears that the phenomenon of language transfer may be far less important in vocabulary learning than the use of a method of instruction which neutralises the negative effects of blocking.     

The effect of aural feedback in second language vocabulary learning

We examined instructional procedures in the teaching of second language vocabulary, using a paired-associate paradigm. Four presentation methods were investigated, including simultaneous standard, simultaneous reversal, aural feedback, and visual feedback. The study involved 16 grade 7 school children as subjects. Subjects were tested on 28 second language words during the post-test stage. Orthogonal comparisons were carried out for the obtained data. The two feedback conditions proved to be the most beneficial and the more favourable out of these was the aural feedback condition. Also, reversing the two inputs proved to be better than the conventional paired-associate (e.g. presenting the second language word first with the first language word second). Based on the results of this study, it is advocated that the feedback procedures, in particular, be used in second language learning with aural feedback replacing visual feedback.     

On the devalued self: Implications for a transtheoretical psychotherapy

An outline of a transtheoretical psychotherapy dealing with the participants' individual and interacting self-concepts is presented. It is believed that this approach (1) is consistent with social learning and conflict theories of psychopathology, (2) provides a concise definition of the patient's central problem and of the relevant goals of treatment, (3) suggests ways of understanding the centrally important covert processes of psychotherapy and of dealing with the participants' resistances to treatment, (4) offers empirical criteria for determining treatment progress and for terminating treatment, and (5) suggests possibilities for psychotherapy research based on empirical criteria.     

Inviting a Scandalous Look: Detecting the Fabulous Fabula Promoted by the Twist Film

This article argues that the explicit narrative twist that constitutes the mode of narration of twist films opens the potential for an additional implied twist that emerges in the awoken interpretive process of the viewer. Relying on Roland Barthes's notion of the “writerly” mode of narrative, this article further argues that this mode of implied twist narration inadvertently rearranges the spectator relationship to story construction in potentially any film by bringing spectator desire into focus.     

Individualized services and supports through the wraparound process: Philosophy and procedures

The wraparound process is emerging as an alternative to the traditional treatment planning processes inherent in categorical services for children and adolescents with emotional and behavioral disorders. We describe the current practices which have been developed in the field. Key elements of the value and philosophical base for the wraparound process are discussed. Proposed procedural steps are described to aid communities in the implementation of the wraparound process. Due to social and policy pressures, it is likely that wraparound process implementations will continue to develop.     

Comments on Research in Family Therapy

This comment is submitted with the intent of stimulating some exchange between researchers. Although I chose the Woodward et al. study as a vehicle for my statement, I might easily have chosen examples outside the family therapy area.     

Church Attendance in Northern Ireland: Catholics and Protestants Compared

While it is widely acknowledged that Northern Ireland is a religious society, Protestants still do not attend church as often as do Catholics. The aim of the present study, therefore, was to employ the Ajzen and Fishbein framework to investigate what factors help to explain why Catholics attend church more regularly than do Protestants. To this end, 333 undergraduate students in the faculty of Social and Health Science at the University of Ulster at Coleraine and Jordanstown were surveyed. For both Catholics and Protestants, attitudes were a stronger determinant of intentions to attend church than were their perceptions of normative and control influences. Of more importance, however, was the finding that the predictive power of the model was enhanced for the Protestant group. This would seem to suggest that for Catholics, church-attending behaviour may not be so much one of reasoned action but perhaps rather more one of habit.     

The Use of Paradox With Children in an Inpatient Treatment Setting

This paper illustrates with case examples the use of paradoxical procedures in a child inpatient treatment center. Indications and contraindications for this type of intervention are discussed.