A Qualitative Study of the College Social Adjustment of Black Students From Lower Socioeconomic Communities

Superficial gains made by Black students studying in the United States have created the illusion that college access and retention rates have improved. However, to support their education, commuter students from lower socioeconomic communities have developed coping skills that inhibit positive social adjustment. This article presents an examination of Black commuter‐student relationships and associations.     

Negative priming from activation of counting and addition knowledge

In two experiments, subjects were presented with digit pairs (e.g., 32) and asked to respond to the rightmost number. Negative priming, that is, slowed processing, was evident when the rightmost number was a counting-string (e.g., 43 following 12) or addition-sum (e.g., 65 following 32) associate of the number pair from the preceding trial. The studies are the first to demonstrate negative priming with counting and arithmetical memory representations and suggest the obligatory activation of these representations with the presentation of number pairs. The results are also consistent with the view that negative priming often occurs at the semantic level. Received: 15 February 2000 / Accepted: 8 June 2000     

Children's cognitive representation of the mathematical number line

Learning of the mathematical number line has been hypothesized to be dependent on an inherent sense of approximate quantity. Children's number line placements are predicted to conform to the underlying properties of this system; specifically, placements are exaggerated for small numerals and compressed for larger ones. Alternative hypotheses are based on proportional reasoning; specifically, numerals are placed relative to set anchors such as end points on the line. Traditional testing of these alternatives involves fitting group medians to corresponding regression models which assumes homogenous residuals and thus does not capture useful information from between‐ and within‐child variation in placements across the number line. To more fully assess differential predictions, we developed a novel set of hierarchical statistical models that enable the simultaneous estimation of mean levels of and variation in performance, as well as developmental transitions. Using these techniques we fitted the number line placements of 224 children longitudinally assessed from first to fifth grade, inclusive. The compression pattern was evident in mean performance in first grade, but was the best fit for only 20% of first graders when the full range of variation in the data are modeled. Most first graders' placements suggested use of end points, consistent with proportional reasoning. Developmental transition involved incorporation of a mid‐point anchor, consistent with a modified proportional reasoning strategy. The methodology introduced here enables a more nuanced assessment of children's number line representation and learning than any previous approaches and indicates that developmental improvement largely results from midpoint segmentation of the line.     

Brain hyper‐connectivity and operation‐specific deficits during arithmetic problem solving in children with developmental dyscalculia

Developmental dyscalculia (DD) is marked by specific deficits in processing numerical and mathematical information despite normal intelligence (IQ) and reading ability. We examined how brain circuits used by young children with DD to solve simple addition and subtraction problems differ from those used by typically developing (TD) children who were matched on age, IQ, reading ability, and working memory. Children with DD were slower and less accurate during problem solving than TD children, and were especially impaired on their ability to solve subtraction problems. Children with DD showed significantly greater activity in multiple parietal, occipito‐temporal and prefrontal cortex regions while solving addition and subtraction problems. Despite poorer performance during subtraction, children with DD showed greater activity in multiple intra‐parietal sulcus (IPS) and superior parietal lobule subdivisions in the dorsal posterior parietal cortex as well as fusiform gyrus in the ventral occipito‐temporal cortex. Critically, effective connectivity analyses revealed hyper‐connectivity, rather than reduced connectivity, between the IPS and multiple brain systems including the lateral fronto‐parietal and default mode networks in children with DD during both addition and subtraction. These findings suggest the IPS and its functional circuits are a major locus of dysfunction during both addition and subtraction problem solving in DD, and that inappropriate task modulation and hyper‐connectivity, rather than under‐engagement and under‐connectivity, are the neural mechanisms underlying problem solving difficulties in children with DD. We discuss our findings in the broader context of multiple levels of analysis and performance issues inherent in neuroimaging studies of typical and atypical development.     

Jean Améry: Resentment as Ethic and Ontology

Against the view that trauma cripples the survivor??s ability to account for his or her own experience, Jean Améry, a survivor of Auschwitz, argued that trauma speaks a language of its own. In this language, what may be taken as a clinical symptom, the inability to let go of a traumatic past, is actually an ethical stance on behalf of history??s victims. Améry wrote about aging in similar terms. Aging and death are an assault on the values of life, an assault that Améry rejected with equal vigor, and in much the same terms, as he rejected the history that does not stop with the Holocaust. In the second case, Améry is mistaken. Aging and death, allowed to proceed at a natural pace, serve life, the succession of generations. This argument is pursued by comparing Améry??s position with that of a large group of Holocaust survivors. It may appear as if Améry??s argument about the Holocaust has little to do with his argument about aging. In fact, they are related, to the detriment of both arguments.     

Genetic and Environmental Transmission of Political Orientations

This article reports results from the first twin study of adults in the United States that focuses exclusively and comprehensively on political traits. These data allow us to test whether a common set of genetic and environmental influences act upon a broad variety of values, personality traits, and political attitudes. In short, it allows us to empirically investigate whether there are a core set of predispositions that form the basis of our political orientations and, if so, whether these predispositions are shaped by the same environmental and innate forces. The key finding from our analysis is that there are core political predispositions that are rooted in common genetic and environmental influences and that these predispositions are empirically distinct from broader personality traits.     

Guidance counselling as a whole school responsibility in the Irish post primary sector

ABSTRACT

This paper will deliberate upon the relevance of guidance counselling as a ‘whole school’ responsibility in the context of recent policy and practice changes in the Irish post primary sector since the Government of Ireland Budget 2012. Pertinent issues including the complexities of delivering a whole school approach to guidance counselling during a period of resource rationalisation will be addressed through the findings from recent case study research [Hearne, L., Geary, T., & Martin, N. (2016). A single case study of a whole school approach to guidance counselling in an Irish post-primary school; Case report. Retrieved from University of Limerick website: http://www.ul.ie/soedu/node/1481]. A single explanatory case study methodology investigated the complex phenomenon and interventions of whole school guidance counselling in a mixed gender school in the context of increasing demands for evidence-based data and methodological sophistication in lifelong guidance [European Lifelong Guidance Policy Network. (2015a). The evidence base on lifelong guidance; A guide to key findings for effective policy and practice, extended summary. Jyväskylä: Kariteam; Hearne, L. (2009). Towards an understanding of the measurement of individual progression in adult guidance (Unpublished doctoral dissertation). Waterford Institute of Technology, Waterford; Stake, R. E. (2004). Standards-based & responsive evaluation. Thousand Oaks, CA: Sage; Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage; Yin, R. K. (2014). Case study research (5th ed.). Thousand Oaks, CA: Sage].     

The grammar of approximating number pairs

In the present article, we studied approximating pairs of numbers (a, b) that were used to estimate quantity in a single phrase (“two, three years ago”). Pollmann and Jansen (1996) found that only a few of the many possible pairs are actually used, suggesting an interaction between the ways in which people estimate quantity and their use of quantitative phrases in colloquial speech. They proposed a set of rules that describe which approximating pairs are used in Dutch phrases. We revisited this issue in an analysis of Swedish and American language corpora and in a series of three experiments in which Swedish and American adults rated the acceptability of various approximating pairs and created approximating pairs of their own in response to various estimation tasks. We found evidence for Pollmann and Jansen’s rules in both Swedish and English phrases, but we also identified additional rules and substantial individual and cross-language variation. We will discuss implications for the origin of this loose “grammar” of approximating pairs.