Racism experiences and psychological functioning in African American college freshmen: is racial socialization a buffer?

Previous research has documented the negative effects of racism on the psychological health of African Americans. However, consideration of racial socialization as a potential buffer against racism experiences has received limited attention. The present study investigated whether two types of parental racial socialization messages reduced the impact of racism on psychological functioning in a sample of 247 African American college freshmen (M=18.30). Results indicated that students who reported more racism experiences also had poorer levels of psychological functioning as indicated by higher levels of psychological stress and psychological distress. Parental messages emphasizing the use of African American cultural resources to cope with racism reduced the impact of racism on psychological stress only. Cultural pride messages predicted less psychological distress while messages emphasizing the use of cultural resources predicted greater psychological distress. However, neither message type moderated the relationship between racism experiences and psychological distress. These results suggest that racial socialization messages have complex relations to psychological functioning in African American college students.     

Nasal consonant production in Broca's and Wernicke's aphasics: speech deficits and neuroanatomical correlates

The present study investigated the articulatory implementation deficits of Broca's and Wernicke's aphasics and their potential neuroanatomical correlates. Five Broca's aphasics, two Wernicke's aphasics, and four age-matched normal speakers produced consonant-vowel-(consonant) real word tokens consisting of [m, n] followed by [i, e, a, o, u]. Three acoustic measures were analyzed corresponding to different properties of articulatory implementation: murmur duration (a measure of timing), amplitude of the first harmonic at consonantal release (a measure of articulatory coordination), and murmur amplitude over time (a measure of laryngeal control). Results showed that Broca's aphasics displayed impairments in all of these parameters, whereas Wernicke's aphasics only exhibited greater variability in the production of two of the parameters. The lesion extent data showed that damage in either Broca's area or the insula cortex was not predictive of the severity of the speech output impairment. Instead, lesions in the upper and lower motor face areas and the supplementary motor area resulted in the most severe implementation impairments. For the Wernicke's aphasics, the posterior areas (superior marginal gyrus, parietal, and sensory) appear to be involved in the retrieval and encoding of lexical forms for speech production, resulting in increased variability in speech production.     

Early social attention impairments in autism: social orienting, joint attention, and attention to distress

This study investigated social attention impairments in autism (social orienting, joint attention, and attention to another's distress) and their relations to language ability. Three- to four-year-old children with autism spectrum disorder (ASD; n = 72), 3- to 4-year-old developmentally delayed children (n = 34), and 12- to 46-month-old typically developing children (n = 39), matched on mental age, were compared on measures of social orienting, joint attention, and attention to another's distress. Children with autism performed significantly worse than the comparison groups in all of these domains. Combined impairments in joint attention and social orienting were found to best distinguish young children with ASD from those without ASD. Structural equation modeling indicated that joint attention was the best predictor of concurrent language ability. Social orienting and attention to distress were indirectly related to language through their relations with joint attention. These results help to clarify the nature of social attention impairments in autism, offer clues to developmental mechanisms, and suggest targets for early intervention.     

Factors associated with college student intent to engage in community service

Many universities in the United States highlight service as an integral component to their mission. Additionally, a growing pedagogical focus highlights the importance of community service as an integral component of student development. The current study was an investigation of the factors associated with college student intentions to engage in volunteer community service. University students (N = 403) at a comprehensive university located in the southern plains completed an anonymous Web-based questionnaire to assess community service attitudes and intentions. Subsequent to testing for statistical assumptions, results from multiple regression analysis suggest that a sense of community connectedness, cost and benefit considerations, and the seriousness of community needs are significant variables in explaining variance in the intent to engage in community service.     

Auditory sequence learning: differential sensitivity to task relevant and task irrelevant sequences

Using a serial reaction time task, this study examines whether learning of auditory sequences is possible without a corresponding motor response, i.e., by listening alone. The dual sequence paradigm used by Mayr (in Journal of the Experimental Psychology: Learning memory and cognition 22:350–354, 1996, Experiment 1) was adapted to the auditory domain. Four different actors spoke the same four colour words. These were presented such that speaker identity followed one sequence, and the word spoken followed a different sequence. Subjects were asked to respond (with a key press) to one of these dimensions (identity or word), and ignore the other. Results showed learning for either type of stimulus, but only when it was responded to. No learning of either type of auditory sequence by listening alone was found. The results add evidence to visual implicit learning studies that have failed to find learning of event sequences when spatial or response selection was not an important factor in processing. The findings are discussed in the context of implicit learning as a general and fundamental cognitive process.     

Examining contrast effects in performance appraisals: using appropriate controls and assessing accuracy

In research on contrast effects in performance appraisals, control conditions or measures of accuracy have rarely been used. In the present study, the authors included appropriate controls and used expert ratings to develop "true scores" for assessing accuracy. The study is an examination of the influence of 3 variables on performance ratings: (a) the sequence of viewing and rating performance, (b) the delay between viewing and rating performance, and (c) whether the target of the performance rating was the same person as the anchor. Experimental conditions did not have the expected differential effects on target ratings, but target ratings in all the experimental conditions showed contrast effects when compared with ratings in relevant control conditions. The target ratings in experimental conditions were accurate, however, as assessed by comparisons with true scores, thus raising questions about the relationship between contrast effects and accuracy.     

Functional Analysis Identified Habit Reversal Components for the Treatment of Motor Tics

This study included brief functional analyses and treatment for motor tics exhibited by two children with Tourette Syndrome. Brief functional analyses were conducted in an outpatient treatment center and results were used to develop individualized habit reversal procedures. Treatment data were collected in clinic for one child and in clinic and school for the other child. Brief functional analysis results were mixed for each child, but provided useful information for informing unique habit reversal components for each child. Treatment results indicated reductions in motor tics for each child. Results are discussed in terms of utility of functional analysis for tics.     

Instructional Patterns in Science An Exploratory Study

This article describes a re-analysis of a national study of instructional practices in seventh- and eighth-grade science classes. Responses from a subset (n = 81) of Christian-school teachers taken from the original study population (n = 543) was analyzed to determine what instructional practices predominated in Christian-school science classes. Results indicate the use of a variety of both teacher- and student-centered instructional approaches by science teachers in Christian schools.     

Adventist Perspectives on Faith Integration: Subject Index for Christ in the Classroom,Volumes 21–40

Abstract

This article presents a bibliography of essays from the Christ in the Classroom collection, organized by subject. The essays focus on various aspects of the intersection of faith and academic fields of study. This article presents the subject index for volumes 21 through 40 of the collection, including volumes produced in the French, Portuguese, and Spanish languages. The index for volumes 1–20 was printed in 2017. All essays listed here are freely available for download at http://ChristInTheClassroom.org/.