Literacy programs efficacy for developing children’s early reading skills in familiar language in Zambia

This study investigated the comparative efficacy of a phonics-based reading program and a language experience approach based literacy program to develop reading skills among Zambian early childhood school learners. The learners (n = 1 986; Grade 2 level; females = 50.1%) took either the phonics-based reading program (n = 1 593) or the alternative language experience approach based program (n = 393). They were all assessed for reading skills utilising the Early Grade Reading Assessment test (EGRA) in four languages (Cinyanja, Icibemba, Kiikaonde, and Silozi). Results suggest that learners in phonics-based literacy program were significantly better in letter-sound knowledge in all the four languages. Additionally, they were significantly better in reading skills (non-word reading, oral passage reading, and reading comprehension), yet only in Icibemba and Silozi, as compared to those who took the alternative program. Results reveal that children in the Primary Literacy Program (PLP) had significantly better performance in most reading skills than in the Primary Reading Program (PRP). However, the effect sizes were small or medium. The high floor effect in all reading-related measures is an indication that by following either PRP or the recently implemented PLP, most children do not acquire basic reading skill of the transparently written language they are familiar with. Instruction of the sounds of letters requires special attention where digital training tools (such as GraphoGame) may provide the most effective help to both teachers and children.     

An exploratory study on self‐evaluated aggression and androgens in women

Healthy, premenopausal women completed the Buss‐Perry Aggression Questionnaire. Venous blood samples were taken at the mid‐cycle phase of the menstrual cycle to determine plasma androgen levels. Total and free testosterone, 5α‐dihydrotestosterone, androstenedione, and dehydroepiandrosterone were assessed. Path analyses were aimed at finding out which of the five circulating hormones might best predict a latent aggression construct derived from the four subscales of the Aggression Questionnaire. A significant correlation was found between free testosterone and physical and verbal aggression subscales. In addition, the results demonstrate for the first time in women a significant link between 5α‐dihydrotestosterone and anger. Thus, both testosterone and 5α‐dihydrotestosterone may affect, by separate pathways, the basal regulation of aggression‐proneness in women. Aggr. Behav. 28:273–280, 2002. © 2002 Wiley‐Liss, Inc.     

Intuition: a bridge to the coenesthetic world of experience

The concept of intuition is relatively unestablished in psychoanalysis, where it is often associated with narcissistic meanings and vagueness. But intuition, as an integrated mode of archaic coenesthetic thinking, should be kept conceptually free of those connotations. Its capacity of undifferentiated delineation supplies an instinctive general means of dealing immediately with various rationally indistinct phenomena, such as forms, shades, and multidimensionality, regardless of the boundaries between sensory modalities. It may be impossible to translate intuitive experiences into lexical form; these languages are incommensurable. Intuition as a preconscious nondiscursive thinking process is needed in creativity, as well as less conspicuously in countless everyday activities. In speech communication, intuition rapidly specifies subtle shades of meaning in linguistic content and all the prosody. In psychoanalytic work intuition is like radar, creating preliminary contacts with the inner world of the analysand. The observations gained require, however, rational consideration to be confirmed. Intuition is an essential instrument of the psychoanalyst, and also functions in the service of tact to create working space and adequate forms of interpretations. Clinical vignettes reflecting some problematic fates of special intuitiveness in creativity are presented from psychoanalytic work with artists.     

Social interactional behaviors and symbolic play competence as predictors of language development and their associations with maternal attention-directing strategies

Children’s early social interactional behaviors and symbolic play competence were studied at 14 months in a sample of 111 mother-infant pairs. The categories of social interactional behaviors, joint visual attention, socially coordinated and object oriented interactions were assessed via observations of mother-infant joint play. An index of symbolic play was derived from the child’s solitary play, which was assessed independently. We examined both the interrelations of these two types of early language predictors, and their relation to children’s language skills and maternal attention-directing strategies. Measures of children’s language comprehension and production were obtained using the MacArthur Communicative Development Inventories at 14 months, and Reynell Developmental Language Scales at 18 and 30 months. We found that at 14 months, social interactional behaviors and symbolic play competence were not statistically significantly related to each other. In line with our hypotheses, social interactional skills were associated more strongly with language production, and symbolic play competence more strongly with language comprehension. Maternal attention-directing strategies were strongly related to both children’s social interactional behaviors and symbolic play competence. Our findings indicated that maternal strategies that expanded the infant’s level of functioning were more effective in stimulating the children’s language development than were the other types of strategies.     

The Development of Spatial Location in Finnish

The purpose of this research was to study the shift from mono- to bi-referential spatial location in the language of Finnish children. Monoreferential location is based on the intrinsic properties of a referent object and the proximity relationship, and bireferential location requires coordinated spatial relationships involving referent objects and a projective relationship. Locative expressions which are monoreferential include: in/on/under and intrinsic front/back, and those which are bireferential include deictic front/back and between. A pictorial representation of locative relationships with a sentence-picture matching task was used to present the mono- vs bi-referential contrast, with the latter being either static or dynamic (i.e. concerning motion to goal). At 2;6, Finnish children could solve monoreferential location problems but not bireferential ones, and by 4;6, they solved both. This linguistic outcome was related to phases in conceptual development.     

Drinking and driving “safely”: Who uses a breathalyzer and when?

Breathalyzers are often promoted on the grounds of safety. However, drivers who use them to avoid illegal blood-alcohol levels inadvertently expose themselves to sleepiness-related risks following alcohol intake. Personal breathalyzers may even be counterproductive if they make more drivers engage in more frequent or habitual drinking and driving. This study explores the extent to which and how drivers use the breathalyzer. We contacted nine major breathalyzer importers in Finland and found out that the estimated number of devices delivered during 2006 was almost 50,000, equaling approximately one percent of population and one-and-a-half percent of driving-license holders. Survey data on a representative sample of Finnish active drivers (N = 1121) showed that 11.5% owned a breathalyzer. More men than women own and use a breathalyzer, and most often the men are aged 36–55 years. These men also use it more often after acute drinking (32% vs. 20% in the whole sample). Seventy-nine percent of breathalyzer use occurs the following day after evening or night drinking. Therefore, while in a smaller percentage of cases the risk involves the additive and interactive effects of alcohol and sleepiness in the evening, most users expose themselves to risks related to daytime sleepiness due to drinking the previous night.     

Attention and cognitive control: unfolding the dichotic listening story

In this article we present a theoretical approach to cognitive control and attention modulation, as well as review studies related to such a view, using an auditory task based on dichotic presentations of simple consonant-vowel syllables. The reviewed work comes out of joint research efforts by the 'Attention-node' at the 'Nordic Center of Excellence in Cognitive Control'. We suggest a new way of defining degrees of cognitive control based on systematically varying the stimulus intensity of the right or left ear dichotic stimulus, thus parametrically varying the degree of stimulus interference and conflict when assessing the amount of cognitive control necessary to resolve the interference. We first present an overview and review of previous studies using the so-called "forced-attention" dichotic listening paradigm. We then present behavioral and neuroimaging data to explore the suggested cognitive control model, with examples from normal adults, clinical and special ability groups.     

CHILDHOOD SEXUAL ABUSE, CULTURE, AND COPING: A QUALITATIVE STUDY OF LATINAS

The purpose of this study was to articulate a model of how Latinas cope with childhood sexual abuse (CSA) and the ways in which personal and cultural variables influence their coping strategies. Nine women who identified as Latina and as survivors of CSA participated in an in-depth interview. The data were analyzed using a grounded theory methodology. Results suggested that participants' coping efforts were influenced by a variety of cultural factors and that they engaged in a wide range of coping behaviors, all of which served two main functions: (1) seeking relief from negative emotions and (2) protecting one's self from further abuse.     

Correction to: Bilingualism Is Associated with a Delayed Onset of Dementia but Not with a Lower Risk of Developing it: a Systematic Review with Meta-Analyses

Neuropsychology Review - The original version of this article unfortunately contained the following mistakes.     

Shared reading interaction in families with and without genetic risk for dyslexia: implications for toddlers’ language development

Shared reading represents a unique context for language learning. Little is known, however, about the quality of shared reading and its developmental implications in families with reading disabilities. In the present study, these questions were addressed in the context of a longitudinal follow‐up. Maternal interactional behaviors and children's participation in a book reading situation were analyzed at 14 months of age in a subsample involving 39 mothers who were diagnosed as reading disabled and had a familial background of reading difficulties (the RD group) and 89 normally reading mothers (the NR group) and their children. Information on the children's concurrent and subsequent vocabulary comprehension and production was obtained at 14 and 18 months. The results indicated that the children who displayed a high interest and engagement in shared reading at 14 months had more advanced language skills 4 months later. Also found was support for a link between maternal strategies and children's subsequent vocabulary comprehension and production. In accordance with the literature, maternal activation was more strongly related to the children's language development than the mere describing of the elements in the book. No differences emerged between the NR and RD groups in the frequencies of maternal interactional behaviors, children's participation in shared reading, or their language skills at this early age; maternal orienting of the children's attention was, however, found to be positively related to later language development in the NR group, while in the RD group the association was negative. Copyright © 1999 John Wiley & Sons, Ltd.