Teacher Perceptions Affect Boys’ and Girls’ Reading Motivation Differently

The aim of this study was to examine the relationship between teacher perceptions and children's reading motivation, with specific attention to gender differences. The reading self-concept, task value, and attitude of 160 fifth and sixth graders were measured. Teachers rated each student's reading comprehension. Results showed that for boys, teacher expectations had no influence on the three constructs of reading motivation measured, whereas for girls, teacher expectations did predict reading self-concept and value of reading. The results provide evidence that the relationship between motivational factors and teacher perceptions is different for boys and girls. The implications for educational practice are addressed.     

Can Visual Illusions Be Used to Facilitate Sport Skill Learning?

Recently it has been reported that practicing putting with visual illusions that make the hole appear larger than it actually is leads to longer-lasting performance improvements. Interestingly, from a motor control and learning perspective, it may be possible to actually predict the opposite to occur, as facing a smaller appearing target should enforce performers to be more precise. To test this idea the authors invited participants to practice an aiming task (i.e., a marble-shooting task) with either a visual illusion that made the target appear larger or a visual illusion that made the target appear smaller. They applied a pre–post test design, included a control group training without any illusory effects and increased the amount of practice to 450 trials. In contrast to earlier reports, the results revealed that the group that trained with the visual illusion that made the target look smaller improved performance from pre- to posttest, whereas the group practicing with visual illusions that made the target appear larger did not show any improvements. Notably, also the control group improved from pre- to posttest. The authors conclude that more research is needed to improve our understanding of whether and how visual illusions may be useful training tools for sport skill learning.     

Do They Get What They Want or Are They Stuck With What They Can Get? Testing Homophily Against Default Selection for Friendships of Highly Aggressive Boys. The TRAILS Study

In this study a homophily selection hypothesis was tested against a default selection hypothesis, to answer whether preferred and realized friendships of highly aggressive boys differed. In a large peer-nomination sample, we assessed who highly overt aggressive, low prosocial boys (n = 181) nominated as friends (preferred friendships) and who among the nominated friends reciprocated the friendship (realized friendships). These preferred and realized friendships were compared with those of less aggressive (n = 1,268) and highly aggressive but also prosocial boys (bi-strategics; n = 55). Results showed that less aggressive boys preferred peers low on aggression, whereas highly aggressive and bi-strategic boys preferred peers not particular high or low on aggression. In line with default selection, highly aggressive boys ended up with aggressive peers even though that was not their preference. In general, received support proved an important determinant of highly aggressive, bi-strategic, and less aggressive boys’ preferred and realized friendships. Especially highly aggressive boys preferred emotionally supportive friends, but ended up with the least supportive peers. In sum, for friendships of highly overt aggressive boys, the evidence favors default selection over homophily selection.     

Development of inattention, impulsivity, and processing speed as measured by the d2 Test: results of a large cross-sectional study in children aged 7-13.

The development of three aspects of selective attention was studied in 451 Dutch schoolchildren attending second to sixth grade. Selective attention was measured with the d2 Test of attention. The largest age differences were found for processing speed that continued to improve until the sixth grade. Impulsivity, as measured by the percentage of errors of commission, decreased until the fourth grade. Inattention, measured by the percentage of errors of omission, was stable in all grades. Processing speed and impulsivity were correlated with the score on the Attention Problems subscale of the Child Behavior Checklist. These results imply that selective attention continues to develop, at least, until the end of elementary school. The findings are support for a step-wise model of cognitive development (P. Anderson, 2002).     

Memory self-efficacy predicts memory performance: results from a 6-year follow-up study

The purpose of this study was to examine the relationship between memory self-efficacy (MSE) and a 6-year follow-up assessment of memory functioning in a sample of Dutch older adults. MSE was assessed by a Dutch abridged version of the Metamemory in Adulthood questionnaire (MIA; R. A. Dixon, D. F. Hultsch, & C. Hertzog, 1988; C. Hertzog, D. F. Hultsch, & R. A. Dixon, 1989; R. W. H. M. Ponds & J. Jolles, 1996). The total MSE score predicted memory performance at 6 years, as measured by the Visual Verbal Learning Task (VVLT; N. Brand & J. Jolles, 1985). A separate analysis of the different MSE subscales indicated that the MIA Change score was the most salient domain-specific MSE predictor of subsequent memory performance after 6 years. An extreme groups analysis of the MIA Change score revealed a pattern of performance for those who perceived that their memory was worsening, performing less well on the 3 trials of the VVLT when these were readministered at the 6-year follow-up.     

A chain-retrieval model for voluntary task switching

To account for the findings obtained in voluntary task switching, this article describes and tests the chain-retrieval model. This model postulates that voluntary task selection involves retrieval of task information from long-term memory, which is then used to guide task selection and task execution. The model assumes that the retrieved information consists of acquired sequences (or chains) of tasks, that selection may be biased towards chains containing more task repetitions and that bottom-up triggered repetitions may overrule the intended task. To test this model, four experiments are reported. In Studies 1 and 2, sequences of task choices and the corresponding transition sequences (task repetitions or switches) were analyzed with the help of dependency statistics. The free parameters of the chain-retrieval model were estimated on the observed task sequences and these estimates were used to predict autocorrelations of tasks and transitions. In Studies 3 and 4, sequences of hand choices and their transitions were analyzed similarly. In all studies, the chain-retrieval model yielded better fits and predictions than statistical models of event choice. In applications to voluntary task switching (Studies 1 and 2), all three parameters of the model were needed to account for the data. When no task switching was required (Studies 3 and 4), the chain-retrieval model could account for the data with one or two parameters clamped to a neutral value. Implications for our understanding of voluntary task selection and broader theoretical implications are discussed.     

Working with suicidal clients: The person‐centred counsellor's experience and understanding of risk assessment

Background: Client risk assessment within the person‐centred paradigm is traditionally seen as squarely opposed to its ethos. Aim: To determine how the person‐centred counsellor experiences and understands the issue of risk assessment within the confines of their work ethos. Method: Semi‐structured interviews with seven person‐centred counsellors using thematic analysis were conducted. Findings: Three main themes emerged following thematic analysis: The impact of the risk assessment process on self; The counsellor's experience of self, and The therapeutic process in relation to risk assessment. Discussion: The findings suggest that person‐centred counsellors conduct risk assessments taking a holistic approach involving not only individual risk predictors and characteristics of the client but also individual factors related to self.     

Preparing fingers within and between hands: Examining the maximal preparation benefit in older age

Previous research has demonstrated an age-related deficit in the preparation of finger responses. A key question is whether the age-related deficit reflects differences in speed of preparation or differences in the maximal preparation benefit that can be attained given sufficiently long preparation intervals. The present study examined this issue by asking a group of younger and older adults to perform the finger-cueing task with four, relatively long, preparation intervals that varied randomly across trials. Reaction time results demonstrated that older adults were deficient in preparing two fingers on two hands at the two shortest preparation intervals, but not at the two longest ones. This outcome suggests that, with randomised preparation intervals, older adults require more time than younger adults to achieve the maximal level of between-hands preparation.     

Establishing normative data for repeated cognitive assessment: A comparison of different statistical methods

Serial cognitive assessment is conducted to monitor changes in the cognitive abilities of patients over time. At present, mainly the regression-based change and the ANCOVA approaches are used to establish normative data for serial cognitive assessment. These methods are straightforward, but they have some severe drawbacks. For example, they can only consider the data of two measurement occasions. In this article, we propose three alternative normative methods that are not hampered by these problems—that is, multivariate regression, the standard linear mixed model (LMM), and the linear mixed model combined with multiple imputation (LMM with MI) approaches. The multivariate regression method is primarily useful when a small number of repeated measurements are taken at fixed time points. When the data are more unbalanced, the standard LMM and the LMM with MI methods are more appropriate because they allow for a more adequate modeling of the covariance structure. The standard LMM has the advantage that it is easier to conduct and that it does not require a Monte Carlo component. The LMM with MI, on the other hand, has the advantage that it can flexibly deal with missing responses and missing covariate values at the same time. The different normative methods are illustrated on the basis of the data of a large longitudinal study in which a cognitive test (the Stroop Color Word Test) was administered at four measurement occasions (i.e., at baseline and 3, 6, and 12 years later). The results are discussed and suggestions for future research are provided.