Language Enrichment Teacher Preparation and Practice Predicts Third Grade Reading Comprehension

First and second grade public school teachers were trained through interactive video-conferencing to implement Language Enrichment, an Orton-Gillingham-based literacy instruction. The effectiveness of the linguistically informed training was demonstrated by documenting the longitudinal third grade reading comprehension achievement of their students. Student achievement was measured on the state-mandated achievement test, Texas Assessment of Academic Skills (TAAS). Hierarchical linear modeling (HLM) showed that students whose teachers were trained in Language Enrichment instruction had higher third grade reading comprehension achievement than students whose teachers were not trained. Additionally, a significant effect of the length of Language Enrichment teaching experience of the second grade teacher on third grade reading comprehension was found. Earlier occurring second grade teacher training was associated with higher reading scores than later training. Based on these findings it is suggested that teachers who have content-rich knowledge known to support literacy acquisition can provide reading instruction that results in a level of reading comprehension that is significantly higher than that resulting from teachers who do not have a well-developed domain of knowledge concerning the reading process. This study also indicates that teacher competence was enhanced through practice because student reading achievement of the more-experienced Language Enrichment teachers was higher than that of the less-experienced Language Enrichment teachers.     

(Re)imagining Literacy and Teacher Preparation Through Collaboration

This article reports the outcomes of the first 3 years of an ongoing participatory action research (PAR) project that brought together literacy and content-area teacher educators. The purpose of our collaboration was two-fold: (a) to develop shared understandings or theories related to literacy and the place of literacy instruction in content-area classrooms, and (b) to make changes to our work with preservice teachers in order to prepare them to support adolescents’ content learning and discipline-specific literacy development. The findings reveal that the collaborative activities allowed participants to embrace broad notions of text and literacy that are useful in making sense of disciplinary aims and pedagogy. Furthermore, as teacher educators came to shift their thinking about literacy and disciplinary learning and teaching, their work with preservice teachers changed. Implications for future collaborative activities to promote content-area literacy are discussed.     

Józef Bocheński and static religion

One of the most interesting aspects of Józef Bocheński’s philosophy was its relation to Henri Bergson’s thought, particularly to his philosophy of religion. Unlike the majority of the Catholic philosophers at that time, Bocheński did not stress the significance of dynamic religion, but rather focused on the role of static religion in human life. In his view, what was of particular interest within this religion was its fabulation function. This direction of the philosopher’s research stemmed from the realism and empiricism proper to the analytic philosophy developed by Bocheński and became increasingly visible as the years passed. In this text the author shows how Bocheński’s analyses of religion, referring to both daily human experiences and logic, moved towards Bergsonian static religion, while diverging from dynamic religion and its key notion of mysticism.     

The role of self-esteem in the misinformation effect

Previous research using the Gudjonnson suggestibility scale has suggested a role for self-esteem in suggestibility, with participants low in self-esteem being more suggestible than participants high in self-esteem. Four experiments are presented examining the role of self-esteem in the misinformation effect and whether enhanced suggestibility effects in participants low in self-esteem reflect genuine memory impairment. In Experiments 1 and 4 participants completed a standard recognition test. In Experiment 2 participants completed the modified recognition test. In Experiment 3 participants completed a free recall test. In Experiments 1 and 4 participants low in self-esteem demonstrated greater misinformation effects than participants high in self-esteem. In Experiment 3 a 3-day retention interval was employed with the modified test and no differences were found between the two groups on the reporting of the new item. The findings suggest that participants low in self-esteem are particularly sensitive to demand characteristics and post-event suggestion but do not suffer from genuine memory impairment.     

Effects of MK-801 and ethanol combinations on memory consolidation in CD1 mice: involvement of GABAergic mechanisms

In the present research the effect of the noncompetitive N-methyl-d-aspartate receptor antagonist MK-801 and ethanol combinations on memory consolidation and the involvement of GABAergic mechanisms in this effect were investigated in CD1 mice injected intraperitoneally with the drugs immediately or 120 min after training in a one-trial inhibitory avoidance apparatus and tested for retention 24 h later. The results showed that (a) the retention performances of mice were impaired in a dose-dependent manner by immediate posttraining MK-801 (0.2 and 0.3, but not 0.1 mg/kg) and ethanol (1 and 2, but not 0.5 g/kg) administrations; (b) an otherwise ineffective dose of MK-801 (0.1 mg/kg) enhanced the deleterious effect exerted by ethanol (1 and 2 g/kg); (c) an otherwise ineffective dose of muscimol (0.5 mg/kg) enhanced, while otherwise ineffective doses of picrotoxin (0.25 mg/kg) or bicuculline (0.1 mg/kg) antagonized, this effect; and (d) no effect was observed when the treatments were carried out 120 min after training, suggesting that the effects observed following immediate posttraining administrations were due to the influence on the consolidation of memory. From these experiments it is evident that (a) MK-801 enhances ethanol's effects on memory consolidation and (b) GABAergic mechanisms are involved in this effect.     

Response-dependent point loss and response force as disrupting operations on behavioral resistance to change in humans

Behavioral momentum theory (BMT) provides a theoretical and methodological framework for understanding how differentially maintained operant responding resists disruption. A common way to test operant resistance involves contingencies with suppressive effects, such as extinction or prefeeding. Other contingencies with known suppressive effects, such as response-cost procedures arranged as point-loss or increases in response force, remain untested as disruptive events within the BMT framework. In the present set of three experiments, responding of humans was maintained by point accumulation programmed according to a multiple variable-interval (VI) VI schedule with different reinforcement rates in either of two components. Subsequently, subtracting a point following each response (Experiment 1) or increasing the force required for the response to be registered (Experiments 2 and 3 decreased response rates, but responding was less disrupted in the component associated with the higher reinforcement rate. The point-loss contingency and increased response force similarly affected response rates by suppressing responding and human persistence, replicating previous findings with humans and nonhuman animals when other types of disruptive events (e.g., extinction and prefeeding) were investigated. The present findings moreover extend the generality of the effects of reinforcement rate on persistence, and thus BMT, extending the analysis of resistance to two well-known manipulations used to reduce responding in the experimental analysis of behavior.     

DECISION MAKING ABOUT ADVANCE DIRECTIVES BY MARRIED WOMEN

One goal of this exploratory study was to describe the experiences of 41 wives engaged in a congregationally based educational program promoting the discussion of advance directives (ADs). Other goals were to explore whether marital commitment was an antecedent for engaging in AD discussions, as well as whether it was positively associated with wives' increased trust that their husbands would carry out their AD preferences. Eighty percent of the wives discussed ADs with their husbands, and 44% revised/signed an AD. Slightly over half of the couples discussed ADs for 1 hour or less.There was marginal support for the hypothesis that there would be a positive association between wives' discussing ADs with their husbands and marital commitment. There was strong support for the hypothesis that wives' level of commitment would be positively associated with their trust that their husbands would carry out their AD preferences.     

Mindfulness increases recall of self-threatening information

Previous research has suggested that we tend to show impaired memory for self-threatening information, an effect known as mnemic neglect. Mnemic neglect is believed to be due to shallow processing or inhibition of self-threatening information. Mnemic neglect, however, could also be an example of experiential avoidance and mindfulness training has been demonstrated to counteract experiential avoidance. The current study was designed to negate experiential avoidance on a memory task via mindfulness training and attempt to increase recall of self-threatening information. Participants were exposed to a short intervention, either mindfulness or unfocused attention, before being instructed to read and later recall self-referent behaviors. The findings indicated that recall of self-threatening and other self-referent information was increased following the mindfulness but not unfocused attention intervention. The utility of mindfulness as a strategy for negating the experiential avoidance normally associated with self-threatening information and increasing memory performance are discussed.     

Significance of nature in a clinical setting and its perceived therapeutic value from patients’ perspective

The effect that nature can have on the development of mental health and the implications for recovery is important for understanding the impact nature has on humans, as well as delineating possible alternative venues for treating psychological problems. The present qualitative study examined how individuals understand the significance of nature in relation to their mental health and treatment. A total of 12 participants in residential treatment for varying nonpsychotic mental health issues were interviewed about previous and present experiences with nature and the meaning these experiences have for them in recovery. Thematic analysis resulted in the creation of two main themes: «being human in nature», which included three sub-themes ‘experience of nature’, ‘effects on focus and attention’ and ‘change and the transformative in nature’, and «nature, the patient and treatment», with two sub-themes ‘nature as therapy’ and ‘nature and therapy’. Participants describe a feeling of coming closer to themselves, to their problems and existential meanings when in nature. In addition, they report being able to make new relational experiences with other patients, and that some experiences in nature can function as symbolic tools in therapy. The study underlines the complex interrelationships between nature and humans and points to new lines for future research.