Metacognition and mathematics strategy use

The role of children's metacognitive knowledge in their mathematics strategy use was studied by a longitudinal examination of second graders' effort attributions, metacognition for mathematics, and strategy use while solving mathematics problems. Children's correct use of retrieval, internal and external strategies, and the prevalence of strategy use were assessed in September and the following January. Effort attributions for success and failure were also assessed at both points in time. In January, metacognitive knowledge about mathematics strategies was measured. Second graders possess metacognitive knowledge about mathematics strategies, and this knowledge is correlated most strongly with the tendency to use internal strategies in September and correct internal strategy use in September. Effort attributions measured at both timepoints were significantly related to metacognition. Effort attributions in January also correlated with the tendency to use internal strategies in January. In general, the results are consistent with self-system theories, which posit that metacognition, motivation, and strategy use work together to promote learning.     

Psychodynamic group therapy for male survivors of sexual abuse

The group therapy literature on male sexual abuse is very preliminary and concerned solely with short-term support models. This paper describes a long-term psychodynamic therapy group for male survivors that has been running successfully in a clinic setting for almost three years. This combined group and individual treatment approach presupposes the selection of men who are capable of using group process to explore basic personality and relationship problems. With sexually abused men, certain treatment issues are paramount. These concern the safety of group boundaries, power and control, facilitating intimacy, handling shame and guilt, and the effects of trauma. Special attention is given to the gender-related dynamics and conflicts that occur in a group of male survivors with a male leader.     

The Influence of Retention Interval on the US Preexposure Effect: Changes in Contextual Blocking over Time

A number of studies manipulating the length of the interval between conditioning and testing indicate spontaneous recovery from overshadowing, suggesting that certain instances of overshadowing represent a deficit in memory retrieval rather than a failure of animals to form an association between the overshadowed stimulus and the US. The present series of experiments examined the influence of lengthening the retention interval on blocking, another stimulus selection phenomenon that is typically interpreted as an acquisition deficit. The results indicated that when subjects were tested shortly (3 days) after training conditioning to a taste blocked subsequent conditioning to an odor conditioned in compound with that taste (Experiment 1), whereas prior conditioning to an odor did not block subsequent conditioning to a taste conditioned in compound with that odor (Experiment 2). This pattern of results was essentially unchanged when testing occurred at a longer (21-day) retention interval. However, there was evidence of a US preexposure effect in Experiment 2 when subjects in the US ONLY control condition were tested at the 3-day retention interval, but not when testing occurred 21 days after conditioning. Experiments 3 and 4 examined whether this loss of the US preexposure effect over time might actually represent a change in the degree of contextual blocking as the retention interval is lengthened. Exposure to the conditioning context either during the interval between Phase 1 and Phase 2 of conditioning (Experiment 3) or prior to Phase 1 of conditioning (Experiment 4) alleviated this US preexposure effect suggesting that the loss of the US preexposure effect as the retention interval is lengthened observed in Experiment 2 is due to changes in the degree of blocking by contextual stimuli over time. The results are discussed in terms of differential susceptibility of forgetting of two functional roles played by a contextual stimuli in the current situation-context as a CS and context as a retrieval cue for other CS-US associations.     

Assessing the Need for Alcohol Abuse Programs for African-American College Students

The authors compare Black and White college student alcohol and other drug use. Significant differences were noted showing alcohol abuse to be less of a problem for Black students.     

Effects of response variability on the sensitivity of rule-governed behavior

Two experiments examined the relation between response variability and sensitivity to changes in reinforcement contingencies. In Experiment 1, two groups of college students were provided complete instructions regarding a button-pressing task; the instructions stated “press the button 40 times for each point” (exchangeable for money). Two additional groups received incomplete instructions that omitted the pattern of responding required for reinforcement under the same schedule. Sensitivity was tested in one completely instructed and one incompletely instructed group after responding had met a stability criterion, and for the remaining two groups after a short exposure to the original schedule. The three groups of subjects whose responding was completely instructed or who had met the stability criterion showed little variability at the moment of change in the reinforcement schedule. The responding of these three groups also was insensitive to the contingency change. Incompletely instructed short-exposure responding was more variable at the moment of schedule change and was sensitive to the new contingency in four of six cases. In Experiment 2, completely and incompletely instructed responding first met a stability criterion. This was followed by a test that showed no sensitivity to a contingency change. A strategic instruction was then presented that stated variable responding would work best. Five of 6 subjects showed increased variability after this instruction, and all 6 showed sensitivity to contingency change. The findings are discussed from a selectionist perspective that describes response acquisition as a process of variation, selection, and maintenance. From this perspective, sensitivity to contingency changes is described as a function of variables that produce response variability.     

Chronic stress burden, discrimination, and subclinical carotid artery disease in African American and Caucasian women.

This study examined the association between a composite index of stress that included measures of life events, ongoing stress, discrimination, and economic hardship and subclinical carotid disease among 109 African America and 225 Caucasian premenopausal women. African Americans reported more chronic stress and had higher carotid intima-media thickness (IMT) as compared with Caucasians. Among African Americans only, the composite stress index and unfair treatment were associated with higher IMT. These effects were partially mediated by biological risk factors. African American who reported experiencing racial discrimination had marginally more carotid plaque than did those who did not report experiencing racial discrimination. The results suggest that African Americans may be particularly vulnerable to the burden of chronic stress.     

Does establishing fidelity of treatment help in understanding treatment efficacy? Comment on Bellg et al. (2004).

Comments on the article by Bellg et al (see record 2004-18051-001). To test the effects of a behavioral change on specific health outcomes, the Behavior Change Consortium insists on strict adherence to fidelity at 5 steps in behavioral trials: study design, provider training, treatment delivery, treatment receipt, and enactment of treatment skills. The authors argue that the demand for fidelity at every step ignores 2 critical sets of factors: (a) there are few theoretically grounded empirical studies of the processes involved in successful transitions in this sequence and (b) trials with perfect fidelity absent a theoretical model of transitions will produce evidence for interventions that lack a conceptual basis for adaptation to differences among diseases, treatments, patients, practitioners, medical institutions, and cultures and that therefore cannot be implemented in clinical practice.     

Work and Family Commitment and Decision-Making Status Among Emerging Adults

This study was designed to investigate work–family attitudes among emerging adults. Participants were 46 male and 49 female college juniors and seniors. Men and women had similar levels of work and family commitment. For women there was a negative correlation between work and family commitment. Exploratory analyses indicated different relationships between work decision-making status and commitment and family decision-making status and commitment. In addition, whereas men were more likely than women not yet to have thought about family roles, women were more likely than men to have decided about family roles. Implications of these findings for our understanding of the processes and meanings of emerging adult men's and women's decisions about entry into and commitment toward work and family roles are discussed. Although earlier literature employs the term “young adults” to refer to individuals in the emerging adult stage of development, for the sake of consistency we use the term “emerging adults” throughout this article.     

Grey Matter: Ambiguities and Complexities of Ethics in Research

Ethical dilemmas are often not discussed in the dissemination of educational research. While the ethical guidelines for research seem clear at first glance, a closer look at the intimate nature of qualitative research reveals that there are many ambiguities or ‘grey’ areas where researchers must rely on their personal value systems. This article discusses the challenges faced by an experienced educator, although novice researcher, in considering the ethical parameters of her own research with adolescents with hearing loss. In particular, the grey ethical areas identified by the researcher include: (a) vulnerable population; (b) researcher role confusion; (c) consent; (d) privacy, confidentiality, and anonymity; as well as (e) the nature of risk. Based on the author’s own reflections on beginning the research process, the article presents possible pitfalls and ways of overcoming the possibility of becoming immobilized by the ethical enigmas of research.