cluster types of attitudes toward multiple role planning of single,korean, female undergraduates

The current study explored the attitudes that single, Korean, female college students have toward multiple role planning. Cluster groups among the participants were identified by their scores on the Korean language version (Yang, 1997) of the Attitudes Toward Multiple Role Planning (ATMRP; Weitzman, 1992) measure, and significant differences in career‐ and marriage‐related variables were also examined. Five clusters were derived using cluster analysis based on participants' scores on the ATMRP. Significant differences among clusters were found on career‐ and marriage‐related variables. This study contributes to the understanding of various patterns in attitudes toward multiple roles and suggests effective interventions for each group in the career decision‐making process.     

A longitudinal study of student-teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence

This study examines the mediating role of student-teacher relationship quality (conflict and closeness) in grades 4, 5, and 6 on the relation between background characteristics, difficult temperament at age 4½ and risky behavior in 6th grade. The longitudinal sample of participants (N = 1156) was from the NICHD Study of Early Child Care and Youth Development. Structural equation modeling was used to estimate paths from (a) background characteristics to student-teacher relationship quality and risky behavior, (b) temperament to student-teacher relationship quality and risky behavior, and (c) student-teacher relationship quality to risky behavior. Findings indicate that students' family income, gender, receipt of special services, and more difficult temperament were associated with risky behavior. In addition, student-teacher conflict was a mediator. Students with more difficult temperaments were more likely to report risky behavior and to have conflict in their relationships with teachers. More conflict predicted more risky behavior. Closer student-teacher relationships were associated with less risky behavior. Results suggest negative relationships, specifically student-teacher relationships, may increase the risk that certain adolescents will engage in risky behavior.     

Morphemes in their place: Evidence for position-specific identification of suffixes

Previous research strongly suggests that morphologically complex words are recognized in terms of their constituent morphemes. A question thus arises as to how the recognition system codes for morpheme position within words, given that it needs to distinguish morphological anagrams like overhang and hangover. The present study focused specifically on whether the recognition of suffixes occurs in a position-specific fashion. Experiments 1 and 2 revealed that morphologically complex nonwords (gasful ) are rejected more slowly than orthographic controls (gasfil ) but that the same interference effect is not present when the morphemic constituents are reversed ( fulgas vs. filgas). Experiment 3 went further in demonstrating that reversing the morphemes within words (e.g., nesskind) does not yield morpheme interference effects against orthographic controls (e.g., nusskind). These results strongly suggest that suffix identification is position specific, which imposes important constraints on the further development of models of morphological processing.     

Black Athena: The politics of scholarship

Black Athena: The Afroasiatic Roots of Classical Civilization. Vol. II: The Archaeological and Documentary Evidence, by Martin Bernal, London: Free Association Books, 1991, 736 pages, hb £39.95, pb £19.95     

Reviews

Dnevniki ("Diaries") by Eduard Kuznetsov. Les Editeurs Réunis, Paris, 1973. 374 pp.

Sergei by Sergei Kourdakov. Oliphants, London, 1973. 205 pp. £2.50.

Zakonodatelstvo o religii v SSSR. Doklad Komitetu prav cheloveka ("Legislation on Religion in the USSR. Report submitted to the Human Rights Committee") by I. R. Shafarevich, Paris, 1973. 81 pp.     

Direct Comparison of Episodic Encoding and Retrieval of Words: An Event-related fMRI Study

Functional magnetic resonance imaging (fMRI) was used to compare directly episodic encoding and retrieval. During encoding, subjects studied visually presented words and reported via keypress whether each word represented a pleasant or unpleasant concept (intentional, deep encoding). During the retrieval phase, subjects indicated (via keypress) whether visually presented words had previously been studied. No reliable differences were found during the recognition phase for words that had been previously studied and those that had not been studied. Areas preferentially active during encoding (relative to retrieval) included left superior frontal cortex, medial frontal cortex, left superior temporal cortex, posterior cingulate, left parahippocampal gyrus, and left inferior frontal gyrus. Regions more active in retrieval than encoding included bilateral inferior parietal cortex, bilateral precuneus, right frontal polar cortex, right dorsolateral prefrontal cortex, and right inferior frontal/insular cortex.     

Role of Researchers in the Ethical Conduct of Research: A Discourse Analysis From Different Stakeholder Perspectives

The ethical conduct of research rests largely on researchers, and as such, an understanding of how they perceive and enact their role in research is paramount. However, the literature around ethics and research mostly focuses on researchers’ perception of Research Ethics Boards (REB; also known as Institutional Review Boards) roles and functions. To fill that gap, we analyzed the perceptions of researchers, REB members, and influential parties (n = 40) about researchers’ role in the ethical conduct of research through discourse analysis. Three discourses emerged: researchers as reflective practitioners, protectors of participants, and technicians. Understanding the commonalities and differences among the discourses may foster a shared and compelling institutional research culture.     

The effect of a multicomponent literacy instruction model on literacy growth for kindergartners and first‐grade students in Chile

In the present study we examined the impact of a comprehensive literacy instruction model called Collaborative Language and Literacy Instruction Project (CLLIP) on language and literacy achievement over the course of a year by Spanish‐speaking children in Chile. Participants included kindergartners (N = 312) from high and low socioeconomic backgrounds and first‐grade students (N = 305) from high SES families. The CLLIP model targeted phonological awareness, alphabetics and phonics, fluency, vocabulary, reading comprehension and writing, and included coaching and sustained follow‐up as key elements for teacher professional development. The results showed promise for the CLLIP model in the Chilean context. Kindergartners in CLLIP classrooms had faster growth rates in letter naming, word reading, vocabulary, and phonemic segmentation fluency than those in control classrooms, and had higher scores at the end of the year in phonemic segmentation fluency, letter naming, and word reading. In addition, kindergartners from high SES families had faster growth rates than kindergartners from low SES families in letter naming and word reading. Effect sizes ranged from small (d = .18 in word reading) to fairly large (d = .70 in letter‐naming fluency). First‐grade students in CLLIP classrooms had faster growth rates than students in control classrooms in vocabulary, nonword reading fluency, word reading, and reading comprehension. Effect sizes were small in vocabulary, nonword reading fluency, and reading comprehension (.23 ≤ d ≤ .28) and medium in word reading (d = .50). These results suggest that the present multicomponent literacy instructional model had a positive impact on Chilean children's literacy acquisition.