A Mixed-Method Taxonomy of Child Poverty – the Case of Ethiopia

In this paper, we use mixed methods to develop a taxonomy of poverty and vulnerability to study the situation of children and their households in rural Ethiopia over time. The taxonomy is built using qualitative data from Young Lives, a long-term study of childhood poverty, with the specific purpose of analysing the context of children’s life trajectories using both quantitative and qualitative data. The approach aims to yield insights into changes over time as well as to reflect multiple dimensions and consider issues of current well-being and future ‘well-becoming’. It potentially allows for the identification of underlying mechanisms that influence and determine life trajectories. Until recently, quantitative and qualitative approaches towards the analysis of chronic and transient poverty have developed in isolation with little cross-disciplinary interaction. In this paper, we add to this body of research by using a mixed-method approach to develop a hybrid taxonomy of child poverty and well-being that can be used for a dynamic analysis. The paper also complements existing research and evidence on child poverty and well-being in the context of Ethiopia.     

Retrieval contexts and the concreteness effect: Dissociations in memory for concrete and abstract words

Decades of research on the concreteness effect, namely better memory for concrete as compared with abstract words, suggest it is a fairly robust phenomenon. Nevertheless, little attention has been given to limiting retrieval contexts. Two experiments evaluated intentional memory for concrete and abstract word lists in three retrieval contexts: free recall, explicit word-stem completion, and implicit word-stem completion. Concreteness effects were observed in free recall and in explicit word-stem completion, but not in implicit word-stem completion. These findings are consistent with both a bidirectional version of the relational-distinctiveness processing framework (Ruiz-Vargas, Cuevas, & Marschark, 1996) and a second framework combining insights from dual coding theory (Paivio, 1971, 1986) and the transfer appropriate processing framework (Roediger, Weldon, & Challis, 1989). Also, consistent with the relational-distinctiveness framework, the second experiment suggested that concreteness effects might depend on relational processing at encoding: Concreteness effects were observed in explicit memory for related word lists but not for unrelated word lists.     

A test of two methods of arithmetic fluency training and implications for educational practice

Children are exposed to multiple training tasks that are intended to support acquisition of basic arithmetic skills. Surprisingly, there is a scarcity of experimental research that directly compares the efficacy of those tasks, raising the possibility that children may be spending critical instructional time on tasks that are not effective. We conducted an experiment with 1st through 6th grade children comparing two arithmetic training tasks that are widely used: answer production training and fact triangle training. Results show that answer production training produces substantial fluency gains, whereas fact triangle training does not. Further, we show that, despite theoretical considerations that suggest otherwise, fact triangle training does not produce more flexibly applicable learning. Implications for memory representation, arithmetic fluency training, and broader educational strategy are discussed.     

Mechanisms of theory formation in young children

Research suggests that by the age of five, children have extensive causal knowledge, in the form of intuitive theories. The crucial question for developmental cognitive science is how young children are able to learn causal structure from evidence. Recently, researchers in computer science and statistics have developed representations (causal Bayes nets) and learning algorithms to infer causal structure from evidence. Here we explore evidence suggesting that infants and children have the prerequisites for making causal inferences consistent with causal Bayes net learning algorithms. Specifically, we look at infants and children's ability to learn from evidence in the form of conditional probabilities, interventions and combinations of the two.     

Talking about Homosexuality: The Views of Mainline Protestant Clergy

Homosexuality is one of the most divisive issues within mainline Protestantism today. In this article we portray the many sides of mainline Protestantism's debates about homosexuality through the lens of statements clergy made about the issue in early 2000. In interviews with 62 mainline Protestant clergy across the United States, 40 volunteered their views on homosexuality without being prompted. We describe the frames through which clergy understand and articulate issues related to homosexuality in the midst of contentious denominational debate about the subject. The majority of clergy who discussed homosexuality focused on the issue in their churches instead of in society at large, and in their denominations rather than in their own congregations. Moreover, virtually none of the clergy interviewed took hard and fast stands on the issue of homosexuality. Most approach the issue in a pragmatic, rather than prophetic, way. Our interviews also show that pastors who choose to speak on homosexuality tend to frame the issue in terms of the diffuse notion of "homosexuality," rather than talking about gay men and lesbians as people.     

Anxiety and Depression in Children and Adolescents: A Factor-Analytic Examination of the Tripartite Model

The tripartite model of Clark and Watson (1981) suggests that the oft-observed covariation between anxiety and depression can best be understood by examining three related yet distinct constructs: negative affectivity, positive affectivity, and elevated physiological arousal. In the present study, 510 boys and girls in the 4th, 7th, and 10th grades completed the Children's Depression Inventory and the Revised Children's Manifest Anxiety Scale. Confirmatory factor analyses were conducted to determine the goodness of fit of single-factor (i.e., negative affectivity), two-factor (i.e., anxiety and depression), and three-factor models (i.e., negative affectivity, positive affectivity, and physiological arousal). Analyses were conducted by examining each of the models in the whole sample first and then separately for boys and girls and for fourth, seventh, and tenth grade youths. Results failed to support the tripartite theory; rather, the findings supported a two-factor model in all cases. These factors represented the general constructs of anxiety and depression, and these factors remained significantly interrelated. Consistent with previous findings, the strength of these relations was stronger for boys than girls and for children than adolescents.     

Teasing,rejection, and violence: Case studies of the school shootings

Media commentators have suggested that recent school shootings were precipitated by social rejection, but no empirical research has examined this claim. Case studies were conducted of 15 school shootings between 1995 and 2001 to examine the possible role of social rejection in school violence. Acute or chronic rejection—in the form of ostracism, bullying, and/or romantic rejection—was present in all but two of the incidents. In addition, the shooters tended to be characterized by one or more of three other risk factors—an interest in firearms or bombs, a fascination with death or Satanism, or psychological problems involving depression, impulse control, or sadistic tendencies. Implications for understanding and preventing school violence are discussed. Aggr. Behav. 29:202–214, 2003. © 2003 Wiley‐Liss, Inc.     

“The Grand Experiment”: Modeling Adult Learning with Adult‐Ministry Students

Abstract. Adult‐learning theory challenges faculty to adapt their teaching to certain characteristics of adult learners, including self‐direction: if adults direct the bulk of their lives outside of school, they should be permitted to direct their own educational experiences. To what extent is self‐directed learning an optimal, or even realistic, methodology for seminary teaching? Does it matter what subjects we are teaching? This essay details an experiment with self‐directed learning in a seminary ministry class: what worked, what might be improved, and how it challenges our view of ourselves as faculty to teach in this way. Student feedback from the course in question enhances our understanding of the best (and most challenging) features of the experiment.