Lexical configuration and lexical engagement: when adults learn new words

People know thousands of words in their native language, and each of these words must be learned at some time in the person's lifetime. A large number of these words will be learned when the person is an adult, reflecting the fact that the mental lexicon is continuously changing. We explore how new words get added to the mental lexicon, and provide empirical support for a theoretical distinction between what we call lexical configuration and lexical engagement. Lexical configuration is the set of factual knowledge associated with a word (e.g., the word's sound, spelling, meaning, or syntactic role). Almost all previous research on word learning has focused on this aspect. However, it is also critical to understand the process by which a word becomes capable of lexical engagement--the ways in which a lexical entry dynamically interacts with other lexical entries, and with sublexical representations. For example, lexical entries compete with each other during word recognition (inhibition within the lexical level), and they also support the activation of their constituents (top-down lexical-phonemic facilitation, and lexically-based perceptual learning). We systematically vary the learning conditions for new words, and use separate measures of lexical configuration and engagement. Several surprising dissociations in behavior demonstrate the importance of the theoretical distinction between configuration and engagement.     

Sequence and structure in the concept development of children with emotional and behavioral difficulties

We investigated the order of acquisition of concepts and cognitive processes in children with emotional and behavioral difficulties and the extent to which these children show similarity to ordinary children in sequence and structure of development. Similarity in developmental sequence was strongly supported by scalogram analyses and has clear implications for organizing teaching, but similarity in structure was less clear. Cognitive processes however, and the nature of the children's reasoning were clarified by the method of exploration used. This was particularly fruitful for providing insight into the difficulties children may have. The findings thus contribute to understanding with a view toward furthering concept development in children with emotional and behavioral difficulties.     

Child care before 6 months of age: a qualitative study of mothers' decisions and feelings about employment and non‐maternal care

Employment of women while their children are infants has increased in the UK in the last decade. This study of 57 employed mothers of infants less than seven months old examined their retrospective reports of planning child care and their contemporaneous feelings about the child care they were using, based on qualitative interviews. Issues addressed included mothers' reasons for returning to employment at that time, their theoretical preferences among a range of child care types and providers and the process of making actual choices, including the range and types of advice received and the involvement of fathers. Mothers were also encouraged to discuss their feelings about how child care was working out once the infant was settled. Continuing concerns expressed by mothers included the importance of open communication with caregivers, their desire to keep control over infants' daily lives and upbringing, worries about infants' safety and concerns about the levels of cognitive stimulation they received. Copyright © 2006 John Wiley & Sons, Ltd.     

The Disappearing Student

359 randomly selected freshmen (1962) at the University of New Mexico were sent a questionnaire related to college attrition, and the attitudes of withdrawees and continuers were compared regarding teachers, counselors, facilities, and various personal experiences and conditions that might lead to withdrawal. The results failed to support reasons for attrition commonly cited in the literature. Only 5 items distinguished the groups' reaction to the college environment. In fact, the continuers were more negative toward the college environment than the withdrawees. Only 3 reasons generally related to attrition differentiated the groups: withdrawees felt that problems of marriage, family finance, and general unhappiness were somewhat more important than did the continuers. These findings indicate that the real causes for college withdrawal have yet to be discovered.     

The influence of negative advertising frames on political cynicism and politician accountability

This research examined the influence of negative political advertising frames on the thoughts and feelings people generate in response to campaign advertising. Preparing and conducting this investigation involved the use of a multiple‐method strategy. Content analysis identified two advertising frames (i.e., candidate theme and ad hoc issue advertisements) and two experiments separately induced political cynicism and politician accountability. Three hundred and sixty people participated in the experimental studies, in which they read and responded, using a thought‐listing technique, to candidate theme or ad hoc issue negative advertisements. Results demonstrated that participants were more likely to generate cynical comments and hold politicians accountable for the country's ills when reading candidate theme advertisements than ad hoc issue advertisements. The results indicate that this contributes to a political climate of cynicism and may function to erode the electorate's overall trust in government.     

The Role and Value of Chaplains in the Ambulance Service: Paramedic Perspectives

Journal of Religion and Health - Chaplains are employed by ambulance services in many states across Australia as one element in a suite of initiatives to support the health and wellness of...     

Efficacy of a Train-the-Trainer Curriculum for Increasing Occupational Therapists’ Mental Health Knowledge

The marked prevalence and under detection of affective disorders including depression in older adults is associated with poor functional outcomes and patient mortality. Although occupational therapists are trained in mental health assessment and intervention, these skills are underutilized in practice. A two-group wait-list control design was used to test a DVD-based educational curriculum to increase knowledge about depression in a sample of occupational therapists. The educational intervention was delivered using a train-the-trainer model. The train-the-trainer model was found to be effective and study results showed that knowledge increased significantly after the DVD training.     

Emotion in inter-group relations

The study of inter-group relations has seen a renewed emphasis on emotion. Various frameworks converge on the general conceptualisation of group-level emotions, with respect to their antecedent appraisals and implications for inter-group relations. However, specific points of divergence remain unresolved regarding terminology and operationalisation, as well as the role of self-relevance (e.g., self-categorisation, in-group identification) in moderating the strength of emotion that individuals feel about groups and their inter-relations. In this chapter we first present a typology of group-level emotions in order to classify current conceptual and empirical approaches, differentiating them along the dimensions of the (individual or group) subject and object of emotion. The second section reviews evidence for the claim that individuals feel stronger group-level emotions about things that are relevant to their self-concept, with emphasis on three indicators of self-relevance: domain relevance, self-categorisation as an in-group member, and in-group identification. Implications for, and future directions in, the study of emotion in inter-group relations are discussed.