Teachers With Linguistically Informed Knowledge of Reading Subskills are Associated with a Matthew Effect in Reading Comprehension for Monolingual and Bilingual Students

A longitudinal investigation determined the growth of reading comprehension from third to fifth grades in a cohort of students who received Language Enrichment (LE), an Orton-Gillingham–based literacy program, during first and second grades. The LE instruction was provided by regular education teachers who received comprehensive training in linguistically informed content pertaining to reading subskills. All students were traditionally instructed in kindergarten, third, fourth, and fifth grades. Hierarchical linear modeling (HLM) confirmed that mono- and bilingual students had significantly advantaged individual growth in reading comprehension as measured on the state-mandated Texas Assessment of Academic Skills (TAAS) when their teachers had more experience implementing LE over students whose teachers had less experience implementing LE, or students whose teachers had no LE training. Findings showed a fan-shaped spread in achievement from third to fifth grades for all students in the cohort. The significance of the spread was confirmed by reliable covariance between the initial reading level and the growth in reading across grade levels. This fan-shaped growth pattern is often referred to as a Matthew effect in reading comprehension (Stanovich, 1986 Stanovich, K. E. 1986. Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4): 360–407. [Crossref], [Web of Science ®] , [Google Scholar]). These results provide evidence that the Matthew effect may be associated with specific teaching pedagogies, especially early direct implementation of multisensory linguistically informed language arts instruction. LE instruction emphasizes phonemic awareness, symbol–sound correspondences, morphology, and vocabulary to develop phonological decoding strategies, word recognition accuracy, and comprehension of words in text.     

Girls’ Spatial Skills and Arithmetic Strategies in First Grade as Predictors of Fifth-Grade Analytical Math Reasoning

This study investigated longitudinal pathways leading from early spatial skills in first-grade girls to their fifth-grade analytical math reasoning abilities (N = 138). First-grade assessments included spatial skills, verbal skills, addition/subtraction skills, and frequency of choice of a decomposition or retrieval strategy on the addition/subtraction problems. In fifth grade, girls were given an arithmetic fluency test, a mental rotation spatial task, and a numeric and algebra math reasoning test. Using structural equation modeling, the estimated path model accounted for 87% of the variance in math reasoning. First-grade spatial skills had a direct pathway to fifth-grade math reasoning as well as an indirect pathway through first-grade decomposition strategy use. The total effect of first-grade spatial skills was significantly higher in predicting fifth-grade math reasoning than all other predictors. First-grade decomposition strategy use had the second strongest total effect, while retrieval strategy use did not predict fifth-grade math reasoning. It was first-grade spatial skills (not fifth-grade) that directly predicted fifth-grade math reasoning. Consequently, the results support the importance of early spatial skills in predicting later math. As expected, decomposition strategy use in first grade was linked to fifth-grade math reasoning indirectly through first-grade arithmetic accuracy and fifth-grade arithmetic fluency. However, frequency of first-grade decomposition use also showed a direct pathway to fifth-grade arithmetic reasoning, again stressing the importance of these early cognitive processes on later math reasoning.     

Living at the Crossroads of Cultural Worlds: The Experience of Normative Conflicts by Second Generation Immigrant Youth

The children of immigrants are often referred to as second-generation youth. Although there is tremendous diversity among them, they often share the common experience of being bicultural by holding both heritage and mainstream cultural identities. Given that cultures generally promote similar expectations for youth (e.g., showing respect for parents), holding two cultural identities is not necessarily problematic. Even when cultural expectations do differ, these individuals can typically switch between cultural identities (e.g., South Asian at home; mainstream Canadian at school) as a strategy to avoid conflict. For some issues, however, switching between identities will not resolve the conflict because fulfilling the normative expectations associated with one identity is done at the expense of the ones of the other identity (e.g., choosing a romantic partner that is either from the heritage culture or from mainstream culture). The current paper presents a normative approach to understanding the experience of culturally-based conflicts among second-generation youth. In addition, research stemming from this normative approach in the area of intimate relationships is presented to further illustrate the value of the model in understanding the potential cultural conflicts of second-generation youth and how they may be negotiated.     

Mental models and language registers in the psychoanalysis of psychosis: An overview of a thirteen‐year analysis2

The author suggests that the use of mental models and language registers may help an analysis to proceed, especially in psychosis, when the patient has not yet developed a mental space that will allow him/her the functions of knowledge and containment of emotions. Models, according to Bion, are a primitive approach to abstraction and a manifestation of the analyst's reverie that enables him/her to transform sense data into alpha‐elements. Ferrari, in a further development of Bion's theories, hypothesises a relationship between the transference and the internal level of body‐mind communication, and proposes the use of language registers to sustain the psychoanalytic process. The author presents several clinical examples from a thirteen‐year, four‐session‐a‐week analysis of a psychotic analysand who was initially confused, paranoid and altogether unable to bring self‐reflective thought to bear on her overwhelming emotions and had, by the end of the analysis, completely recovered from her psychotic symptoms. The clinical material shows how the technical tools of mental models and language registers helped in the construction of a mental space and spatio‐temporal parameters, permitting the patient to tolerate overwhelming concrete emotions and finally to recognise and work through the emotions of an intense transference.     

Symmetric frenzy and catastrophic change: A consideration of primitive mental states in the wake of Bion and Matte Blanco

The author explores the connections between Matte Blanco's notion of symmetric frenzy, i.e. the turbulence characteristic of the deepest levels of mental functioning, and Bion's concept of catastrophic change. For Bion, mental links are retrieved from the formless darkness of infinity. With catastrophic change, emotional violence and the confining nature of representation come into conflict, leaving the subject prey to an explosiveness that paralyses mental resources. Matte Blanco identifies indivisibility as the abyss in which all differentiation ceases; he bases his model on the conflict between symmetry and asymmetry. Infinity, he maintains, is where the first forms of mentalization develop. Both Bion and Matte Blanco emphasize the contrast between the immensity of mental space and the spatio-temporal order introduced by the activation of thinking functions. The author presents clinical material from the analysis of a psychotic patient, stressing the need to encourage both working through the defect of thinking (Bion) and 'unfolding' manifestations of symmetry (Matte Blanco) so as to foster the activation of the resources of thought, meanwhile postponing transference interpretation. He concludes with two later sessions, in which recognition of the analyst in the transference allows the analysand to develop his capacity for containment and asymmetric differentiation.     

The global non-entropic arrow of time: from global geometrical asymmetry to local energy flow

Since the nineteenth century, the problem of the arrow of time has been traditionally analyzed in terms of entropy by relating the direction past-to-future to the gradient of the entropy function of the universe. In this paper, we reject this traditional perspective and argue for a global and non-entropic approach to the problem, according to which the arrow of time can be defined in terms of the geometrical properties of spacetime. In particular, we show how the global non-entropic arrow can be transferred to the local level, where it takes the form of a non-spacelike local energy flow that provides the criterion for breaking the symmetry resulting from time-reversal invariant local laws.     

Helping Callers to the National Suicide Prevention Lifeline Who Are at Imminent Risk of Suicide: Evaluation of Caller Risk Profiles and Interventions Implemented

Crisis lines are settings where identifying individuals at imminent risk of suicidal behavior and intervening to keep them safe are critical activities. We examined clinical characteristics of crisis callers assessed by telephone crisis helpers as being at imminent risk of suicide, and the interventions implemented with these callers. Data were derived from 491 call reports completed by 132 helpers at eight crisis centers in the National Suicide Prevention Lifeline network. Helpers actively engaged the callers in collaborating to keep themselves safe on 76.4% of calls and sent emergency services without the callers' collaboration on 24.6% of calls. Four different profiles of imminent risk calls emerged. Caller profiles and some helper characteristics were associated with intervention type. Our findings provide a first step toward an empirical formulation of imminent risk warning signs and recommended interventions.     

The effects of books and gender constancy development on kindergarten children's sex-role attitudes

The effects of symbolic models and level of gender understanding on children's sex-role attitudes was investigated. Kindergarten boys and girls heard and discussed books whose characters depicted either traditional or nontraditional sex-role behaviors. Attitudes toward males and females were measured before and after the picture book treatment. When the study began, children were screened for gender understanding so that half were able to make other-gender constancy judgments, and half were not able to make other-gender constancy judgments. Prior to the treatment, boys and children who had attained gender constancy were slightly negative toward males and neutral toward females, whereas girls and children who had not attained gender constancy were very negative toward males and very positive toward females. Exposure to traditional books had the effect of enhancing attitudes toward males and decreasing attitudes toward females. Exposure to nontraditional books had the opposite effect of decreasing attitudes toward males and enhancing attitudes toward females. The effects of the picture book treatment on attitudes toward females were more pronounced for children who had attained other-gender constancy. Implications for social learning and cognitive-developmental theories of sex-role development are discussed.