An investigation of high school social studies teachers' understandings of vocabulary teaching and learning

This qualitative study focused on high school social studies teachers' understandings of and perspectives about vocabulary acquisition and instruction. The research questions were the following: (1) What do high school social studies teachers understand about vocabulary instruction? and (2) How do high school social studies teachers support vocabulary learning? Face-to-face interviews were conducted with 25 high school social studies teachers. Findings indicate that external factors shaped instructional decision-making for teaching vocabulary, teachers' belief systems guided instructional choices, and the diverse needs of students called for differentiated instruction not only for English language learners but also for all students given the unique nature of the language of social studies.     

Facing up to Complexity: Implications for Our Social Experiments

Biological systems are highly complex, and for this reason there is a considerable degree of uncertainty as to the consequences of making significant interventions into their workings. Since a number of new technologies are already impinging on living systems, including our bodies, many of us have become participants in large-scale “social experiments”. I will discuss biological complexity and its relevance to the technologies that brought us BSE/vCJD and the controversy over GM foods. Then I will consider some of the complexities of our social dynamics, and argue for making a shift from using the precautionary principle to employing the approach of evaluating the introduction of new technologies by conceiving of them as social experiments.     

Rhythm and the timing of movement sequences

Summary Many motor skills involve a sequence of movements phased over a period of time. The present study investigated the importance of rhythmic timing structures in the acquisition and control of a serial key-pressing task. Four groups of subjects received extensive practice on 9-element finger sequences varying in the form of the inherent temporal structure. Following a training period, the stability of the various timing patterns was examined by requiring subjects to perform the key-pressing task concurrently with a verbal memory task. The memory task involved reporting back a sequence of visually-presented words with a lag of one word. A comparison was made of performance on the two tasks under dual task and control (single task) conditions. The results suggested that natural rhythmic timing structures require less attention for production than unnatural temporal patterns. A breakdown of the temporal patterns into within-group and between-group intervals showed that patterns containing within-group intervals that related as 1:1 or 1:2 evidenced good stability under dual-task conditions. These results were taken as support for the suggestion by Fraisse (1946) that the perception and production of rhythms can be understood by an internal representation that allows only two distinct durations that relate as 1:2. Furthermore, it was suggested that relative timing may become an invariant property of motor program representation only in those instances in which the timing sequence completely fits the internal timing structure.     

Sleep disturbance in intentional self-awakenings: behavior-genetic and transient factors

Unaided self-awakenings were studied, using a baseline vs treatment comparison with 84 undergraduate subjects serving as their own controls. The data suggest that situational constraints related to time and sleep environment affect successful awakenings, that the subjects' instructional set produces a temporary sleep disturbance, and that chronically sleep satisfied or dissatisfied groups respond differently to the procedures used here.     

On the Respective Roles of Nitric Oxide and Carbon Monoxide in Long-Term Potentiation in the Hippocampus

Perfusion of hippocampal slices with an inhibitor of nitric oxide (NO) synthase-blocked induction of long-term potentiation (LTP) produced by a one-train tetanus and significantly reduced LTP by a two-train tetanus, but only slightly reduced LTP by a four-train tetanus. Inhibitors of heme oxygenase, the synthetic enzyme for carbon monoxide (CO), significantly reduced LTP by either a two-train or four-train tetanus. These results suggest that NO and CO are both involved in LTP but may play somewhat different roles. One possibility is that NO serves a phasic, signaling role, whereas CO provides tonic, background stimulation. Another possibility is that NO and CO are phasically activated under somewhat different circumstances, perhaps involving different receptors and second messengers. Because NO is known to be activated by stimulation of NMDA receptors during tetanus, we investigated the possibility that CO might be activated by stimulation of metabotropic glutamate receptors (mGluRs). Consistent with this idea, long-lasting potentiation by the mGluR agonist tACPD was blocked by inhibitors of heme oxygenase but not NO synthase. Potentiation by tACPD was also blocked by inhibitors of soluble guanylyl cyclase (a target of both NO and CO) or cGMP-dependent protein kinase, and guanylyl cyclase was activated by tACPD in hippocampal slices. However, biochemical assays indicate that whereas heme oxygenase is constitutively active in hippocampus, it does not appear to be stimulated by either tetanus or tACPD. These results are most consistent with the possibility that constitutive (tonic) rather than stimulated (phasic) heme oxygenase activity is necessary for potentiation by tetanus or tACPD, and suggest that mGluR activation stimulates guanylyl cyclase phasically through some other pathway.     

Increasing husbands' involvement in domestic labor: Issues for therapists

As a result of the dramatic increase in women's participation in the work force, more relationship therapists are seeing couples who are dissatisfied with how domestic labor is divided in their homes. Although, this issue may seem therapeutically straightforward, there are many aspects which make its renegotiation surprisingly problematic and complex. This article is an effort to delineate some of these issues such as engaging men in therapy, exploring emotional issues connected with housework, and the mechanism of gatekeeping. Also included is a therapeutic framework for addressing client concerns about domestic responsibilities.     

Evaluation of the Performance of Experimenters as a Function of Their Sex and Competence1

A study was conducted to investigate evaluations of experimenters as a function of their sex and competency. It was hypothesized that (a) competent male and female experimenters would be evaluated as equal in competence, but that females acting incompetently would be judged as less competent than would males who were also acting incompetently and (b) competent females would be judged as less feminine relative to incompetent females; whereas incompetent females would be judged as extremely feminine. Undergraduate males and females viewed videotapes of male or female experimenters acting either competently or incompetently and then rated these experimenters on a 20-item semantic differential scale. It was found that when the female experimenters unambiguously displayed competence, they were judged as of equal competence to male experimenters acting in a similar manner; in the incompetent condition, however, female experimenters were judged as less competent than male experimenters. Competent females were perceived as less feminine than incompetent females; incompetent females were perceived as more feminine than females in any other experimenter condition. It was postulated that these findings were due to (a) subjects’expecting incompetency of women and (b) subjects’equating competence with the masculine role and incompetence with the feminine role.     

Application of delayed reinforcement procedures to the behavior of an elementary school child

Delayed reinforcement techniques were applied, in a multiple baseline experimental design, to modify the behavior of a mildly maladjusted sixth-grade child. The following behaviors were chosen for modification: face-touching, posture, and voice-loudness. Videotape recordings were made of the subject's behavior during mathematics and spelling periods each day. The recordings from the mathematics period was shown to her after school, and consequences for behavior exhibited during mathematics were dispensed during the after-school viewing. This delayed reinforcement procedure produced the desired behavior changes during the mathematics period. Tapes from the spelling period, which were taken without the child's knowledge, indicated that the behavior changes generalized to portions of the day other than the mathematics period.