Contributions of Loss Events to Loss Distress and Trauma Symptoms in Recently Resettled Refugee Women at Risk

This research examined contributions of loss events to loss distress and trauma symptoms (accounting for trauma events) for refugee women at risk. Participants (N?=?104) responded to the Multidimensional Loss Scale (loss events and distress) and Harvard Trauma Questionnaire (trauma events and symptoms). Loss events contributed uniquely to loss distress (explaining additional 50.8% variance), and made a unique contribution to trauma symptoms (explaining additional 5.2% variance) approximately equal to trauma events. Appropriate response to psychic distress in refugee women at risk requires assessment of both loss and trauma and consideration of cultural differences in ways loss is expressed and meaning ascribed to symptoms.     

Promoting Responsible Research Conduct: A South African Perspective

A great deal of effort has gone into developing capacity in the sphere of human research protection programmes in South Africa and Africa over the last decade or more, by several international organisations. However the promotion of the broader agenda of research integrity or ‘RCR’ (Responsible Conduct of Research) has lagged behind. From a global perspective South Africa and other African countries are actively involved in research endeavours and collaborations across a very broad spectrum of scientific fields. For this research to fulfil its potential social value it must be reliable and trustworthy and hence it is essential that research institutions and universities take the promotion of research integrity seriously. The purpose of this paper is to consider the role of an institutional office of research integrity within the context of academic research particularly in South Africa but also in Africa. I will reflect on my own experience over a period of five years as a research integrity officer at a South African academic institution to highlight concerns in five domains; the promotion of an ethic of responsibility in opposition to compliance and bureaucracy, collaboration ethics and collegiality especially in the context of North-South collaborations, authorship and publication ethics, the problem of plagiarism and the utility of policy and procedure. I will suggest that the establishment of such an office can be of great value in the promotion of a broad culture of research ethics and responsible research conduct. The possible role and scope of function of an institutional office of research integrity will be briefly outlined.     

The role of pragmatic principles in resolving attachment ambiguities: Evidence from eye movements

In an eyetracking experiment, participants read sentences that contained a prepositional phrase (PP) that could be attached to one of two preceding verbs. To understand the sentence, readers had to select which verb would serve as the host for the PP. In some of the sentences, the critical verbs and the PPs were part of a subordinate clause in which lexical and syntactic factors were expected to matter, but discourse factors favoring attachment of the material to positions where it would be relevant to the main assertion of the sentence were not expected to matter. In other sentences, the critical material was tested in main clause contexts in which the main assertion principle was predicted to apply. Hierarchical linear modeling showed that online attachment preferences were affected by clause type (main vs. subordinate). Specifically, the preference for a local verb over a distant verb was greater when the critical material appeared within a subordinate clause than when it appeared within a main clause. This pattern of results can be explained by the operation of the relativized relevance or main assertion principle, which in our sentences meant that participants favored attachment of the PP to the first verb over the second.     

Fighting like a girl fighting like a guy: gender identity, ideology, and girls at early adolescence

In this chapter we explore the phenomenon of "girls fighting like guys" by listening to adolescent girls' justification for physical fighting with other girls. We argue that physical girlfighting is a particular kind of gendered performance--a performance of identity that expresses, at least in part, an answer to the question, "Who am I?"--that both perpetuates and challenges the usual notions of masculinity and femininity and the differential power associated with these discourses. We present a sociocultural approach to identity that we believe not only holds promise for helping us to understand girl-fighting behavior but also highlights the clear interrelationship between social identity and personal identity. We conclude by highlighting several implications of this analysis for those who work with girls (and boys) in educational and clinical settings.     

Word acquisition, retention, and transfer: findings from contextual and isolated word training

Successful reading instruction entails not only acquiring new words but also remembering them after training has finished and accessing their word-specific representations when they are encountered in new text. We report two studies demonstrating that acquisition, retention, and transfer of unfamiliar words were affected differentially by isolated word and context training. Materials were individualized to include only those words that average readers in second grade were unable to name in context. Different words were trained in each condition; context training presented words in stories, and isolated word training presented words on flashcards. Together, the studies show that context training promotes word acquisition beyond that experienced from reading words in isolation. Contrary to the prevailing opinion, memory performance for words trained in context and in isolation did not differ; children demonstrated excellent retention over an 8-day interval in both conditions. Finally, transfer was maximized when the congruency between training and testing was high. Therefore, when reading trained words in novel circumstances, the best method of training was mediated by the transfer task employed at test.     

Achievement and beliefs outcomes of students with high and low expectation teachers

Social Psychology of Education - Teacher expectation models have theorized that expectations are likely to affect student socio-psychological as well as academic outcomes. Effects on...     

Relationships among accumulated lifetime life events,prosocial skills,and behavior problems in elementary school children

Relationships among life events, prosocial skills, and behavior problems for 91 first through fourth grade children were examined. The data were based on mothers' reports of their children's lifetime life events, current prosocial skills, and current behavior problems. Higher prosocial skills scores significantly predicted lower Externalizing behavior problem scores. Higher weighted life events scores significantly predicted higher Internalizing behavior problem scores. The weighted life event scores×prosocial skills scores interaction did not significantly predict either Externalizing or Internalizing behavior problem scores. The more parsimonious main effects conceptualization suggests that life events and prosocial skills are orthogonal in young, elementary school children.     

Forest before trees? It depends where you look

Because it may be deduced from the more elementary principles of visual processing, global precedence (Navon, 1977) is not a primary perceptual principle. Subjects were presented with a large letter made out of small ones and asked to make an identification response on the basis of either the large or small letter. When fixation was controlled to provide adequate stimulation from the small letter, there was no difference in reaction time (RT) between the large and small targets. Also, there was no difference in interference due to response incompatibility of the unattended letter based on target size. However, when the stimulus was presented peripherally, unpredictably to the right or left of fixation, RT was faster to the large target and interference was substantially greater for the small target. Functions for the development of associative strength and associative interference are presented. Global precedence is dependent on factors tending to degrade small stimuli more than large ones.