The longitudinal effects of early identification and counseling of underachievers

This study examined the effects of early identification and psychological services on underachievement through a follow-up study conducted six years later. One hundred and seventeen fourth-grade underachievers had been identified through a regression equation and were divided into experimental and control groups. The experimental group received psychological services during their fourth, fifth, and sixth grades from a team of university professors. Psychological services were primarily adult centered, focusing on the redirection of parents and teachers who were the primary influence on the lives of these underachievers. Follow-up studies of them at high school graduation indicated that differences between these groups reached at least the .05 level of significance for class rank, the ACT composite, the ITED composite and its subtests, and level of educational and vocational performance after high school graduation. Differences which were not statistically significant were found for pregraduation aspirations for the immediate future.     

Time error in lifted weights as affected by presentation order and judgment mode

In the method of constant stimulus differences, results obtained under two presentation orders (standard first and standard second) are commonly combined to eliminate time error. The present study shows that this technique is not adequate for controlling time error as the presentation orders have differential effects upon PSE. Using a two-handed technique, 96 subjects judged lifted weights on the comparative rating scale. The subjects lifted the standard before, with, or after the variable stimulus. They also either judged the standard in terms of the variable or the variable in terms of the standard (mode of judgment). Judgment mode, a previously uninvestigated confounding variable of presentation order was not an important factor in influencing the value of the PSE.     

In Support of the Concept of Underachievement

The term underachievement has still not been completely accepted by educators, although research findings suggest that it is associated with various developmental problems and that it begins early in a child's educational career and becomes increasingly worse with time. The achievement patterns of 1,078 fourth grade students in the public schools of west central Wisconsin were assessed by relating on a scattergram their performances on widely used achievement and intelligence tests. Underachievers, achievers, and overachievers were then determined through a regression equation. Comparisons of these groups on 9 developmental variables indicated differences favoring the overachievers and the achievers in each case. These differences reached the 1 per cent level of significance for 7 of the 9 variables.     

Race,Religion, and Anti‐Poverty Policy Attitudes

Using the 2008 National Politics Study, the present study indicates that while African Americans are more likely than whites to hear sermons about poverty and other political issues, hearing such sermons more consistently associates with support for anti‐poverty government programs among non‐Hispanic whites than among both African Americans and Hispanics. The racially/ethnically marginalized status of blacks and Hispanics may contribute to these groups being more receptive than whites to religious messages emphasizing social inequality. The contrasting racial experiences of dominance and marginalization may also help explain why hearing politicized sermons is more meaningful to the progressive social welfare attitudes of whites than to African Americans and Hispanics. This expectation is rooted in the heightened variability of perspectives among whites and their religious organizations regarding the government's role in aiding the economically disadvantaged. Conversely, the vast majority of blacks and Hispanics support the government helping individuals who fallen upon hard times. The greater variability in opinion among whites may also allow for greater differences in opinion to emerge between whites who attend relative to those outside of religious congregations led by clergy emphasizing spiritual and political solidarity with the poor than is the case for African Americans and Hispanics.     

“It Just Always Seemed Like it Wasn't a Big Deal,Yet I Know for Some People They Really Struggle with It”: LGBT Religious Identities in Context

Scholarly examinations of lesbian, gay, bisexual, and transgender (LGBT) religious identities have typically focused on “identity reconciliation,” which assumes that being both LGBT and religious is a “contradiction,” and posits a “coherent” identity as a desired end goal. The present research draws on a qualitative study of three LGBT‐identified congregations to demonstrate that there are a variety of ways in which LGBT religious people approach the connection between their LGBT identity and their religion. While some participants of the study did feel a need to reconcile these aspects of their self, others report never feeling a strong conflict between their LGBT identity and faith. The differences in these understandings of LGBT identity emerge out of the sociotemporal contexts the interviewees exist in, suggesting that different contexts provide divergent resources for identity performances. Through these findings, I contribute to our understanding of the intersection of religious agency, religious identities, and religion as a quality of social spaces.     

Rare targets are less susceptible to attention capture once detection has begun

Rare or low probability targets are detected more slowly and/ or less accurately than higher probability counterparts. Various proposals have implicated perceptual and response-based processes in this deficit. Recent evidence, however, suggests that it is attentional in nature, with low probability targets requiring more attentional resources than high probability ones to detect. This difference in attentional requirements, in turn, suggests the possibility that low and high probability targets may have different susceptibilities to attention capture, which is also known to be resource-dependent. Supporting this hypothesis, we found that, once attentional resources have begun to be engaged by detection processes, low, but not high, probability targets have a reduced susceptibility to capture. Our findings speak to several issues. First, they indicate that the likelihood of attention capture occurring when a given task-relevant stimulus is being processed is dependent, to some extent, on how said stimulus is represented within mental task sets. Second, they provide added support for the idea that the behavioural deficit associated with low probability targets is attention-based. Finally, the current data point to reduced top-down biasing of target templates as a likely mechanism underlying the attentional locus of the deficit in question.