Hong Kong Chinese kindergartners learn to read English analytically

We examined the extent to which young Hong Kong Chinese children, taught to read English as a second language via a logographic "look and say" method, used information about letter names and letter sounds to learn English words. Forty children from each of three kindergarten grade levels (mean ages 3.8, 5.0, and 5.9 years old, respectively) were taught to pronounce novel English spellings that were based on letter-name (e.g., DK = Deke), letter-sound (DK = Dick), or visual (Dk= Jean) cues. By the 2nd year of kindergarten, children performed significantly better in the name condition than the other conditions. The 3rd-year kindergartners performed better in the sound condition than the visual condition as well. The results point to the importance of letter-name and letter-sound knowledge for learning to read English, regardless of native-language background or method of instruction.     

Causal Explanation and Explanatory Selection

It is observed that in ordinary everyday causal explanations often just one causal factor is mentioned. One causal factor carries the explanatory burden, even if there are several causal factors that are responsible for the event to be explained. This paper deals with the question of how to account for this explanatory selection. I argue for a pragmatic stance towards explanation, that we must attend to the question–answer situation as a whole and the context of the explanation. The context of an explanation includes the inquirer's and the explainer's beliefs and presuppositions relevant for the explanation-seeking question, and these are encoded in a reference class. Furthermore I argue that the explanation-giving answer contains an implicit counterfactual claim, the explanation-giving counterfactual. The solution to the problem of explanatory selection is to be found in the presuppositions encoded by the reference class and the eg-counterfactual. In short we select as explanatory that factor which, together with the presupposition encoded in the reference class we believe will make the eg-counterfactual true. This revised version was published online in June 2006 with corrections to the Cover Date.     

Anti-Racism Strategies in Pediatric Psychology: Using STYLE Can Help Children Overcome Adverse Experiences With Police

Black children are exposed to police violence at alarming rates. Such stress impacts development and treatment of physical health problems. In the current discourse, we introduce STYLE (Self-examination, Talk about community-police relations and racism, Yield space and time to anti-racism work, Learn about how structural racism impacts child health, Evaluate policies and practices through an anti-racism lens). STYLE offers a framework through which professionals in pediatric psychology can engage in anti-racist work across contexts from clinical care to academic and advocacy settings. Pediatric psychologists have a responsibility to be on the frontline as interventionists, educators, researchers, organizers, and advocates for racial justice through anti-racism practices. The current paper introduces STYLE in clinical care, community service, training/supervision, and academic and advocacy contexts. Case examples are provided. Professionals in pediatric psychology must first focus on changing their STYLE to promote individual and infrastructural change consistent with anti-racism work.

     

CONCEPT MAPPING AS A FEMINIST RESEARCH METHOD

A method used in program evaluation and public health research called concept mapping is examined in this article for its usefulness in feminist research. This method embodies several defining characteristics of feminist social science. Concept mapping is a single method that integrates qualitative and quantitative approaches, provides an opportunity for participants to work together as a group to develop an understanding of a concept, and places the participants in control of interpretation. Over the course of a six-step process, a group of people are assembled to discuss an issue or concept, moving toward a group understanding of that concept, which is then represented in a visual picture, or map. Concept mapping was used in the current study to examine how community resources for sexual-assault victims could be improved. A national random sample of 168 rape-victim advocates provided ideas as to how the legal, medical, and mental health systems could better serve victims. A subgroup of advocates then constructed and interpreted a concept map. The map suggested that rape victims still face many problems in seeking community help. Twelve clusters of broad-based and specific system changes were identified (e.g., fighting victim blaming, community education, sensitizing medical staff, legal reform). Implications for research on sexual assault and feminist research methodology are discussed.     

FEMINIST RESEARCH METHODS A Content Analysis of Psychology and Social Science Textbooks

This research examined the extent to which research methods textbooks in psychology and general social science discuss feminist challenges and approaches to social science (N = 40 textbooks). Two dimensions were examined. First, within the nonsexist dimensions, textbooks were analyzed to determine if they used nonsexist language and if they discussed ways to avoid sexist bias in research. The second dimension was profeminist. Within this dimension four subdomains receiving considerable attention from feminist researchers were explored: (a) epistemology (or ways of knowing); (b) objectivity and subjectivity; (c) the relationship between the researcher and the researched; and (d) qualitative versus quantitative methodologies. Results demonstrated that although the majority of the textbooks did not use sexist language, they did not move much beyond this standard. There was little discussion of feminist challenges to these research issues. When the textbook authors did mention these topics, their analyses were most often inconsistent with feminist approaches.     

Ability to Manage Resources in the Impression Management Process: The Mediating Effects of Resources on Job Performance

Purpose

Based on the conservation of resource (COR) theory, we hypothesize that one’s ability to manage resources will moderate the relationship between the use of positive impression management (IM) and other desired resources, such that those able to manage resources will have higher levels of social resources (reputation and leader–member exchange) when expending energy through the use of positive IM tactics. Additionally, we expect higher levels of these social resources will lead to higher performance ratings.

Design/Methodology/Approach

We conducted a two-study replication. In Study One (n = 213), data were collected at two time points. Dyadic data were collected in Study Two (n = 83) to demonstrate consistent relationships across two different study designs.

Findings

Our findings indicate that the ability to manage resources is associated with higher levels of social resources, such as reputation and high quality LMX, which are ultimately associated with positive workplace outcomes, specifically job performance.

Implications

The ability to manage one’s resources is a crucial individual capability that allows individuals to secure positive work outcomes. This research highlights the utility of resources management initiatives that organizations might want to provide to their workers, such as equipment, support personnel, and the autonomy to pace oneself during hectic endeavors.

Originality/Value

We investigate an individual difference in the COR process, which is lacking in the current literature (Hobfoll and Shirom 2000). Further, this research examines COR consequences beyond stress-related outcomes. Lastly, our research highlights the value of examining IM in light of COR theory.

     

Accountability,Collaboration, and Social Change: Ethical Tensions in an Action Research Project to Address Untested Sexual Assault Kits (SAKs)

We conducted a collaborative action research project with stakeholders in Detroit, Michigan, to develop long‐term policy strategies to resolve ~11,000 untested rape kits that were discovered in a police storage facility in August 2009. In our research, we uncovered overwhelming evidence of victim‐blaming behaviors and fundamental disrespect of rape survivors by the police, which directly contributed to their decisions not to submit kits for forensic testing. We had an ethical responsibility to report these negative findings accurately and completely, and in doing so, we were concerned that police stakeholders might disengage from the action research project and hamper our other ethical responsibilities to promote general and public welfare. In this article, we examine the ethical challenges of balancing accountability, collaboration, and social change.     

Individual differences in vocal activity rhythm: Fourier analysis of cyclicity in amount of talk

Speakers in informal conversations tend to alternate regularly between lower and higher amounts of talking; the periods of these low/high activity cycles are on the order of 3, 6, and 15 minutes. Statistically significant periodicities occurred in 55% of the conversations studied. The periodograms that describe the partition of variance among periodic components whow consistent individual differences in the cyclic patterning of vocal activity. Discriminant analysis used the amount of variance accounted for by each of the 12 lowest-frequency periodic components as discriminating variables to see whether speakers could be identified on the basis of the cyclic patterns in vocal activity. Speakers were discriminated and classified at levels well above chance. This suggests that there are consistent individual differences among speakers in the length of cycles in amount of talk.We gratefully acknowledge support from the Central University Research Fund and from the office of the Dean of Liberal Arts at the University of New Hampshire.     

Transposed-letter effects in reading: evidence from eye movements and parafoveal preview

Three eye movement experiments were conducted to examine the role of letter identity and letter position during reading. Before fixating on a target word within each sentence, readers were provided with a parafoveal preview that differed in the amount of useful letter identity and letter position information it provided. In Experiments 1 and 2, previews fell into 1 of 5 conditions: (a) identical to the target word, (b) a transposition of 2 internal letters, (c) a substitution of 2 internal letters, (d) a transposition of the 2 final letters, or (e) a substitution of the 2 final letters. In Experiment 3, the authors used a further set of conditions to explore the importance of external letter positions. The findings extend previous work and demonstrate that transposed-letter effects exist in silent reading. These experiments also indicate that letter identity information can be extracted from the parafovea outside of absolute letter position from the first 5 letters of the word to the right of fixation. Finally, the results support the notion that exterior letters play important roles in visual word recognition.