Behaviorally at-risk African American students:The importance of student-teacher relationships for student outcomes

The purpose of this exploratory study was to examine the associations between the student-teacher relationship and outcomes for African American students who were behaviorally at-risk for referral to special education. Students were identified by their teachers as having behavior problems. Participants were 44 students and 25 teachers from two suburban and three urban elementary schools in a mid-western state. A multi-rater, multi-method approach was used. As teacher-reports of student-teacher relationship quality increased, there were also increases in positive social, behavioral, and engagement outcomes for students. Similarly, as student-reports of student-teacher relationship quality increased, there were increases in positive behavioral, engagement, and academic outcomes. Additional analyses of dyadic relationship patterns showed that as the relationship pattern improved (moving from negative concordance to discordance to positive concordance), there were increases in positive social, behavioral, and engagement outcomes for students. Implications for school practice are discussed.     

Preview benefit and parafoveal-on-foveal effects from word n + 2

Using the gaze-contingent boundary paradigm with the boundary placed after word n, the experiment manipulated preview of word n + 2 for fixations on word n. There was no preview benefit for 1st-pass reading on word n + 2, replicating the results of K. Rayner, B. J. Juhasz, and S. J. Brown (2007), but there was a preview benefit on the 3-letter word n + 1, that is, after the boundary but before word n + 2. Additionally, both word n + 1 and word n + 2 exhibited parafoveal-on-foveal effects on word n. Thus, during a fixation on word n and given a short word n + 1, some information is extracted from word n + 2, supporting the hypothesis of distributed processing in the perceptual span.     

Criminal Crews,Codes, and Contexts: Differences and Similarities across the Code of the Street,Convict Code,Street Gangs,and Prison Gangs

We use 16 characterizations of crews, codes, and contexts to determine if offender subcultures (code of the street, convict code, street and prison gangs) converge, complement, or are independent of one another. We find extensive overlap across offender subcultures with “belief” subcultures in street and prison settings mirroring the “group” subcultures in those respective settings. Findings generate a call for comparative research on the convergences and divergences across subcultures on the street and in prisons with a specific emphasis on the impact that importation, deprivation, and exportation have on policy and programming importation for both the street and prison settings.     

Microsaccades keep the eyes' balance during fixation

During fixation of a stationary target, small involuntary eye movements exhibit an erratic trajectory-a random walk. Two types of these fixational eye movements are drift and microsaccades (small-amplitude saccades). We investigated fixational eye movements and binocular coordination using a statistical analysis that had previously been applied to human posture control. This random-walk analysis uncovered two different time scales in fixational eye movements and identified specific functions for microsaccades. On a short time scale, microsaccades enhanced perception by increasing fixation errors. On a long time scale, microsaccades reduced fixation errors and binocular disparity (relative to pure drift movements). Thus, our findings clarify the role of oculomotor processes during fixation.     

Call me Alix,not Elix: vowels are more important than consonants in own‐name recognition at 5 months

Consonants and vowels differ acoustically and articulatorily, but also functionally: Consonants are more relevant for lexical processing, and vowels for prosodic/syntactic processing. These functional biases could be powerful bootstrapping mechanisms for learning language, but their developmental origin remains unclear. The relative importance of consonants and vowels at the onset of lexical acquisition was assessed in French‐learning 5‐month‐olds by testing sensitivity to minimal phonetic changes in their own name. Infants’ reactions to mispronunciations revealed sensitivity to vowel but not consonant changes. Vowels were also more salient (on duration and intensity) but less distinct (on spectrally based measures) than consonants. Lastly, vowel (but not consonant) mispronunciation detection was modulated by acoustic factors, in particular spectrally based distance. These results establish that consonant changes do not affect lexical recognition at 5 months, while vowel changes do; the consonant bias observed later in development does not emerge until after 5 months through additional language exposure.     

An Adaptive Algorithm for Pairwise Comparison‐based Preference Measurement

The Pairwise Comparison‐based Preference Measurement (PCPM) approach has been proposed for products featuring a large number of attributes. In the PCPM framework, a static two‐cyclic design is used to reduce the number of pairwise comparisons. However, adaptive questioning routines that maximize the information gained from pairwise comparisons promise to further increase the efficiency of this approach. This paper introduces a new adaptive algorithm for PCPM, which accounts for several response errors. The suggested approach is compared with an adaptive algorithm that was proposed for the Analytic Hierarchy Process as well as a random selection of pairwise comparisons. By means of Monte Carlo simulations, we quantify the extent to which the adaptive selection of pairwise comparisons increases the efficiency of the respective approach. Copyright © 2011 John Wiley & Sons, Ltd.