Speech and Language Disorders in Kenyan Children: Adapting Tools for Regions with Few Assessment Resources

This study sought to adapt a battery of Western speech and language assessment tools to a rural Kenyan setting. The tool was developed for children whose first language was KiGiryama, a Bantu language. A total of 539 Kenyan children (males=271, females=268, ethnicity=100% Kigiryama) were recruited. Data were initially collected from 52 children (pilot assessments), and then from a larger group of 487 children (152 cerebral malaria, 156 severe malaria and seizures, 179 unexposed). The language assessments were based upon the Content, Form and Use (C/F/U) model. The assessment was based upon the adapted versions of the Peabody Picture Vocabulary Test, Test for the Reception of Grammar, Renfrew Action Picture Test, Pragmatics Profile of Everyday Communication Skills in Children, Test of Word Finding and language specific tests of lexical semantics, higher level language. Preliminary measures of construct validity suggested that the theoretical assumptions behind the construction of the assessments were appropriate and re-test and inter-rater reliability scores were acceptable. These findings illustrate the potential to adapt Western speech and language assessments in other languages and settings, particularly those in which there is a paucity of standardised tools.     

Love, drive and desire in the works of Freud, Lacan and Proust

Both Freud and Lacan have made love the object of scientific enquiry, which is in itself remarkable, since we usually turn this subject over to literary and philosophical treatment. This article discusses Freud and Lacan's contributions to the psychology of love through dialogue with Marcel Proust's seminal novel, Remembrance of Things Past, with special emphasis on the middle sections. The point of departure is love's manifestation in the analytical situation. Freud has described transference love as both resistance and as an extreme variant of normal falling in love, to which Lacan adds the deceptive character of transference. From transference love the investigation continues to the contradictions Freud has described in Three Essays on the Theory of Sexuality as love's affectionate and sensual currents. Lacan contributes the concept of desire, which must be distinguished from drive and love. The differentiation between desire, drive and love introduces the perspective necessary for a psychoanalytic reading of Proust's opus. The main objective is a reading of the protagonists, Albertine and the Baron de Charlus, as representatives of the vicissitudes of love and drive, respectively.     

Contextual interference and augmented feedback: is there an additive effect for motor learning?

Learning to perform a skilled behavior is affected by the context of the practice session and the frequency of augmented feedback. We studied the combined effect of these variables in the acquisition of a ballistic, bi-directional lever movement pattern involving four different target locations as measured by performance in practice, retention, and transfer tests. Augmented feedback was presented in either an every-trial or a faded schedule during random and blocked practice. Consistent with the contextual interference effect, the blocked practice group produced lower errors in acquisition, but the random practice group outperformed the blocked practice group in both retention and transfer. In contrast, faded feedback did not have a beneficial effect on learning and degraded learning when provided during blocked practice. While the results were consistent with previous findings of random and blocked practice, they were not consistent with previous findings of reduced feedback frequencies.     

The reduction of psychological aggression across varied interpersonal contexts through repentance and forgiveness

Research on the resolution of interpersonal conflict has shown that forgiveness is important in reducing aggression and promoting prosocial interactions following a transgression. Although the benefits of forgiveness have been demonstrated in a variety of relationship contexts, a single theoretical model has not been tested across these different contexts. In this study, we employed an attributional framework to examine the relationship between attributions of responsibility for a transgression, repentance, emotions, forgiveness, and psychological aggression toward three different categories of transgressor: a coworker, a friend, and a romantic partner. One hundred and seven participants were asked to describe a recent transgression with a coworker, a friend, and a romantic partner. In each case, responsibility for the event, the degree to which the transgressor apologized, anger, sympathy, forgiveness, and subsequent psychological aggression toward the transgressor were measured. A basic model of aggression reduction, whereby repentance facilitates forgiveness and reduces psychological aggression, was reliable in each category of transgressor. A comparison of the models showed minor differences in how individuals respond to transgressors. Although coworkers apologized less, they were just as likely to be forgiven as romantic partners and friends. In addition, participants were least likely to respond with psychological aggression when a friend transgressed against them. This research provides a theoretical framework within which to study forgiveness and aggression across a variety of contexts. Aggr. Behav. 32:1–12, 2006. © 2006 Wiley‐Liss, Inc.     

An Examination of Young Adolescents' Knowledge of and Attitude Toward Sexuality According to Perceived Contraceptive Responsibility1

A total of 442 ninth-grade, black, inner city adolescents participated in a survey of their knowledge of human reproduction, level of self-esteem, and attitudes toward birth control and sexual intercourse. Ninety-two percent of the females and 33% of the males responded that they or they and their partner were responsible for using birth control. The 148 males perceiving contraceptive responsibility as belonging to their partner or no one were most accepting of sexual intercourse and agreed that teenage parenthood is an index of adulthood. Girls were nearly unanimous in their low level of acceptance of sexual intercourse. Annual birth statistics from their high school indicate, however, that a minimum of 13% of these ninth-grade girls will become pregnant in the ensuing academic year. The apparent contradictions of young adolescents' knowledge of and attitudes toward sexuality are discussed in the context of developmental theory.     

Factors Predisposing Women to Take Precautions Against Breast and Cervix Cancer

The utility of the Theory of Reasoned Action (TRA), the Health Belief Model (HBM), and the Subjective Probability Model (SPM) in a health education diagnosis to discover predisposing factors for performing breast self-examination (BSE) and having a Pap test was explored in a survey of 123 women. Each model was a significant predictor of BSE and Pap test intentions. However, a composite model comprising the TRA's attitudinal and normative components supplemented by the barriers component of the HBM was the most useful in performing a health education diagnosis in relation to breast self-examination and the Pap test. "Psychological relevance" scores of particular beliefs obtained by SPM procedures tended to confirm the TRA's correlational method of identifying primary beliefs that would be the targets of persuasion to change BSE and Pap test intentions.     

Family life education in Chicago schools: a study of programs implemented by nonschool agencies

Although nonschool agencies provide important complementary courses on family life education (FLE) in public and private schools, little is known about the scope and content of such curricula. This paper describes a study documenting the types of school-based family life education programs implemented by nonschool agencies in Chicago. Semistructured telephone interviews were conducted with professionals from 26 health care and social service agencies, identified as offering FLE courses in the metropolitan area. The surveyed organizations provided FLE programs in almost 100 public and private schools in Chicago during the 1982-83 and 1983-84 school years. Most programs were relatively short, utilized few interactive teaching techniques (e.g., role-playing, exercises), covered a wide variety of topics, and were integrated into other curricula units rather than implemented as separate courses. Agency personnel covered topics viewed as important by school administrators and teachers, most notably information on contraception and sexual decision making.