Assessing reading comprehension with narrative and expository texts: Dimensionality and relationship with fluency,vocabulary and memory

Reading comprehension assessment should rely on valid instruments that enable adequate conclusions to be taken regarding students' reading comprehension performance. In this article, two studies were conducted to collect validity evidence for the vertically scaled forms of two Tests of Reading Comprehension for Portuguese elementary school students in the second to fourth grades, one with narrative texts (TRC‐n) and another with expository ones (TRC‐e). Two samples of 950 and 990 students participated in Study 1, the study of the dimensionality of the TRC‐n and TRC‐e forms, respectively. Confirmatory factor analyses provided evidence of an acceptable fit for the one‐factor solution for all test forms. Study 2 included 218 students to collect criterion‐related validity. The scores obtained in each of the test forms were significantly correlated with the ones obtained in other reading comprehension measures and with the results obtained in oral reading fluency, vocabulary and working memory tests. Evidence suggests that the test forms are valid measures of reading comprehension.     

The Minho Word Pool: Norms for imageability,concreteness, and subjective frequency for 3,800 Portuguese words

Words are widely used as stimuli in cognitive research. Because of their complexity, using words requires strict control of their objective (lexical and sublexical) and subjective properties. In this work, we present the Minho Word Pool (MWP), a dataset that provides normative values of imageability, concreteness, and subjective frequency for 3,800 (European) Portuguese words—three subjective measures that, in spite of being used extensively in research, have been scarce for Portuguese. Data were collected with 2,357 college students who were native speakers of European Portuguese. The participants rated 100 words drawn randomly from the full set for each of the three subjective indices, using a Web survey procedure (via a URL link). Analyses comparing the MWP ratings with those obtained for the same words from other national and international databases showed that the MWP norms are reliable and valid, thus providing researchers with a useful tool to support research in all neuroscientific areas using verbal stimuli. The MWP norms can be downloaded along with this article or from http://p-pal.di.uminho.pt/about/databases.     

Proximal and distal adjustments of reaching behavior in preterm infants

The authors aimed to investigate proximal and distal adjustments of reaching behavior and grasping in 5-, 6-, and 7-month-old preterm infants. Nine low-risk preterm and 10 full-term infants participated. Both groups showed the predominance of unimanual reaching, an age-related increase in the frequency of vertical-oriented and open hand movement, and also an increase in successful grasping from 6 to 7 months. The frequency of open hand was higher in the preterm group at 6 months. Intrinsic restrictions imposed by prematurity did not seem to have impaired reaching performance of preterm infants throughout the months of age.     

Sample stimulus control shaping and restricted stimulus control in capuchin monkeys: a methodological note

This paper reports use of sample stimulus control shaping procedures to teach arbitrary matching-to-sample to 2 capuchin monkeys (Cebus apella). The procedures started with identity matching-to-sample. During shaping, stimulus features of the sample were altered gradually, rendering samples and comparisons increasingly physically dissimilar. The objective was to transform identity matching into arbitrary matching (i.e., matching not based on common physical features of the sample and comparison stimuli). Experiment 1 used a two-comparison procedure. The shaping procedure was ultimately effective, but occasional high error rates at certain program steps inspired a follow-up study. Experiment 2 used the same basic approach, but with a three-comparison matching task. During shaping, the monkey performed accurately until the final steps of the program. Subsequent experimentation tested the hypothesis that the decrease in accuracy was due to restricted stimulus control by sample stimulus features that had not yet been changed in the shaping program. Results were consistent with this hypothesis, thus suggesting a new approach that may transform the sample stimulus control shaping procedure from a sometimes useful laboratory tool to a more general approach to teaching the first instance of arbitrary matching performances to participants who show protracted difficulties in learning such performances.     

Results of a Randomized Controlled Trial of the Student Success Skills Program on Grade 5 Students’ Academic and Behavioral Outcomes

A randomized controlled trial of Student Success Skills (SSS) was conducted to determine the effect of the classroom program on Grade 5 students’ (N = 4,305) standardized test scores and proximal socioemotional variables associated with academic achievement. The SSS program was delivered by school counselors and reinforced through cuing and coaching by classroom teachers, which reflects the advocating student‐within‐environment approach to school counseling (Lemberger‐Truelove & Bowers, 2018). Hierarchical linear modeling analyses revealed the SSS program affected the treatment students’ behavioral engagement, disruption, assertion, cooperation, and test anxiety but did not result in a statistically significant difference on the participants’ reading and mathematics test scores. Implications for practice and further research are discussed.     

Therapist Factors Matter: A Systematic Review of Parent Interventions Directed at Children’s Behavior Problems

The present review systematically explored research examining the relationship between therapist‐related factors and the outcomes of parent interventions directed at children’s behavior problems. A systematic search of the literature was conducted with online scientific databases, parenting programs, web sites, and bibliographic references of the selected articles, according to PRISMA guidelines. A total of 24 quantitative studies met the inclusion criteria. Although some methodological limitations were identified with respect to the measurement of therapist factors, the reviewed research strongly suggests that the therapist plays a critical role in parent interventions directed at behavior problems. In particular, many parent outcomes are found to be related to the parent–therapist alliance, the therapist’s fidelity to the intervention, specific therapist’s in‐session actions, and the therapist’s personal variables. The parent–therapist alliance and therapist fidelity to the intervention consistently relate to changes in parenting practices, and alliance additionally relates to fewer perceived barriers to participation in treatment, more treatment acceptability, and greater parenting satisfaction and self‐efficacy. In addition, specific in‐session therapist interpersonal actions relate to parents’ engagement and satisfaction, while both the therapist’s interpersonal actions and more active skills relate to parent change. Therapist’s personal variables have been scarcely or poorly studied to date, but the results found justify the need to develop further research in this area. In conclusion, more attention should be given to the role of the therapist when implementing parenting programs directed at behavior problems, and more and better research is needed that can overcome the methodological limitations identified.     

Mental Health of Parents of Children with Congenital Zika Virus Syndrome in Brazil

This study aims to analyze the potential impact of taking care of a child with congenital Zika virus syndrome (CZS) on the mental health of parents. Specifically, three objectives were formulated: (a) to assess the level of mental health of the parents; (b) to examine the influence of subjective well-being and fatigue as predictors of parents’ mental health; and (c) to identify the impact of sociodemographic variables on parents’ mental health. Sixty-nine mothers (M_age?=?26.38; SD?=?6.23) and 17 fathers (M_age?=?31.41; SD?=?7.57) of children diagnosed with CZS took part in this study. They answered a questionnaire containing measures of positive and negative affects, life satisfaction, fatigue, mental health, as well as sociodemographic questions. The results indicated that approximately 7% of the participants had low levels of mental health and probable emotional disorder. In addition, higher levels of fatigue and negative affects and lower levels of life satisfaction significantly predict a lower level of mental health. Finally, comparative analysis showed significant differences between fathers and mothers: mothers reported experiencing fewer positive and more negative affects, a lower level of satisfaction with life, a higher level of fatigue and worse mental health. In summary, this article presents an overview of the mental health of mothers and fathers of children with CZS and points the way to devising strategies for psychological intervention that promote the adaptation of parents to this kind of developmental disability in the family.     

Effects of belief in luck on the attractiveness of loyalty programmes

The aim of this article is to demonstrate that the perception of belief in luck affects loyalty programmes, causing people making cognitive (affective) choices to feel more (less) attracted. To validate our hypotheses, we conducted 3 related experiments (2 laboratory tests and 1 in the field). We found that the perception of belief in luck (bad or good) affects the relationship between loyalty programmes and attractiveness (Study 1). We study this effect considering the mechanisms of points‐pressure and rewarded behaviour. Thereafter, we established that cognitive (affective) decisions promoted an increase (decrease) in attractiveness when consumers were exposed to continuous loyalty programmes because their belief in luck was lower (Studies 2 and 3). We believe that these changes occur because the consumer's belief in luck masks the uncertainty in the decision‐making process.     

Playing with fire: effects of negative mood induction and working memory on vocabulary acquisition

We investigated the impact of emotions on learning vocabulary in an unfamiliar language to better understand affective influences in foreign language acquisition. Seventy native English speakers learned new vocabulary in either a negative or a neutral emotional state. Participants also completed two sets of working memory tasks to examine the potential mediating role of working memory. Results revealed that participants exposed to negative stimuli exhibited difficulty in retrieving and correctly pairing English words with Indonesian words, as reflected in a lower performance on the prompted recall tests and the free recall measure. Emotional induction did not change working memory scores from pre to post manipulation. This suggests working memory could not explain the reduced vocabulary learning in the negative group. We argue that negative mood can adversely affect language learning by suppressing aspects of native-language processing and impeding form-meaning mapping with second language words.