The Teacher Belief Q-Sort: A measure of teachers' priorities in relation to disciplinary practices, teaching practices, and beliefs about children

The present study advances a new method for assessing teacher beliefs and priorities. This paper describes the development and psychometric properties of the Teacher Belief Q-Sort (TBQ), an assessment technique that examines teachers' priorities and beliefs about discipline practices, classroom practices, and beliefs about children (see www.socialdevelopmentlab.org. Further, this paper describes the usefulness of this tool by examining differences in beliefs and priorities among four groups of teachers (experienced teachers trained in the Responsive Classroom (RC) Approach, experienced teachers with no such training, pre-service teachers planning on teaching elementary school, and pre-service teachers planning on teaching middle/high school) with the goal of demonstrating the way priorities are sensitive to specialized training and teaching experience. The study establishes the TBQ as a reliable, valid, and useful method. Findings showed that RC teachers hold discipline and teaching practice priorities consistent with training in the RC Approach and that pre-service teachers placed greater priority on spontaneity and collaboration and held more negative views about children's likeability and motivation than in-service teachers. Findings are discussed in terms of the ways in which teacher priorities are sensitive to specialized training and teaching experience and offer an early indicator of integrity of implementation.     

Alcohol‐aggression expectancies and dispositional aggression moderate the relationship between alcohol consumption and alcohol‐related violence

Alcohol consumption increases aggression, but only in some drinkers. This study examines how expectancies for alcohol‐induced aggression and dispositional aggression moderate the link between alcohol consumption and alcohol‐related violence, building on previous studies that have employed limited measures of alcohol‐related violence and included few women. A sample of 212 men and women reported their alcohol consumption, alcohol‐aggression expectancies, dispositional aggression, and incidents of alcohol‐related aggressive acts. Alcohol‐aggression expectancies and quantity of alcohol consumed interacted to predict alcohol‐related aggression. Alcohol‐aggression expectancies covaried with alcohol‐related aggressive acts, particularly in heavier drinkers. Dispositional aggression also correlated with alcohol‐related aggression among heavier drinkers. These results help identify that alcohol might increase aggression only among heavy drinkers who expect alcohol to increase aggression or who are dispositionally aggressive. Aggr. Behav. 32:517–527, 2006. © 2006 Wiley‐Liss, Inc.     

An Examination of Two Techniques for Promoting Response Generalization of Early Literacy Skills

This study examined the application of two generalization procedures designed to promote generalized responding across two early literacy skills. Letter sound fluency was targeted using direct intervention for three subjects within a multiple baseline design. After instruction was complete, two generalization procedures (cueing and providing sufficient response exemplars) were tested in an increasingly intense application of the procedures to determine whether sufficient levels of response generalization to letter sound blending could be programmed. Results indicated that although some subjects demonstrated minor levels of unprogrammed or spontaneous generalization, more complete levels of generalization were accomplished only once generalization techniques were employed.     

Explaining Mendelian Inheritance in Genetic Consultations: An IPR Study of Counselor and Counselee Experiences

The explanation of Mendelian inheritance is a key component of most genetic counselling consultations, yet no evidence base exists for this area of practice. This qualitative study used Interpersonal Process Recall (IPR) to explore how information about X-linked inheritance is provided and received in genetic counseling. Twelve consultations involving two senior genetic counselors and 21 counselees were videotaped. Section(s) of videotape featuring the explanation were subsequently played back separately to both counselees and counselors and their responses and reflections recorded. All interviews were fully transcribed and analysed using the constant comparison method. A personalised diagram, drawn “live” by the counselor during the consultation was recalled by counselees as being central to their understanding of the “bottom line”. This helped bridge the gap between scientific information and their family experience and did not appear to require a baseline understanding of genetic concepts such as genes or chromosomes. Counselors reflected on the diagram’s positive impact on the way they sequenced, paced and tailored the explanation. A positive counselor-counselee relationship was vital even during this educative exchange: for counselees to feel at ease discussing complex genetic information and to help gauge counselee understanding.     

A modified mark test for own-body recognition in pig-tailed macaques (Macaca nemestrina)

Classic mirror self-recognition mark tests involve familiarizing the subject with its mirror image, surreptitiously applying a mark on the subject’s eyebrow, nose, or ear, and measuring self-directed behaviors toward the mark. For many non-human primate species, however, direct gaze at the face constitutes an aggressive and threatening signal. It is therefore possible that monkeys fail the mark test because they do not closely inspect their faces in a mirror and hence they have no expectations about their physical appearance. In the current study, we prevented two pig-tailed macaques (Macaca nemestrina) from seeing their own faces in a mirror, and we adopted a modified version of the classic mark test in which monkeys were marked on the chest, a body region to which they normally have direct visual access but that in the current study was visible only via a mirror. Neither monkey tried to touch the mark on its chest, possibly due to a failure to understand the mirror as a reflective surface. To further the monkeys’ understanding of the mirror image, we trained them to reach for food using the mirror as the only source of information. After both monkeys had learned mirror-mediated reaching, we replicated the mark test. In this latter phase of the study, only one monkey scratched the red dye on the chest once. The results are consistent with other findings suggesting that monkeys are not capable of passing a mark test and imply that face and body recognition rely on the same cognitive abilities.     

Fear generalization in humans: Impact of prior non-fearful experiences

Fear generalization lies at the heart of many anxiety problems, and is therefore an important target for prevention and/or treatment. Here, we investigated whether fear generalization towards a specific stimulus can be weakened by prior non-fearful experiences with that stimulus. Using the standard human fear conditioning procedure, all participants received paired presentations of a geometric figure and an electric shock. This was followed by a test phase in which a similar but different figure was presented. Electrodermal responding and ratings of shock-expectancy measured the level of fear generalization towards this test stimulus. Crucially, half of the participants had been preexposed to that stimulus (without shock). The results show significantly less generalization in this group, suggesting that prior non-fearful experiences can protect against fear generalization. These results may inspire novel ways to prevent the development of clinical anxiety.