Reading aloud: qualitative differences in the relation between stimulus quality and word frequency as a function of context

Virtually all theories of visual word recognition assume (typically implicitly) that when a pathway is used, processing within that pathway always unfolds in the same way. This view is challenged by the observation that simple variations in list composition are associated with qualitative changes in performance. The present experiments demonstrate that when reading aloud, the joint effects of stimulus quality and word frequency on response time are driven by the presence/absence of nonwords in the list. Interacting effects of these factors are seen when only words appear in the experiment, whereas additive effects are seen when words and nonwords are randomly intermixed. One way to explain these and other data appeals to the distinction between cascaded processing (or interactive activation) on the one hand versus a thresholded mode of processing on the other, with contextual factors determining which mode of processing dominates.     

Comparing Brief and Extended Wait-Time During Small Group Instruction for Children with Challenging Behavior

This preliminary study compared brief (1 s) and extended (4 s) wait-time on response opportunities, academic responses, accuracy, and disruptive behavior of two children with challenging behavior during small group instruction. Brief wait-time increased children’s response opportunities, academic responses, and accuracy in comparison to extended wait-time. Though variable, brief wait-time also decreased children’s disruptive behavior. Findings differ from previous research, which found performance improvements with extended wait-time for children with moderate to profound cognitive disabilities. Limitations of the study and future research suggestions are discussed.     

Construct validity of the five facet mindfulness questionnaire in meditating and nonmeditating samples

Previous research on assessment of mindfulness by self-report suggests that it may include five component skills: observing, describing, acting with awareness, nonjudging of inner experience, and nonreactivity to inner experience. These elements of mindfulness can be measured with the Five Facet Mindfulness Questionnaire (FFMQ). The authors investigated several aspects of the construct validity of the FFMQ in experienced meditators and nonmeditating comparison groups. Consistent with predictions, most mindfulness facets were significantly related to meditation experience and to psychological symptoms and well-being. As expected, relationships between the observing facet and psychological adjustment varied with meditation experience. Regression and mediation analyses showed that several of the facets contributed independently to the prediction of well-being and significantly mediated the relationship between meditation experience and well-being. Findings support the construct validity of the FFMQ in a combination of samples not previously investigated.     

Asé and Amen,Sister!

At times, the academy seems devoid of justice because it emphasizes the cultivation of knowledge often denied to marginalized individuals and communities. As black queer feminist scholars doing praxis‐driven theorizing from separate fields on the subject of black queer families and communities, we employ research methods that resist the dynamics of power and privilege that exist within normative researcher‐participant exchanges. In this essay, we explore and highlight the ethical, justice‐oriented, and dialogical relationship between researcher‐scholars and research participants. Through story and theory, we illustrate and argue that autoethnographies and narrative interviews can act as epistemological excavation tools for both researchers and participants, as they become sites of individual and collective consciousness. Our work resists capitalist models of research and instead promotes a justice‐oriented and community‐derived building of knowledge.     

Sex-Dimorphic Color Preference in Children with Gender Identity Disorder: A Comparison to Clinical and Community Controls

The present study was designed to assess sex-dimorphic color preferences in children with gender identity disorder (47 boys, 18 girls), clinical controls (65 boys, 35 girls), and community controls (65 boys, 35 girls). The mean age of the children was 7.63 years (range?=?3–12 years). Children were shown a hexagon-shaped display of 144 colors extracted from PowerPoint?. Each child was asked to choose his or her three favorite colors (Trials 1–3) by pointing to them, naming them, and then to provide a justification for each choice. From the entire array, children labeled a total of 11 different colors: black, blue, brown, gray, green, orange, pink, purple, red, white, and yellow. For three of the colors (blue, pink/purple, and red), there was evidence for normative sex differences in color preference, and, for the colors blue and pink/purple, the gender-referred children showed inverted patterns of color preference. For the color blue, luminance values showed that the gender-referred boys and control girls preferred lighter shades, whereas the gender-referred girls and control boys preferred darker shades. Qualitative analysis indicated that gender-specific justifications were uncommon, even for the sex-dimorphic colors. Gender-referred children showed inverted gender-stereotyped color preferences, which are likely related to their more general pattern of cross-gender identification. Principles of gender-differentiated development derived from gender-schema theory are used to explain the group differences in color preferences.     

An analysis of hope as a psychological strength

Psychologists have placed an increased emphasis on identifying psychological strengths that foster healthy development. Hope, as operationalized in Snyder's hope theory Snyder, C. R., Hoza, B., Pelham, W. E., Rapoff, M., Ware, L., & Danovsky, M., et al. (1997). The development and validation of the children’s hope scale. Journal of Pediatric Psychology, 22, 399-421], is one such cognitive-motivational construct that has received recent attention as a potential psychological strength that may serve as a protective factor for adolescents in the face of adverse life events. This longitudinal study, involving middle and high school students, provided evidence of (1) stability of hope reports of adolescents over a 1-year period, (2) predictive validity of adolescent hope reports, and (3) hope's functional role as a moderator in the relationship between stressful life events and adolescent well-being. Taken together, the results provide support for consideration of hope as a key psychological strength in youth. The findings are consistent with theories of motivation in which individual differences in hopeful thinking are conceptualized to play a functional role in linking life events and psychological well being.     

An Ecological View of School Satisfaction in Adolescence: Linkages Between Social Support and Behavior Problems

This study investigated the relationships among school satisfaction, social support, and problem behaviors in adolescents. Modest associations were found between school satisfaction and the demographic variables of gender, race, age, and grade level. Support from teachers, parents, and classmates contributed unique variance to ratings of school satisfaction; with teacher support contributing the most unique variance. School satisfaction mediated the relationship between social support and internalizing and externalizing behaviors. School satisfaction did not moderate the relationship between social support and problem behavior; however, it did serve as a protective factor across all levels of social support. Implications are discussed, including suggestions for developing interventions that focus on increasing support for adolescents in efforts to improve school satisfaction and reduce problem behaviors.