Temporal stability of the Francis Scale of Attitude toward Christianity short-form: test-retest data over one week

This study evaluated the test-retest reliability of the Francis Scale of Attitude toward Christianity short-form. 39 Northern Irish undergraduate students completed the measure on two occasions separated by one week. Stability across the two administrations was high, r = .92, and there was no significant change between Time 1(M = 25.2, SD = 5.4) and Time 2 (M = 25.7, SD = 6.2). These data support the short-term test-retest reliability of the Francis Scale of Attitude toward Christianity short-form.     

The effects of a mentoring program on at-risk youth

This study examined an intensive mentoring program that focuses on youth deemed at-risk for juvenile delinquency or mental illness. Mothers and teachers completed the Child Behavior Checklist, and youth completed the Hopelessness Scale for Children, the Piers-Harris Self-Concept Scale, and the Self-Report Delinquency Scale. The youth (ages 10 to 17) either participated in the mentoring program (intervention, n = 34) or remained on the waiting list (nonintervention, n = 34) for 6 months. Repeated-measures ANOVAs assessed changes from preintervention to postintervention and indicated significant improvement in problematic behaviors for the intervention group. Mentoring appeared to affect African American youth differently than Caucasian and Latino youth. There were no significant interactions involving gender. The findings of this study supported the positive influence of mentoring on at-risk youth.     

The importance of irrelevant-dimension variability in the stroop flanker task

Two experiments in which the Stroop flanker task was used were conducted in order to examine the influence of irrelevant dimension invariance on congruency effects. Participants responded manually to a central color patch flanked by a Stroop stimulus. In Experiment 1, invariance in flanker location was found to have no influence on word and color congruency effects. In contrast, invariance of flanker identity led to the disappearance of congruency effects. Experiment 2 indicated that the elimination of a congruency effect was restricted to the dimension that remained constant and did not influence the congruency effect of the other dimension that was presented at the same location. Results suggest that variance is a prerequisite to congruity effects, determining the activation of irrelevant dimensions.     

Processing Illness Information: The Role of Disease Prototypes

Recently Bishop and Converse (1986) proposed that information about physical symptoms is interpreted by relating those symptoms to preexisting disease prototypes. The two present studies further examined this formulation by testing hypotheses concerning the speed of processing symptom information as well as associations made to sets of physical symptoms as a function of prototypicality. As predicted, Experiment 1 showed that response time to highly prototypical symptom sets was significantly shorter than that for symptom sets containing irrelevant symptoms. Also as predicted, the results of Experiment 2 showed significant differences in the associations made by experiment participants to symptom sets as a function of the prototypicality of the symptoms in those sets. Participants made more category-based associations to highly prototypical symptom sets than to those lower in prototypicality but made more associations to individual symptoms for symptom sets low in prototypicality. Implications for the prototype hypothesis and for understanding the processing of illness information are discussed.     

Have Recommended Book Lists Changed to Reflect Current Expectations for Informational Text in K-3 Classrooms?

Despite both longstanding and recent calls for more informational text in K-3 classrooms, research indicates that narrative text remains in the majority for read alouds, classroom libraries, and instruction, thus limiting children's opportunity to experience the demands of expository text. Because national associations' recommended book lists are frequently proposed to identify books, we analyzed current lists to determine whether they include a higher percentage of expository books than 10 years ago. Our findings show a continuing prevalence of narratives suggesting the need to carefully evaluate books on such lists if the goal is to increase students' experience with expository text.     

From Sectarian to Secular Control of Education The Case of Newfoundland

On September 2, 1997, Newfoundland transitioned from church to state control over education. Prior to this change, education had been controlled by churches. Recently, on November 9, 2000, an appeal to the Supreme Court of Canada by the Roman Catholic Church to declare the change unconstitutional was denied, settling the issue legally, although, perhaps, not politically. This article describes Newfoundland's educational system prior to the public referendum in 1997 that removed church control of education and explores some of the recent issues that have arisen since transition. It calls for further investigation into the effects of the change and the political, social, and economic forces that led to such a fundamental change.     

Numerical-spatial representation affects spatial coding: binding errors across the numerical distance effect

Does numerical-spatial representation affect feature binding? Studies of visual attention show that poor spatial coding leads to illusory conjunctions (ICs). In numerical cognition, it has been shown that numbers and space are not totally dissociated. This association underlies the numerical distance effect (DE): faster responses as the distance between the compared digits becomes larger (2 7 vs. 2 4). We used the DE to test whether numerical-spatial representation is available to visual processes that rely on spatial coding, such as feature binding. Participants reported the larger of two colored numbers. Both numerical distance (distances 2 and 5) and number–space congruity (e.g., congruent pair, 1 3; incongruent pair, 3 1) were analyzed. Results showed a higher proportion of ICs for distance 2 than for distance 5, providing strong evidence that numerical-spatial representation (1) entails a strong location code and (2) is available to visual processes that rely on location information.     

BRIEF REPORT: LATENCY FUNCTIONAL ANALYSIS OF ELOPEMENT

Elopement is a potentially dangerous problem behavior prevalent among individuals with developmental disabilities. However, functional analysis of elopement presents unique challenges including potential confounds because of the need for participant retrieval during functional analysis sessions. In the current study, we implemented a latency functional analysis with an eight‐year‐old child with an intellectual disability, in which the dependent measure was latency to elopement. Following the latency functional analysis, a functional communication intervention was developed and its effectiveness in decreasing elopement was evaluated using an ABAB design. Findings suggest that a functional analysis of latency may be a suitable methodology to identify the operant function of elopement. Copyright © 2013 John Wiley & Sons, Ltd.     

The Relative Potential of Self-Concept and Intelligence as Predictors of Achievement

The feasibility of using self-concept measures along with intelligence measures to improve the prediction of achievement was explored. Two self-concept tests, an intelligence test, and an achievement test battery were administered to 47 male and 49 female sixth graders. Achievement was found to be related to academic success self-concept, but not to physical maturity, peer relations, or school adaptiveness self-concepts. Achievement in the content areas of reading, language, and mathematics was most directly related to self-concept measures that were specifically reflective of academic success in these content areas. In each of these areas, the combination of intelligence and the related academic success self-concept measure accounted for more achievement variance than did intelligence alone. This last finding was interpreted as evidence suggesting that content area specific self-concept measures might facilitate the prediction of academic success, and researchers wishing to control for self-concept in studies of academic achievement should use measures of self-concept that are specifically reflective of academic success in the content area being investigated.