Jewish Primary Schools in a Multicultural Society: Responding to diversity?

In February 2001 the British government announced its commitment to increase the number of schools run by the churches and other religious groups where there was 'clear local demand from parents and the community'. The decision met with approval in some quarters, but was condemned elsewhere on the grounds that such schools, in a multicultural society, are inevitably divisive. In the course of exploring the response of Jewish primary schools in England to cultural pluralism, this article sheds light on the charge of divisiveness. It describes a study that offers little support to the critics, for it highlights the wide variation in attitudes and practices that characterised the schools with regard to the multicultural dimension of citizenship education.     

Journal Reviews

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The generalizability of story grammar training across setting and tasks

Reading achievement depends in part on children's ability to employ strategies to monitor their comprehension, that is on children's use of metacognitive skills. An experimental intervention program created to foster such skills was evaluated. The story grammar training was designed to increase both strategic reading behavior and explicit, observable comprehension monitoring. Fourth-grade (N = 20) and fifth-grade (N = 16) children were randomly assigned to experimental and control groups. Maintenance was examined using free and probed oral recall, notetaking, and summarization of brief narrative and expository texts. Generalization was assessed through free and probed written recall of a lengthy text, which required both strategic reading and summarization skills for adequate comprehension. Skill acquisition was clearly demonstrated; trained readers were able to recall and summarize passages better than untrained readers. The evidence for generalization was more equivocal: although trained readers' free recall was significantly better than that of untrained readers, their probed recall was not. Provision of metacognitive skills that promote active comprehension monitoring, then, appears to provide children with the tools needed for independent reading. Programs designed to provide such skills may aid efforts to prevent reading failure.     

Social cognition and aggression in delinquent adolescent males

The relationship of aggression to several social cognitive variables in delinquent adolescent males was investigated. Subjects were fifty-eight institutionalized males identified by peers as high-aggressive or low-aggressive. Participants were administered measures of perspective taking, moral judgment, and person perception. The findings indicated that only perspective-taking ability was significantly related to aggressive behavior in delinquents. High-aggressive delinquents were less able to perceive others' viewpoints than were low-aggressive delinquents. These findings are consistent with previous research concerning perspective taking and aggression, but disconfirm research involving other social cognitive variables and aggression. Results further indicate the importance of studying social cognitive variables as they relate to relevant clinical behaviors.     

Risk status of adolescent children of problem-drinking parents

These studies assessed the risk status of children of untreated alcoholics. In Study 1, a cross-sectional survey of 208 high school students identified 18% as having serious concern about their parents' drinking. In Study 2, 32 children of problem-drinking parents and 39 others who participated in self-help groups were surveyed. Children of problem-drinking parents were more at risk of depression, low self-esteem, and heavy drinking than their peers in the general high school population. Within self-help groups, however, children's symptomatology was not related to their parents' drinking status. The results support the need for preventive intervention for children of problem-drinking parents and for developing strategies for improving the participation rate of such children in the intervention programs that are available.     

Depressive Symptomatology Mediates Associations With Community Reintegration in Veterans With TBI

Community reintegration (CR) is a challenge for military veterans with traumatic brain injury (TBI). Posttraumatic stress disorder (PTSD), depression, bodily pain, and limitations in physical functioning—common comorbidities with TBI in veterans—have all been associated with problems in CR, but their interrelationships are unclear. The role of depression as a possible mediator of effects on CR has not been examined. We tested depressive symptoms as a possible mediator of CR’s associations with physical limitations, PTSD, and bodily pain. This cross-sectional study used baseline data from a larger randomized controlled trial that evaluated the impact of an in-home intervention for veterans with TBI and their families. Eighty-three military veterans with TBI recruited from a medical rehabilitation service at an urban U.S. Department of Veterans Affairs medical center participated in the study. Interview instruments measured CR, depressive symptoms, physical limitations (limitations in physical functioning), bodily pain, quality of the relationship with key family members, and sociodemographic characteristics. PTSD was determined through review of the electronic medical record. Interview data were collected in veterans’ homes. Depressive symptoms totally mediated the association between physical limitations and CR and the association between PTSD and CR. The bodily pain–CR association was not significant after quality of relationship had been entered into the regression models. Findings suggest that interventions to increase CR of veterans with TBI should address depression, a treatable condition. Replication of our mediation findings in larger veteran and civilian samples with TBI is needed.     

The importance of social factors is a matter of perception

Caucasian female faces were randomly assigned to participants' in- or out-group following false feedback on a personality inventory. Participants recognised in-group faces better than out-group faces, but they showed no evidence of category-contingent opposing aftereffects. We conclude that the explanatory power of social-cognitive models will be enhanced when they are integrated with models of perceptual expertise.     

Relationships Between Meaning in Life,Social and Achievement Events,and Positive and Negative Affect in Daily Life

Research on meaning in life has generally focused on global meaning judgments. This study examined how people's daily experiences, represented by events that occur in daily life, influence their perceived sense of meaning on a daily basis. One hundred sixty‐two college students completed daily reports for 2 weeks. We examined the relationships among daily social and achievement events, daily positive and negative affect, and daily meaning in life. In addition, we tested the possible moderating influence of depressive symptoms on these relationships. Positive daily social and achievement events were related to greater daily meaning, above and beyond the contributions of daily positive and negative affect. Negative social and achievement events were related to less daily meaning, and negative achievement events covaried with daily meaning above and beyond positive and negative affect. Depression moderated the relationships between positive events and meaning, such that people who reported more depressive symptoms had greater increases in daily meaning in response to positive social and achievement events than individuals who reported fewer symptoms. These findings suggest the important role that daily events may play in fluctuations in people's affective experiences and sense of meaning in life.     

Temporal integration differences between crossed and uncrossed stereoscopic mechanisms

In this study, we investigated temporal integration of disparity information for crossed and uncrossed stereopsis. Across three experiments, exposure duration thresholds were measured for stereoscopic stimuli created from dynamic random-dot stereograms. In Experiment 1, an investigation of disparity detection showed that detection thresholds were equal for the crossed and uncrossed directions. In Experiment 2, an examination of duration limits for depth perception showed that critical durations were lower, and depth more veridical, for crossed depth than for uncrossed depth. In Experiment 3, an investigation of depth discrimination revealed that discrimination thresholds were lower for crossed depth than for uncrossed depth. These results suggest that crossed and uncrossed mechanisms differ in terms of their temporal integration properties at processing levels involving the computation and discrimination of depth.