How and to What Extent Do Two Cover, Copy, and Compare Spelling Interventions Contribute to Spelling, Word Recognition, and Vocabulary Development?

We used an adapted alternating treatments design to evaluate and compare the effects of 2 spelling interventions on spelling acquisition and maintenance, word reading, and vocabulary in three first-grade students. The first intervention, Cover, Copy, and Compare (CCC), involved having participants look at a word, cover it, write it, then compare the written response with the original stimulus. For the second intervention, Cover, Copy, and Compare + Sentence Definition (CCC + SD), CCC was supplemented with the experimenter reading a sentence containing the word and a brief definition of the word. Results showed that both interventions increased participants’ spelling at an equivalent rate, which was greater than a control condition. All participants showed greater gains in word reading in the 2 interventions than the control condition, and only 1 participant was better able to define words learned in the CCC + SD condition relative to the CCC condition.     

Neurocardiology shows that the central,not peripheral,action of propranolol reduces mortality following acute coronary artery occlusion in the conscious pig

Neurocardiology emphasizes the role of the higher cerebral mechanisms in cardiovascular disorders. Several large clinical trials (BHAT, MIAMI, and ISIS) have consistently shown that treatment with a beta-receptor blocker (propranolol, metoprolol, or atenolol) will produce a 26% to 29% reduction in mortality in high-risk survivors of acute myocardial infarction. Becauseall beta-blockers cross the blood-brain barrier, it is not clear whether the salutary action is on the central or peripheral receptors. Therefore the effects of intracerebral versus intravenous propranolol were observed in 30 conscious pigs following complete occlusion of the left anterior descending coronary artery. Controls showed the propranolol to remain confined throughout the experiment to the central or peripheral compartment into which it was injected. To assure the occurrence of ventricular fibrillation (VF), each pig was psychologically stressed by being unconditioned to the laboratory.Intracerebral propranolol (0.05 mg/kg) prevented VF within a 20 min period of reversible ischemia in 6 of 9 pigs, whereas VF was prevented in 0 of 11 controls injected intravenously with either dextro-propranolol (2 pigs) or vehicle (9 pigs) (P<.0006, binomial probability ratio). In some pigs in which VF was not manifested by 20 min, the ischemia was reversed and additional control observations were achieved; a total of 10 counter-balanced within-subjects experiments confirmed the between-subjects result (P<.01, paired-t test). In contrast intravenous propranolol (0.2 to 2.0 mg/kg) in 7 pigs had no effect on VF latency compared to 7 vehicle controls. It is concluded that beta-receptor antagonists prevent VF in the ischemic myocardium by their effect on thebrain andnot the heart.     

An analysis of response,direction, and place learning in an open field and T maze

Rats were trained to locate food in a response, direction, or place problem on an open field located at 2 positions. In Experiment 1, both the response and direction groups solved the problem. The place group failed to solve the task in approximately 300 trials. Experiment 2 demonstrated that rats need distinguishable start points to solve a place problem when neither a response nor a direction solution is available. Findings from Experiment 3 suggest that a combination of path traveled and distinct cues help to differentiate start points. Experiment 4 replicated the findings using a T maze. These results suggest "place" solutions are difficult for rats. The data are discussed with respect to conditional learning and modern spatial mapping theory.     

Effects of Interspersing Additional Brief Math Problems on Student Performance and Perception of Math Assignments: Getting Students to Prefer to Do More Work

Three experiments were conducted to assess the effects of the interspersing procedure on students' mathematics performance, perceptions of mathematics assignments, and preference for mathematics assignments when more work was added. In Experiment I, college students worked computation problems from two assignments. The control assignment contained 15 three-digit by two-digit problems (3 × 2) and the experimental assignments contained 18 3 × 2 problems and 6 additional interspersed one-digit by one-digit problems (1 × 1). Students then rated the assignments and chose one for homework. Results showed significantly more students preferred (i.e., chose it for homework) the experimental assignment with the additional target (i.e., 3 × 2) and interspersed problems. Furthermore, significantly more students rated this experiment as requiring less effort and being less difficult. Moreover, students' mathematics performance was not affected by the procedure. Experiment II strengthened the internal validity by showing that students did not prefer the experimental assignment because it contained more target problems. Experiment III showed that the interspersing procedure was not powerful enough to extend findings beyond the 20% level (i.e., 40 and 60% more conditions). Results showed how the interspersing procedure could be used to encourage students to choose to do more target computation tasks. Discussion focuses on the applied value of the interspersing procedure and plausible causal mechanisms that may account for current and past findings related to student choice and interspersing brief tasks.     

Birth order effects in dominance: failure to support Sulloway's view

Contrary to Sulloway's 1996 assertion that firstborns should score higher than laterborns on measures of dominance, the dominance scores for 76 firstborn undergraduate students (50 women, 26 men) did not differ significantly from the scores of 75 laterborn students (48 women, 27 men) on the 16PF dimension of Dominance vs Submissiveness (Factor E). Further research into possible differences in performance strategies between laterborns and firstborns in childhood vs adulthood is necessary to evaluate Sulloway's theory of ordinal position definitively.     

Use of an analogue method to examine children’s appraisals of threat and emotion in response to stressful events

An analogue methodology was used to present a set of realistic, salient stressors to children in grades 3, 5, and 7. Children (N = 146) viewed eight videotaped vignettes depicting interpersonal and non-interpersonal stressors; these were expected to differentially threaten psychological needs for relatedness, competence and autonomy and provoke different emotional reactions. Analyses showed that scenarios portrayed stressors that were commonly experienced by children and evoked a differentiated profile of appraisals and emotions. When tenets of the motivational theory of stress and coping were tested, scenarios more threatening to needs were more distressing, sadness was linked to relatedness and competence threat appraisals, and fear was a more common reaction to parent stressors that involved dyadic conflict. After accounting for threat appraisals and previous experience of stressors, younger children and girls appraised events as more distressing than older children and boys. Future research could use the analogue procedure to focus on children’s development of regulation and coping with stress.