Considering class-based values related to guardian involvement and the development of self-regulated learning

Conceptions of self-regulated learning are often considered neutral and value-free. As a result, researchers tend to ignore issues of social class. In this analysis, a sociological lens is used to examine some of the class-based values embedded in the literature related to guardian involvement and the development of children’s self-regulated learning. It is well documented that qualities and quantities of guardian involvement differ across class backgrounds. Considering these differences, the kinds of guardian involvement that have been identified for supporting self-regulated learning align with middle-class culture. By endorsing this alignment, the discourse of self-regulated learning can be implicated in the reproduction of class-based normative values. In order to ensure that research and pedagogy related to self-regulated learning are not part of the reproduction of inequality and discrimination in schools, it is important to consider ways this construct is entangled in class politics and power.     

Age of acquisition effects on the functional organization of language in the adult brain

Using functional magnetic resonance imaging (fMRI), we neuroimaged deaf adults as they performed two linguistic tasks with sentences in American Sign Language, grammatical judgment and phonemic-hand judgment. Participants’ age-onset of sign language acquisition ranged from birth to 14 years; length of sign language experience was substantial and did not vary in relation to age of acquisition. For both tasks, a more left lateralized pattern of activation was observed, with activity for grammatical judgment being more anterior than that observed for phonemic-hand judgment, which was more posterior by comparison. Age of acquisition was linearly and negatively related to activation levels in anterior language regions and positively related to activation levels in posterior visual regions for both tasks.     

Socioeconomic status, a forgotten variable in lateralization development

Socioeconomic status (SES), a variable combining income, education, and occupation, is correlated with a variety of social health outcomes including school dropout rates, early parenthood, delinquency, and mental illness. Several studies conducted in the 1970s and 1980s largely failed to report a relationship between SES and hemispheric asymmetry as measured by lateral differences in dichotic listening, tactile dot enumeration, and visual emotion and word recognition. However, none of the studies used asymmetry measures correcting for both ceiling and floor effects in accuracy, raising the question of whether lower and higher SES groups were comparable. Here the published data are reanalyzed using a laterality coefficient that corrects for such effects. The results are consistent across studies in revealing reduced lateralization in lower SES groups. Developmentally, this finding is consistent with either maturation delay or reduced functional specialization, or both. Suggestions are made for further research that include the use of behavioral asymmetry measures to screen tasks for structural and functional brain imaging.     

Children's imitation of causal action sequences is influenced by statistical and pedagogical evidence

Children are ubiquitous imitators, but how do they decide which actions to imitate? One possibility is that children rationally combine multiple sources of information about which actions are necessary to cause a particular outcome. For instance, children might learn from contingencies between action sequences and outcomes across repeated demonstrations, and they might also use information about the actor’s knowledge state and pedagogical intentions. We define a Bayesian model that predicts children will decide whether to imitate part or all of an action sequence based on both the pattern of statistical evidence and the demonstrator’s pedagogical stance. To test this prediction, we conducted an experiment in which preschool children watched an experimenter repeatedly perform sequences of varying actions followed by an outcome. Children’s imitation of sequences that produced the outcome increased, in some cases resulting in production of shorter sequences of actions that the children had never seen performed in isolation. A second experiment established that children interpret the same statistical evidence differently when it comes from a knowledgeable teacher versus a naïve demonstrator. In particular, in the pedagogical case children are more likely to “overimitate” by reproducing the entire demonstrated sequence. This behavior is consistent with our model’s predictions, and suggests that children attend to both statistical and pedagogical evidence in deciding which actions to imitate, rather than obligately imitating successful action sequences.     

Dispositional factors predicting Chinese students’ critical thinking performance

Dispositional factors have been suggested to affect individuals’ critical thinking performance. The relative and combined effects of thinking dispositions and cognitive ability on the critical thinking performance of a group of 137 Chinese undergraduates were examined. Participants were administered the Need for Cognition Scale, Openness to Experience and Conscientiousness Subscales of the NEO Five Factor Inventory as well as the Concern for Truth Scale. Cognitive ability and critical thinking performance were respectively estimated with the WAIS-III Verbal Comprehension Index and the Halpern Critical Thinking Assessment Using Everyday Situations. Hierarchical regression analysis showed that only the disposition of concern for truth accounted for unique additional variance in critical thinking beyond that explained by cognitive ability. The findings are discussed in the light of cultural factors affecting critical thinking in the Chinese context.     

Mental architectures with selectively influenced but stochastically interdependent components

The way external factors influence distribution functions for the overall time required to perform a mental task (such as responding to a stimulus, or solving a problem) may be informative as to the underlying mental architecture, the hypothetical network of interconnected processes some of which are selectively influenced by some of the external factors. Under the assumption that all processes contributing to the overall performance time are stochastically independent, several basic results have been previously established. These results relate patterns of response time distribution functions produced by manipulating external factors to such questions as whether the hypothetical constituent processes in the mental architecture enter AND gates or OR gates, and whether pairs of processes are sequential or concurrent. The present study shows that all these results are also valid for stochastically interdependent component times, provided the selective dependence of these components upon external factors is understood within the framework of a recently proposed theory of selective influence. According to this theory each component is representable as a function of three arguments: the factor set selectively influencing it, a component-specific source of randomness, and a source of randomness shared by all the components.     

Critical Legal Studies and argumentation theory

Critical Legal Studies poses a direct and expressed challenge to the basic tenets of American legal education and scholarship. Critical Legal Studies postulates that law is not a scientific exercise involving the application of objective principles, but rather a creative process involving the selection of conflicting rules which has the effect of reinforcing the existing political order. In an effort to explain the contribution of Critical Legal Studies to argumentation theory, this essay briefly discusses the role of legal reasoning in the American legal system, describes and critiques Legal Positivism, lays the intellectual foundation for Critical Legal Studies, and considers the implications that this conception of jurisprudence has for argumentation theory.     

Derrida on teaching: The economy of erasure

This article explores Derrida's claim that teaching is a deconstructive process. In order to explore this claim, the Derridean concept of "erasure" is explored. Using the concept of erasure, this article examines two important aspects of teaching: the name that teachers establish for themselves, and, teaching against social power from a Derridean (erasure-oriented) perspective. Ultimately, the paper confirms Derrida's claim that teaching is indeed a deconstructive practice.

Recognition bias for critical faces in social phobia: a replication and extension

Studies using linguistic stimuli have provided little support for explicit memory biases among individuals with social phobia (SP). However, using facial stimuli rated on their criticalness, Lundh and Ost (1996) found that individuals with SP recognized more critical than accepting faces, whereas non-anxious controls tended to show the opposite pattern. Since the publication of Lundh and Ost's findings, additional studies using a variety of facial stimuli have produced inconsistent findings (J. Anxiety Disord. 14 (2000) 501; Behav. Res. Ther. 39 (2001) 967). Unfortunately, these inconsistencies are difficult to reconcile given great variation in methods and stimuli. Therefore, we designed a study to replicate and extend the work of Lundh and Ost (Behav. Res. Ther. 34 (1996) 787). Similar to Lundh and Ost, individuals with SP identified a significantly higher proportion of old critical faces as old than did non-anxious controls. Further, extending the work of Lundh and Ost, signal detection analyses revealed group differences on response bias according to face type. Specifically, controls showed a response bias towards indicating that accepting faces were previously seen, whereas individuals with SP did not. Finally, signal detection analyses failed to reveal group differences in the accuracy of memory.     

Toward a Science of Transdisciplinary Action Research

This paper offers a conceptual framework for establishing a science of transdisciplinary action research. Lewin's (1951) concept of action research highlights the scientific and societal value of translating psychological research into community problem-solving strategies. Implicit in Lewin's formulation is the importance of achieving effective collaboration among behavioral researchers, community members and policy makers. The present analysis builds on Lewin's analysis by outlining programmatic directions for the scientific study of transdisciplinary research and community action. Three types of collaboration, and the contextual circumstances that facilitate or hinder them, are examined: (1) collaboration among scholars representing different disciplines; (2) collaboration among researchers from multiple fields and community practitioners representing diverse professional and lay perspectives; and (3) collaboration among community organizations across local, state, national, and international levels. In the present analysis, transdisciplinary action research is viewed as a topic of scientific study in its own right to achieve a more complete understanding of prior collaborations and to identify strategies for refining and sustaining future collaborations (and their intended outcomes) among researchers, community members and organizations.