Messages about physical attractiveness in animated cartoons

Relying upon a content analysis of one specific type of medium to which young people are exposed beginning at an early age, on a regular basis, and for many years (i.e., animated cartoons), the present study examines what types of messages are provided about being physically unattractive, physically attractive, and ordinary-looking. This research concerns itself with identifying the characteristics that tend to be associated with being good-looking or unattractive, and then discussing the implications of the findings. Results indicate that many variables were found to differ based on cartoon characters’ physical attractiveness, including gender, age, intelligence, body weight, emotional states experienced, prosocial behaviors, antisocial behaviors, and overall goodness/badness. Whenever differences were found, the overriding tendency was for cartoons to provide positive messages about being attractive and negative messages about being unattractive.     

Effects of immediate performance feedback on implementation of behavior support plans

Research has focused on increasing the treatment integrity of school-based interventions by utilizing performance feedback. The purpose of this study was to extend this literature by increasing special education teachers' treatment integrity for implementing antecedent and consequence procedures in an ongoing behavior support plan. A multiple baseline across teacher-student dyads (for two classrooms) design was used to evaluate the effects of performance feedback on the percentage of antecedent and consequence components implemented correctly during 1-hr observation sessions. Performance feedback was provided every other week for 8 to 22 weeks after a stable or decreasing trend in the percentage of antecedent or consequence components implemented correctly. Results suggested that performance feedback increased the treatment integrity of antecedent components for 4 of 5 teachers and consequence components for all 5 teachers. These results were maintained following feedback for all teachers across antecedent and consequence components. Teachers rated performance feedback favorably with respect to the purpose, procedures, and outcome, as indicated by a social validity rating measure.     

Variations in Figurative Language Use as a Function of Mode of Communication

Various studies have demonstrated that the mode by which people communicate affects the content of their messages. The present study examines the ways in which one aspect of language use, namely figurative language, differs as a function of mode of communication. Subjects worked together in pairs to build a small household appliance, with an expert directing a novice in the construction. Subjects communicated in one of four modes: full copresence, separated by a screen, through an intercom system, or through e-mail. Differences between modes were found on a number of measures of figurative language types, including what the author has described as interrogative analogies. These differences are discussed in terms of costs, constraints, and affordances associated with different media, and the role figurative language plays in communication.     

School-Based Mental Health Programs and Services: Overview and Introduction to the Special Issue

School-based mental health (SBMH) programs and services have grown progressively in the United States in the past two decades, related in part to increased recognition of their advantages and heightened federal support. However, SBMH is an emerging field, with many issues needing attention. This introductory article provides a context for the special issue by highlighting the importance of increased conceptual clarity about SBMH, enhanced mental health—education systems integration, and advancement of the SBMH research base. Key elements for success of SBMH programs and services are discussed, as underscored recently by the report of the New Freedom Commission on Mental Health (2003) and other important initiatives. These elements include (a) school–family–community agency partnerships, (b) commitment to a full continuum of mental health education, mental health promotion, assessment, problem prevention, early intervention, and treatment, and (c) services for all youth, including those in general and special education. A synopsis of the articles in the special issue is provided, emphasizing their conceptual and empirical contributions to delivery and sustainability of effective mental health practices in schools.     

Gadamer and the Otherness of Nature: Elements for an Environmental Education

In this work I search for elements that contribute to the development of the ethical dimension of environmental education. I start with the existence of what C.A. Bowers calls “areas of silence” in the curriculum in both schools and universities. The reason for this silence, I argue, is to be found in the Cartesian conceptual structures of curricula. I suggest that the works of Bacon, Galileo and Descartes provoke a twofold process that I have termed the forgetting of tradition and objectification of nature. As a corrective to this process, I explore the possibilities that the philosophical hermeneutics of Hans-Georg Gadamer opens for rehabilitation of tradition and de-objectification of nature. I work with the concept of the “dignity of things” present in Greek dialectics: that nature is not simply a projection of mind (as the neo-Kantians claim), but something that thought suffers. In my conclusions I argue that for nature to be reinserted into almost all areas of knowledge it is necessary that we respect “the otherness of nature.”     

Human symbol manipulation within an integrated cognitive architecture

This article describes the Adaptive Control of Thought–Rational (ACT–R) cognitive architecture (Anderson et al., 2004; Anderson & Lebiere, 1998) and its detailed application to the learning of algebraic symbol manipulation. The theory is applied to modeling the data from a study by Qin, Anderson, Silk, Stenger, & Carter (2004) in which children learn to solve linear equations and perfect their skills over a 6-day period. Functional MRI data show that: (a) a motor region tracks the output of equation solutions, (b) a prefrontal region tracks the retrieval of declarative information, (c) a parietal region tracks the transformation of mental representations of the equation, (d) an anterior cingulate region tracks the setting of goal information to control the information flow, and (e) a caudate region tracks the firing of productions in the ACT–R model. The article concludes with an architectural comparison of the competence children display in this task and the competence that monkeys have shown in tasks that require manipulations of sequences of elements.     

Ecological Neuropsychology: An Alternative to the Deficit Model for Conceptualizing and Serving Students with Learning Disabilities

The present paper contends that children with learning disabilities are better served when assessment and intervention are conceptualized within an ecological neuropsychology perspective than within the traditional deficit model perspective, which is the predominant approach to intervention in medical and educational settings. The deficit method conceptualizes problems as within the child, and the major consequence of this approach is that little time is spent analyzing the learning environment or other systems that might impact the child's ability to be successful in an academic setting. Therefore, rehabilitation efforts have had limited success. In contrast, ecological neuropsychology is a strength-based approach that considers the child, as well as the systems within which he/she interacts, when assessing, diagnosing, and intervening with students who are experiencing learning difficulties.     

Male physical attractiveness in Britain and Malaysia: A cross-cultural study

Three purported cues to perceived male physical attractiveness are the waist-to-chest ratio (WCR), body mass index (BMI) and the waist-to-hip ratio (WHR). This study examined the relative contribution of each cue in several socio-economically distinct populations. Ninety-five female participants from Britain and Malaysia were asked to rate a set of images of real men with known WCR, BMI and WHR. The results showed clear differences along a gradient of socio-economic development. In urban settings, WCR was the primary component of attractiveness ratings, with BMI playing a smaller role and WHR not reaching significance. In the rural setting, BMI was the primary predictor of attractiveness, with WCR playing a more minor role and WHR not reaching significance. In general, urban participants were more reliant on body shape and chose a relatively slim figure with an ‘inverted triangle’ shape; rural participants were more reliant on body weight and chose a heavier figure with a less triangular shape. These findings are discussed in terms of evolutionary psychological explanations of mate selection and sociological theories that emphasise the effect of resource scarcity on preferences for body shapes and sizes.