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Descriptors:
Behavior Modification; Animals; Stress Variables; Restraints (Vehicle Safety); Biochemistry; Control Groups; Animal Behavior; Task Analysis; Memory; Hypothesis Testing

Abstract:
The present research explored the effects of restraint stress on two situations involving incentive downshift: consummatory successive negative contrast (cSNC) and extinction of escape behavior in the Barnes maze. First, Experiment 1 confirmed that the restraint stress procedure used in these experiments increased levels of circulating corticosterone. Second, prior exposure to restraint stress enhanced the cSNC effect whether stress was administered before the first downshift trial (Experiment 2) or before the second downshift trial (Experiment 3). In none of these experiments did restraint stress affect the consummatory behavior of unshifted controls. In Experiment 4, animals received training to escape into a target hole in the Barnes maze and were then exposed to eight extinction trials in which the escape box was absent. Restraint stress before extinction did not affect the latency to reach the target hole, but it increased the distance traveled and approach to nontarget holes. In Experiment 5, restraint stress before a post-extinction test a day later reduced spontaneous recovery in approach to the goal hole without affecting exploratory behavior. The results were interpreted in terms of the aversive summation hypothesis according to which two sources of stress (i.e., restraint and incentive downshift) can affect behavior and enhance the retrieval of aversive memory. (Contains 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Comprehension; Cooperative Learning; Biology; Control Groups; Inferences; Textbooks; Visual Aids; Role; Interference (Learning); Transfer of Training; Intervention; High School Students; Pretests Posttests; Coding; Models; Teaching Methods

Abstract:
Can students be taught to better comprehend the diagrams in their textbooks? Can such teaching transfer to uninstructed diagrams in the same domain or even in a new domain? What methods work best for these goals? Building on previous research showing positive results compared to control groups in both laboratory studies and short-term interventions, the authors developed three 6-week-long classroom treatments and compared their effectiveness in a sample of 137 high school biology students. Treatments involved students generating explanations (Self-Expl), completing a diagram with graphic elements (SCD-Visual), or completing a diagram with text (SCD-Verbal). Treatments were both effective for literal and inferential biology diagram comprehension, but the Self-Expl treatment showed greater pre-posttest gains on inferential items and SCD-Visual showed greater gains on literal items. Far transfer to geoscience diagram comprehension was only found for SCD-Verbal. There were no gains on biology knowledge for SCD-Visual. Analyses of instructional materials and students' coded answers during the intervention suggest that Self-Expl and SCD-Verbal conditions fostered more effort and more inferences while learning than did SCD-Visual. Results are consistent with the emphasis on inference in Hegarty's model of diagram comprehension. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Children; Robotics; Programming Languages; Control Groups; Programming; Magnet Schools; Workshops; Scores; STEM Education; Early Childhood Education; Intervention; Pretests Posttests; Comparative Analysis; Information Technology

Abstract:
This paper examines the impact of programming robots on sequencing ability during a 1-week intensive robotics workshop at an early childhood STEM magnet school in the Harlem area of New York City. Children participated in computer programming activities using a developmentally appropriate tangible programming language CHERP, specifically designed to program a robot's behaviors. The study assessed 27 participants' sequencing skills before and after the programming and robotics curricular intervention using a picture-story sequencing task and compared those skills to a control group. Pre-test and post-test scores were compared using a paired sample "t" test. The group of children who participated in the 1-week robotics and programming workshop experienced significant increases in post-test compared to pre-test sequencing scores. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Identification; Pregnancy; Adolescents; Brain Hemisphere Functions; Empathy; Females; Behavior Disorders; Correlation; Early Parenthood; Personality Problems; Antisocial Behavior; Diagnostic Tests; Neurology; Control Groups; Aggression; Emotional Response; Rewards; Cognitive Processes

Abstract:
Background: Conduct disorder (CD) in female adolescents is associated with a range of negative outcomes, including teenage pregnancy and antisocial personality disorder. Although recent studies have documented changes in brain structure and function in male adolescents with CD, there have been no neuroimaging studies of female adolescents with CD. Our primary objective was to investigate whether female adolescents with CD show changes in grey matter volume. Our secondary aim was to assess for sex differences in the relationship between CD and brain structure. Methods: Female adolescents with CD (n = 22) and healthy control participants matched in age, performance IQ and handedness (n = 20) underwent structural magnetic resonance imaging. Group comparisons of grey matter volume were performed using voxel-based morphometry. We also tested for sex differences using archive data obtained from male CD and control participants. Results: Female adolescents with CD showed reduced bilateral anterior insula and right striatal grey matter volumes compared with healthy controls. Aggressive CD symptoms were negatively correlated with right dorsolateral prefrontal cortex volume, whereas callous-unemotional traits were positively correlated with bilateral orbitofrontal cortex volume. The sex differences analyses revealed a main effect of diagnosis on right amygdala volume (reflecting reduced amygdala volume in the combined CD group relative to controls) and sex-by-diagnosis interactions in bilateral anterior insula. Conclusions: We observed structural abnormalities in brain regions involved in emotion processing, reward and empathy in female adolescents with CD, which broadly overlap with those reported in previous studies of CD in male adolescents. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Accuracy; Control Groups; Reading Comprehension; Cues; Concept Mapping; College Students; Metacognition; Correlation

Abstract:
The ability to monitor the status of one's own understanding is important to accomplish academic tasks proficiently. Previous studies have shown that comprehension monitoring (metacomprehension accuracy) is generally poor, but improves when readers engage in activities that access valid cues reflecting their situation model (activities such as concept mapping or self-explaining). However, the question still remains as to which process, encoding or retrieving, causes the improvement of metacomprehension accuracy, and the findings of previous research on this matter have been inconsistent. This study examined whether college students' metacomprehension accuracy improves when they expect, at the time of reading, that they will explain the content later (active encoding) or when they actually generate an explanation (encoding plus active retrieving). In the experiments, college students read five texts. During reading, some students expected that they would generate explanations but did not actually generate them. In contrast, some students actually generated an explanation of the text after reading. All students then rated their comprehension of each text. Finally, they completed tests on the materials. Results of both studies revealed that metacomprehension accuracy, operationalized as the association between comprehension ratings and test performance, was greater for the group that actually generated explanations than for the expectancy or control groups. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Gifted; Intervention; Experiments; Special Education; Children; Disabilities; Predictor Variables; Sample Size; Control Groups

Abstract:
Single-subject experimental designs have long been used in special education to evaluate the effectiveness of interventions for exceptional children. However, the design has not been used widely in gifted education. In this article, an overview of the main features of single-subject design is presented, and its potential for application in gifted education is discussed. The article concludes with a report of a preliminary single-subject study, conducted with a young gifted child, in which the effects of higher order questioning are investigated. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Intervention; Reading Instruction; Grade 7; Reading Motivation; Reading; Reading Achievement; Adolescents; Middle School Students; Correlation; Measurement; Reading Teachers; Language Arts; Control Groups; Experimental Groups; Structural Equation Models; Reading Comprehension

Abstract:
This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive traditional R/LA. CORI emphasizes support for reading motivation, reading engagement, and cognitive strategies for reading informational text. Seven motivation constructs were included: four motivations that are usually positively associated with achievement (intrinsic motivation, self-efficacy, valuing, and prosocial goals) and three motivations that are usually negatively associated with achievement (perceived difficulty, devaluing, and antisocial goals). Reading engagement was also represented by positive and negative constructs, namely dedication to and avoidance of reading. Gender, ethnicity, and income were statistically controlled in all analyses. In the traditional R/LA context, a total network model prevailed, in which motivation was associated with achievement both directly and indirectly through engagement. In contrast, in the intervention R/LA context, a dual-effects model prevailed, in which engagement and achievement were separate outcomes of instruction and motivation. The intervention R/LA context analyses revealed that CORI was associated with positive changes in motivation, engagement, and achievement relative to traditional R/LA instruction. The discussion explains why there were different relations in the two instructional contexts and demonstrates the importance of simultaneously examining both positive (affirming) and negative (undermining) forms of motivation and engagement. (Contains 2 tables, 3 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Literacy; Foreign Countries; Control Groups; Phonemes; Rhyme; Reading Instruction; Computer Assisted Instruction; Reading; Intervention; Comparative Analysis; Reading Difficulties; Young Children; Literacy Education; Spelling; Phoneme Grapheme Correspondence; Phonics; Phonemic Awareness; Phonological Awareness; Effect Size; Pretests Posttests; Grade 2; Elementary School Students

Abstract:
We report an empirical comparison of the effectiveness of two theoretically motivated computer-assisted reading interventions (CARI) based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG Rime) and English GraphoGame Phoneme (GG Phoneme). Participants were 6-7-year-old students who had been identified by their teachers as being relatively poor at reading. The students were divided into three groups. Two of the groups played one of the games as a supplement to normal classroom literacy instruction for five sessions per week for a period of 12 weeks. The third group formed an untreated control. Both games led to gains in reading, spelling, and phonological skills in comparison with the untreated control group. The two interventions also had some differential effects. The intervention gains were maintained at a four-month follow-up. (Contains 4 tables, 2 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Minority Group Children; Preschool Education; Bilingual Education; Semitic Languages; Foreign Countries; Control Groups; Speech Communication; Bilingualism; Monolingualism; Schemata (Cognition); Role of Education; Russian; Longitudinal Studies; Native Language Instruction; Second Language Learning; Linguistic Input; Preschool Children

Abstract:
The development of script schema, as a source of narrative knowledge, is an essential stage in this knowledge construction. This study focused on the role of bilingual versus monolingual preschool education in the development of script schema knowledge in Russian (L1) and Hebrew (L2) among Russian/Hebrew-speaking children in Israel. The preschool bilingual education was based on the "first language first approach" with L2 immersion around age three. The study design was longitudinal and comparative. The children's script schema knowledge was measured at three time points during one academic year. Thirty-two Russian/Hebrew-speaking bilinguals (around age three) were selected from bilingual (Russian/Hebrew) and monolingual (Hebrew) preschools. In addition, 19 Hebrew-speaking monolinguals acted as the control group. The results demonstrated that relatively late immersion in L2 and continuous development of L1 within a bilingual educational context does not impede the acquisition of script schema knowledge in L2. At the same time, in the case of the monolingual preschools, the lack of input in children's L1 within the educational curriculum seems to hinder their script schema development in this language. Finally, the research provides evidence of linguistic interdependence near to onset of script schema acquisition. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Intervention; Adolescents; Employment; Assertiveness; Control Groups; Empathy; Instructional Effectiveness; Interpersonal Competence; Job Skills; Curriculum; Cooperation

Abstract:
The current investigation was designed to evaluate the effects of the Working at Gaining Employment Skills (WAGES) curriculum on the social and occupational skills of adolescents with disabilities. Adolescents with disabilities were assigned to either an intervention or control condition. Youth in the intervention group were exposed to the WAGES curriculum for approximately 4.5 months, whereas students in the control group received "business-as-usual" within special education settings. Students and teachers completed brief measures pertaining to prevocational/occupational skills as well as measures pertaining to students' social skills prior to and following the intervention. Results indicated that after controlling for pretest differences on outcome variables, students participating in the intervention had greater vocational outcome expectations, greater occupational skills, and greater social skills (i.e., empathy, cooperation, and assertiveness) than did students with disabilities in the control condition following the intervention. These findings provide preliminary evidence of the effectiveness of the WAGES curriculum. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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