In a task designed to separate perceptual processes from memory, 12-year-old children with reading disabilities showed no perceptual deficits as compared to their peers. However, they exhibited major deficiencies in memory skills for both labelable and nonlabelable visual information. Reading-disabled children in this age group appear to suffer from a basic information-processing deficiency.
The present studies aimed to advance the measurement and understanding of microaffirmation kindness cues and assessed how they related to historically underrepresented (HU) and historically overrepresented (HO) undergraduate student persistence in science-related career pathways. Study 1 developed and tested the dimensionality of a new Microaffirmations Scale. Study 2 confirmed the two-factor structure of the Microaffirmations Scale and demonstrated that the scale possessed measurement invariance across HU and HO students. Further, the scale was administered as part of a longitudinal design spanning 9 months, with results showing that students’ reported microaffirmations did not directly predict higher intentions to persist in science-related career pathways 9 months later. However, scientific self-efficacy and identity, measures of student integration into the science community, mediated this relationship. Overall, our results demonstrated that microaffirmations can be measured in an academic context and that these experiences have predictive value when they increase students’ integration into their science communities, ultimately resulting in greater intentions to persist 9 months later. Researchers and practitioners can use the Microaffirmations Scale for future investigations to increase understanding of the positive contextual factors that can ultimately help reduce persistence gaps in science, technology, engineering, and mathematics degree attainment.
The Brazelton Neonatal Behavioral Assessment Scale was administered to 44 infants (11 preterms; 12 full terms in intensive care; 8 healthy full terms, with prolonged hospitalization as a function of maternal illness; and 13 healthy control infants). Performance on interactive and motoric processes was poorer for the two groups of infants with perinatal illness (i.e., preterms and full terms in intensive care). Performance on state organization was poorer for the three groups with prolonged hospitalization (i.e., preterm, sick full term in intensive care, and healthy full term with sick mothers). A possible interpretation of these data is that behavioral problems commonly observed in preterm infants may be attributed more to illness and other factors related to illness than to prematurity per se.
In this study a time-sharing computer was used to obtain student predictions of the behavioral activities of others in familiar campus settings. Results were then compared with actual on-site observations of the same activities. Students accurately predicted the relative frequencies of different activities but overestimated absolute frequencies. Since predictions and observations were linearly related, however, it is possible to secure accurate behavioral information without incurring the procedural costs associated with direct observation.
This paper is concerned with the care needed by parents who give birth to a "high risk" infant. Interviews with eight families demonstrate the diversity of responses to this anxiety-producing situation.
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