Can 18‐Month‐Old Infants Learn Words by Listening In on Conversations?

Previous research has shown that children as young as 2 can learn words from 3rd‐party conversations (Akhtar, Jipson, & Callanan, 2001). The focus of this study was to determine whether younger infants could learn a new word through overhearing. Novel object labels were introduced to 18‐month‐old infants in 1 of 2 conditions: directly by an experimenter or in the context of overhearing the experimenter use the word while interacting with another adult. The findings suggest that, when memory demands are not too high, 18‐month‐old infants can learn words through overhearing.     

Moving The Mentally Ill Into The Community: The Problem Of Acceptance And The Effect Of Contact

Community acceptance of the mentally ill is fundamental to a successful change to community-based care, now being implemented in New South Wales. This policy was based on an inquiry that viewed acceptance optimistically and postulated that contact with the mentally ill would be a favourable influence. The applicability of this extension of the ‘contact hypothesis’ from its original racial context is tested in one area of Sydney. The results indicate that the type of contact arising from community mental health facilities is not an effective catalyst of relevant attitude change, and suggest particular difficulties among the lower two socioeconomic classes.     

Logistic regression and latent class models for estimating positivities in diagnostic assays with poor resolution

In biomedical research and diagnostic practice it is common to classify objects dichotomously based on continuous observations (x) measuring some form of biological activity, where some proportion of the objects have a level of activity above background. In this paper, we consider the problem of estimating the proportion of positive objects for a typical assay where:(i) the distribution of x for positive objects is unknown. although (ii) the risk of positivity is known to be a monotonic function of x:and (iii) x has been measured for a set of negative control objects. Monte Carlo simulations evaluating four alternative estimators of the positivity, including novel non-parametric mixture decompositions, indicate that where the positives and negatives have distributions of x with a moderate degree of overlap, a non-parametric decomposition using a latent class model provides precise and close to unbiased estimates. The methods are illustrated using data from an autoradiography assay used in cell biology.     

Body Image among Women with Physical Disabilities: Internalization of Norms and Reactions to Nonconformity

Abstract

Body norms for women are based on stereotypical gender expectations regarding physical appearance. Although women in general are exposed to societal standards of the ideal body, women with physical disabilities encounter unique circumstances in meeting these expectations. Women with physical disabilities are often stigmatized because they violate norms of body aesthetics and body shape. This research examines the extent to which women with physical disabilities internalize body norms and the reactions these women have to their nonconformity to societal body standards. In-depth tape-recorded interviews, investigating a variety of social and interpersonal issues, were conducted with 21 female university students with physical disabilities. Using content analysis, the researchers examined the interviews for common themes and patterns relating to body image. The major categories that emerged were (1) awareness of body norms, (2) compliance with body norms, and (3) reactions to nonconformity to body norms. The study illustrates that women with physical disabilities have two general reactions to societal expectations of the ideal female body: emotional responses and stigma management. The lack of questioning of cultural body norms by respondents is discussed as it relates to the rural, small town study location.     

Gender differences in predicting high-risk drinking among undergraduate students

The purpose of this study was to examine gender differences in college students' high-risk drinking as measured by an estimated blood alcohol concentration (eBAC) based on gender, height, weight, self-reported number of drinks, and hours spent drinking. Using a developmental/contextual framework, high-risk drinking is conceptualized as a function of relevant individual characteristics, interpersonal factors, and contextual factors regularly mentioned in the college drinking literature. Individual characteristics include race, gender, and age; interpersonal characteristics include number of sexual partners and having experienced forced sexual contact. Finally, contextual factors include Greek membership, living off-campus, and perception of peer drinking behavior. This study is a secondary data analysis of 1,422 students at a large university in the Southeast. Data were gathered from a probability sample of students through a mail survey. A three-step hierarchical logistic regression analysis showed gender differences in the pathway for high-risk drinking. For men, high-risk drinking was predicted by a combination of individual characteristics and contextual factors. For women, interpersonal factors, along with individual characteristics and contextual factors, predicted high-risk drinking, highlighting the importance of understanding female sexual relationships and raising questions about women's risk-taking behavior. Implications for prevention and assessment are discussed.     

Real Wage Cyclicality in Italy

This paper analyses the cyclical behaviour of male real wages in Italy, distinguishing between North and Centre‐South, using the European Community Household Panel 1994–2001. We separate job stayers (remaining in the same job), from within‐ and between‐company job movers. Stayers are the large majority. We find stayers in the North to have high procyclicality of real wages, higher in fact than the USA and the UK. Procyclicality is highest in small firms and the private sector, as expected. In contrast, we find that real wages in the Centre‐South exhibit little cyclicality, responding rather to Northern than to local unemployment conditions.     

Schooling the public on boys: the ongoing salience in media representations of the “crisis” in boys’ education

This paper explores the salience of the “crisis” in boys’ education as it is articulated in Australian print media. We will consider the ways in which this crisis is expressed through a gendered language which simultaneously represents boys as “forgotten” by teaching practices thought to be prioritising girls’ learning, and as an equity (disadvantaged) grouping who require specialised teaching methods different from those currently offered within the Australian school system. Further, we will examine the extent to which feminist-inspired reforms in education are either implicitly or explicitly referenced as an explanation for boys’ apparently poor education attainment, and relatedly consider the work of “experts” supporting claims of a pro-feminine bias that adversely affects boys’ learning outcomes, particularly those experts offering neurological or psychological/cognitive findings which assert a biological basis for gender difference. In this context, we argue that rather than advancing gender equity in schools, popular public discourse, as presented in Australian print media, reinforces and perpetuates notions of gender difference and masculine entitlement.