2½‐Year‐Old Children Use Animacy and Syntax to Learn a New Noun

We examine how attention to animacy information may contribute to children's developing knowledge of language. This research extends beyond prior research in that children were shown dynamic events with novel entities, and were asked not only to comprehend sentences but to use sentence structure to infer the meaning of a new word. In a 4 × 3 design, animacy status (e.g., animate agent, inanimate patient) and labeling syntax (agent, patient, nonlabel control) were varied. Across most events, 2 1/2‐year‐old participants responded as if they expected animate entities to be named. However, in a prototypical (animate agent‐inanimate patient) event condition, children responded differentially across different syntactic structures. Thus, the clearest evidence for attention to syntactic cues was found in the prototypical event condition. These results suggest that young children attend to the animacy status of unfamiliar entities, that they have expectations about animacy relations in events, and that these expectations support emerging syntactic knowledge.     

The role of HRD in bridging the research-practice gap: the case of learning and development

ABSTRACT

An enduring challenge for HRD is ensuring academic research achieves impact on professional practice. We have located this research within debates about the research-practice gap. To investigate this challenge, we analyse case studies of academic impact from all disciplines submitted to the United Kingdom’s 2014 research assessment exercise (REF 2014). We found that Learning and Development was a primary focus of significant number of impact case studies submitted across all disciplines compared to other areas of HR and HRD. We also found that Learning and Development was a key path to Impact. These findings reveal that Learning and Development in a work context plays a pivotal role in helping researchers irrespective of discipline achieve impact. Our findings therefore speak to the research-practice gap across academia. We conclude by considering the potential role for HRD in generating impact.     

Book reviews

Disputed Histories: Imagining New Zealand's Pasts edited by Tony Ballantyne and Brian Moloughney. University of Otago Press, Dunedin. 2006. 283 p. NZ$49.95 (paperback). ISBN 1877276161.

Historical Frictions: Maori Claims and Reinvented Histories by Michael Belgrave. Auckland University Press, Auckland. 2005. 388 p. NZ$49.95 (paperback). ISBN 1869403207.

New Zealand Identities: Departures and Destinations edited by James H Liu, Tim McCreanor, Tracey McIntosh, and Teresia Teaiwa. Victoria University Press, Wellington. 2005. 304 p. NZ$39.95 (paperback). ISBN 0864735170.

Revolution: The 1913 Great Strike in New Zealand, edited by Melanie Nolan. Canterbury University Press, Christchurch. 2006. 320 p. NZ$34.95 (paperback). ISBN 1877257400.

Sexuality Down Under: Social And Historical Perspectives edited by Allison Kirk‐man and Pat Moloney. University of Otago Press, Dunedin. 2006. 301 p. NZ$39.95 (paperback). ISBN 1877372102.

Geographies of Globalization by Warwick E. Murray. Routledge, London and New York. 2006. 392 p. NZ$69.95 (paperback). ISBN 0415317991.     

Current Events in the Secondary School

This article examines children's literature that depicts people undergoing political conflict and war in a post-WWII era. These books portray political conflicts, refugees' relocation, and settlement in different countries. Using these books with drama inspired activities can help students gain awareness and empathetic attitudes toward those in a global community.     

Use of Self in Cognitive Behavioral Therapy

Cognitive Behavioral Therapy (CBT) has not traditionally utilized “use of self” to describe the clinician’s role in counseling but much attention has been given to the importance of the therapeutic relationship and the components necessary and appropriate for a strong working alliance. The CBT approach is discussed within the framework of previously articulated five uses of selves. A case example is presented.

Parametric scalp mapping and inference via spatially smooth linear models for mismatch negativity studies

Mismatch negativity (MMN) is a neurophysiological tool that can be used to investigate various facets of comprehension. Subjects are presented with different stimuli to elicit the MMN response, which is derived from electroencephalography (EEG) signals recorded at electrodes across the brain. We propose a methodology to extend single electrode analyses of MMN data by generating smooth scalp maps of estimated experimental effects. It is shown that penalized least squares estimates of effect maps can be produced using a two step procedure involving (a) ANOVA at each electrode and (b) spatial smoothing across electrodes. A Fisher von-Mises kernel is used for smoothing scalp maps with cross-validated bandwidth selection. The methodology is applied to a case control study involving aphasics (language disordered individuals). Analysis of residuals shows possible heteroscedasticity and non-Gaussian tail behavior. For robust inference, a semiparametric multivariate approach is proposed to determine the significance of parametric maps. A variety of global and regional test statistics are developed to investigate the significance of spatial patterns in treatment effects. The methodology is seen to confirm previous findings from single electrode analysis and identifies some new significant spatial patterns of difference between controls and aphasics.     

Classroom learning environments and the mental health of first grade children

Sociological research focuses on how poverty, family, and neighborhood dynamics shape children's problems, but knowledge about how school is related to children's mental health is underdeveloped, despite its central presence in children's lives. Using a social structure and personality-stress contagion perspective, the authors use a nationally representative sample of first graders (N = 10,700) to assess how the classroom learning environment affects children's emotional and behavior problems. Children in more negative environments-such as classrooms with fewer material resources and whose teachers receive less respect from colleagues-have more learning, externalizing, interpersonal, and internalizing problems. Moreover, children in classrooms with low academic standards, excessive administrative paperwork, rowdy behavior, and low skill level of peers have more problems across one or more outcomes. Some school effects vary across race and ethnicity.