Research has documented a plethora of evidence that children's perceptions of their relationships with caregivers, specifically teachers, impacts learning outcomes, including academic engagement and achievement (Furrer & Skinner, 2003; Owens & Johnson, in press; Stipek, 2002; Wentzel, 1997), identification with school (anderman, 2003; Bonich, 2007; Goodenow, 1993; McGannon, 2003; Meloro, 2006; Mitchell, 2004;) and academic press (Bonich, 2007; Lee & Smith, 1999; Middleton & Midgley, 2002). Yet the research base from the student perspective on the pertinent elements that influence meaningful relationships between students and teachers, namely trust, is largely missing.;The purpose of this study was to examine the construct of student trust in teachers and its relationship to student identification with school, student perceptions of academic press, and achievement in math and reading in an urban elementary school district. An additional aim of this reserach was to add to the research base on trust in schools from the student perspective.;In this study of 4,700 ethnically and economically diverse students in 35 urban elementary schools, a number of significant relationships were found between student trust in teachers, identification with school, student perceptions of academic press, and achievement. Although all independent variables indicated a moderate and significant correlation with achievement in both reading and math, the strongest relationship was between student trust in teachers and achievement.

Brain Computer Interface (BCI) technology can be important for those unable to communicate due loss of muscle control. The P300 Speller allows communication at a rate up to eight selections per minute. Given this relatively slow rate of communication highly accurate classification is of great importance. Previous studies have shown that alternative stimuli (e.g., faces) can improve BCI speed and accuracy. The present study uses two new alternative stimuli, locations and graspable tools in a two-stimulus paradigm. Functional MRI studies have shown that images of familiar locations produce brain responses in the parahippocampal place area and graspable tools produce brain responses in premotor cortex.The current study shows that location and tool stimuli produce unique brain responses that can be used for classification in the two-stimulus paradigm. This study shows proof of concept for using two unique stimuli to improve speed and accuracy of the P300 Speller.

Forecasts reveal an increase in the percentage of mid to older adults in the U. S. and the need of educational programs for lifelong learners. In recognition of changing demographics, the American Association of Museums urged its member institutions to place a high priority on adult programs and research into learning. While museums have experienced changes in adapting to environmental conditions and more explicit educative mission, professionals have noticed the emergence of a meaning-making, constructivist paradigm.;Previously, no study dealt with the mental constructions adults have or form as they interface with a multi-faceted museum program such as the History Forum at Colonial Williamsburg. Using a conceptual framework based on Mezirow's (1991) work, this study explored, described, documented, analyzed, and interpreted the meanings intended by program planners and constructed by audience members. Furthermore, it interpreted changes in meaning audience interviewees reported. The study was phenomenological in orientation and employed various qualitative methods, such as a questionnaire, multiple interviews, and an evaluation form.;Findings indicated that the planners wanted to provide diverse opinions so that the audience could increase their perspectives, form their own opinions, and become more intelligent contributors in dealing with modern-day problems. The audience interviewees spoke of similar program aims, but they also variously addressed finding little diversity of opinion, difficulty in expressing their opinions, and no way to take further action in their everyday lives based on what they had learned.;Whereas the content of the forum provoked participants' thoughts about the program's topic and an eighteenth-century way of thinking, it also raised concerns about race and gender and political and religious issues. Throughout the interviewees' almost paradoxical statements about similarities and differences between now and then, a strong theme emerged--namely, that there has been very little change in the last 200 years. The findings also revealed some audience interviewees' uncritical attitudes, the importance of visual materials, and the power of interpretive drama. Although inferences should not be made about other audiences, this study may be enlightening to all educators concerned with andragogical strategies and who wonder what meanings adults form from a particular program.

The purpose of this phenomenological investigation was to explore the counseling internship experience and gain knowledge of the variables that counselor interns perceived impacted their psychological growth. The interns who volunteered for the study were participating in a counseling internship to complete their requirements for a master's degree from a CACREP accredited institution. This qualitative study was chronicled for phenomenological analysis by conducting four interviews with each intern during their counseling internship. Further items for data analysis included a record of observations made by the researcher's attendance of their weekly internship class, analysis of videotaped counseling sessions presented in the internship class by use of the Flanders Interactional Analysis for Counseling and written essays of internship goals produced by the interns at the beginning of the internship experience. Cognitive developmental theory was used as a framework for discussion of how knowledge was assimilated and accommodated as interns faced the challenges of counseling clients independently for the first time. Internship sites included substance abuse and family therapy clinics. This phenomenological analysis found the following issues critical to the interns' psychological development: age of the intern, type of clientele at the internship site, supervision, need for sense of personal power (defined as self-reliance, viewing oneself as capable of producing knowledge, and insight into one's own life experiences) to overcome their desire to be authority figure in counseling relationships, and the process of learning case conceptualizations especially with reference to the interns' conceptualization of client-counselor relationships.

This study investigated the possibility that the short-term memory factor may be one of the variables involved in the learning of motor skills. The subjects of the study were all of the seventh grade gym students at Logan Junior High School who were rated by their teachers as being in the upper or lower one-fourth of their class in respect to their abilities in sport skills, After a short-term memory (STM) test develop ed by the researcher was administered to this group, their scores were compared to determine whether there was a significant difference between the upper and lower one-fourth. An analysis of variance determined that among the boys and the girls taken separately and the group as a whole, means for the top group were higher on the STM test and that the difference was significant at the , 01 level. It was also found that the mean score of the entire group of girls was significantly higher than that of the boys at the .05 level. There was no significant difference in the way the STM test discriminated between the top and bottom boys and the top and bottom girls. Since the other variables were not controlled, this study was only able to distinguish between groups, and there were many individual exceptions. However, the test showed great variability in STM ability among normal individuals in the same age group, and suggests a relationship between this ability and the ability to acquire sport skills.

A review of the depth of processing literature revealed that the major criticism of the approach was that no independent measure of depth of processing had teen used. The present study was designed to compare the effects of three standard depth of processing tasks to a free -association baseline --the baseline constitutes an independent measure of depth of processing. Structural, phonemic, and semantic tasks were manipulated in the study and subjects were given cues or prompters as an aid in recall. Cues were taken from a list of target words used by Bahrick (1969). Bahrick's norms constituted a free -association baseline in that it represented the level of responding expected when subjects were merely free -associating to a cue. The purpose of the present study was to compare three incidental learning tasks (depth of processing tasks to the Bahrick baseline in order to guage the effects of the tasks relative to a situation in which subjects had learned nothing new but were simply giving a response to a prompter word. Two levels of prompter (cue) words were used to enhance recall. The effect of the three standard depth of processing tasks was found to be significant and this is consistent with results obtained in - .her depth of processing studies. Also, as in other studies, an effect of congruency was found to he significant. However, when compared to an independent baseline, only one condition --a semantic task using a moderately effective level prompter word -- was found to be significantly different from the baseline. This supports the conclusion that only semantic processing tasks actually enhance cued -recall.

This experiment investigated the processes underlying similarity-based free categorization. Of particular interest was how temporal distance between similar objects affects the likelihood that people will put them into the same novel category. Participants engaged in a free categorization task referred to as binomial labeling. This task required participants to generate a two-part label (A1, B1, C1, etc.) indicating family (superordinate) and species (subordinate) levels of categorization for each object in a visual display. Participants were shown the objects one at a time in a sequential presentation; after labeling each object, they were asked to describe the similarity between that object and previous objects by selecting one of five choices from a drop down menu. Our main prediction was that temporal distance should affect categorization, specifically, that people should be less likely to give two identical objects the same category label the farther apart they are shown in the display. The primary question being addressed in this study was whether the effects of distance are due to a decreased likelihood of remembering the first object when labeling the second (what we refer to as a stage 1 or sampling effect) or to factors during the actual comparison itself (a stage 2 or decision effect)? Our results showed a significant effect of distance on both the likelihood of giving identical objects the same label as well as on the likelihood of mentioning the first object when labeling the second object in an identical pair. Specifically, as the distance between two identical objects increased, the likelihood of giving them the same label, as well as mentioning their similarity, both decreased. Importantly, the decreased probability of giving the second object the same label seemed entirely due to the decreased probability of remembering (sampling) the first object, as indicated by the menu responses. These results provide strong support for the idea that the effect of temporal distance on free categorization is mainly due to stage 1 factors, specifically to its effect on the availability of the first instance in memory when labeling the second. No strong evidence was found in this experiment supporting a separate distance effect at the comparison-decision stage (i.e., stage 2).

The dual mechanism of cognitive control framework (DMC) describes cognitive control via two strategies: proactive and reactive. Individuals using a proactive strategy, focus on actively maintaining goal-relevant information in memory, whereas reactive individuals store goal-relevant information and retrieve it when cues are present. Reimer and colleagues (2015, 2017) added cue-probe location shifts to the typical AX-CPT, as well as, a virtual-reality environment version of the AX-CPT. Through this, they found that the effect of location shifts vary depending on whether a proactive or reactive mode of control is utilized. Thus, the aim of the present study was to test whether the effect of location shifts on cognitive control depends on type of control strategy used. Two versions of the AX-CPT were used: shift alone and shift with no-go trials. The shift alone AX-CPT examined the influence of location shifts in proactively-biased young adults. The shift with no-go trials AX-CPT examined the influence of location shifts with a manipulation that is known to induce a reactive control strategy (Gonthier et al., 2016). It was hypothesized that cue-probe location shifts would have a differential effect on mode of control. Results demonstrated that type of AX-CPT given, cue-probe location, and type of trial presented individually influenced participant performance. There was also an interaction between AX-CPT type and trial type that provides evidence for a successful manipulation of mode of control. The hypothesized interaction between all variables, however, was not found. Possible limitations of the present study, as well as, future direction were discussed.

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