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We report four experiments designed to determine whether visual information affects judgments of acoustically-specified nonspeech events as well as speech events (the "McGurk effect"). Previous findings have shown only weak McGurk effects for nonspeech stimuli, whereas strong effects are found for consonants. We used click sounds that serve as consonants in some African languages, but that are perceived as nonspeech by American English listeners. We found a significant McGurk effect for clicks presented in isolation that was much smaller than that found for stop-consonant-vowel syllables. In subsequent experiments, we found strong McGurk effects, comparable to those found for English syllables, for click-vowel syllables, and weak effects, comparable to those found for isolated clicks, for excised release bursts of stop consonants presented in isolation. We interpret these findings as evidence that the potential contributions of speech-specific processes on the McGurk effect are limited, and discuss the results in relation to current explanations for the McGurk effect.

Michangelo’s Captive  ​ I wished to photograph a beautiful man sculpted by Michelangelo, afraid I would forget him if I did not, for he had no story, no name.  But I turned away.  I had the...

By using new sources and a complementary historical and geo-analytical approach, this article Illustrates that the Natives Land Act (no. 27 of 1913) failed to stop Africans from buying land. New evidence demonstrates that African land ownership outside the reserves in the Transvaal actually increased after 1913. This evidence leads to a deeper questioning of the extent to which the South African government was able to impose rural territorial segregation by 1936 and reveals the limits of white power in the early Union period.

Maps always present an interpretation of reality and always carry distortions, some of which are consciously or unconsciously ideological. The geographicity of mapping, which involves an intertwining of both science and art, is a vehicle for spatialized/spatializing interpretations of an actual spatiality, and as such is a catalyst for enacting further spatial productions on the basis of the capacity of maps to project themselves “into the landscape.” The scientific pretensions of mapping serve to veil the character of their projective enactment. Maps always entail virtual embodiment, that is, maps realize one possibility out of many, even in the most mathematically “accurate” of spatial relations. Thus, if the imaginative involves both embodied schema and virtual embodiments, we cannot dismiss the role of the geography of imagination in a dialectical relation with the geography of perception, of the actual. The symbolic function of cartouches and frontispieces provides an imagineering context of constructing reality on the basis of the symbolization.

The Pullman Strike of 1894 was a cataclysmic event for the nation. During its violent course, the print media provided an interpretive frame that portrayed the strike in large measure as an immigrant-inspired attack on American laws and democratic customs. Often characterizing the strikers as “foreigners” in the thrall of anarchist ideologies and a tyrannous labor chieftain, journalists painted a stark picture indeed. Employing framing theory, Gramsci's notion of hegemony, and recent insights on the ethnic quality of nationalism, this essay argues that newspapers and other major print periodicals significantly contributed to the formation of nationalist attitudes at a time when many Americans were deeply worried over the direction in which the country was headed. © 2009, Society for Historians of the Gilded Age and Progressive Era. All rights reserved.

This study examined the learning of teacher candidates taking a language arts course in a special-educator preparation program and that of the second graders they tutored in a supervised field component of the course. Teacher candidates' knowledge of literacy instruction was assessed using five knowledge tasks; children were assessed on several measures of basic reading and spelling skills as well as on their knowledge of phonics concepts such as syllable types. Teacher candidates generally had inaccurate perceptions of their knowledge at pretest, but their knowledge improved significantly on all tasks after course instruction. Tutored children improved significantly from pre- to posttest on all assessments. The study suggests that carefully designed literacy coursework with field experiences can benefit both prospective special educators and struggling readers.

This study compared elementary and special education teachers' knowledge of when K-3 students develop key reading competencies, their knowledge of who is responsible for teaching K-3 students key reading competencies, and teachers' perceptions of their own instructionally relevant competencies to those standards articulated within their state's blueprint for reading achievement. Results reveal a disconnect between teacher-held beliefs and state-articulated grade-level student literacy competencies. Results also suggest that teacher preparation programs are not preparing candidates to achieve mastery of essential teacher competencies articulated within their state's reading blueprint. Strengthening the accountability of teacher preparation practices to states' reading blueprint standards is recommended. Copyright © Taylor & Francis Group, LLC.

Many strategies and interventions exist in the education of young children with disabilities. One area of intervention is that of social interaction, including social skills instruction, peer interaction strategies, and play skills. Interaction and social skill strategies for use with children with and without disabilities for the purpose of increasing social interactions between children with and without disabilities in educational settings is an area many educators of early childhood special education strive to find in an effective and easy to implement format. Several strategies from research are presented in this article. Only strategies that were demonstrated to be successful through reported research are discussed. Strategies are identified according to their ease of implementation and effectiveness., (C)2008 Kluwer Academic Publishers

This study explored third-graders' oral reading fluency (ORF) in easy text in relation to their third- and fourth-grade reading comprehension. It also examined the children's performance on two different measures of text exposure, a self-report questionnaire and a title-recognition test. Although third-graders' ORF related significantly to their reading comprehension, oral language comprehension accounted for most of the variance in reading comprehension, whereas single word reading speed accounted for most of the variance in ORE Third-grade reading comprehension and ORF each predicted unique variance in children's scores on a fourth-grade state-mandated reading comprehension assessment. Scores on the self-report questionnaire correlated significantly with third-grade ORF and fourth-grade reading; the self-report accounted for reliable variance in ORF even with all of the other reading ability variables entered first. Results are consistent with the viewpoint that text exposure affects reading fluency. They also demonstrate that ORF is a valuable predictor of middle-elementary children's reading comprehension, even when the ORF measure employs very easy text in which children achieve near-perfect word accuracy.

The Council for a Parliament of the World Religions has been meeting since 1993 to foster a global religious ethic toward world peace, based on the premise that major world religions share this ethic in common. Roland Robertson's multidimensional model of globalization is utilized to analyze the Parliament's foundational Declaration, and explore why the Parliament's message is not receiving wider attention. Excerpts from anti-Parliament sources are included. Based on this analysis, the Parliament appears to have a limited conception of globalization, and so offers but a partial knowledge claim on how religion can resolve global problems. Seen in this light, it is not surprising that some oppose the Parliament's agenda, feel alienated by it, or-given its limitations-are not aware of it.

Catholics for a Free Choice (CFFC) performs considerable advocacy online, through its website as well as through press releases and interviews that appear at other sites. Opponents to CFFC also frequently post online. This article analyzes this online debate to explore how it is conceptually framed. CFFC presents a discourse that is promoted as finding ideological consistency between Catholic values and being prochoice, and which addresses a greater social good beyond the Church per se. In making these self-referential claims, CFFC could be viewed as a “community of discourse” (Wuthnow 1989) that reckons with “problems of articulation” by dealing with both specific and broader tensions. Online opponents to CFFC likewise could be viewed as communities of discourse that promote themselves as having the true Catholic values that serve the greater good. On balance, CFFC online would seem to reflect the larger quandaries of abortion discourse, whereby the Internet can offer a representative depiction of democratic free speech articulated on this controversial issue. Yet at the same time, there is little evidence to date that this online debate is changing anyone's mind or building a new consensus, despite some efforts on the part of CFFC to do so.

Foundation social work practice education is critical to the preparation of BSW practitioners for professional practice and the establishment of a theoretical and skill base upon which graduate students may build competencies in the advanced curriculum. Issues in the foundation practice curriculum may hinder this development. The common factors model holds promise as an organizing framework for foundation social work practice education. This model may help to resolve some key issues in social work and social work education, and may provide a useful, coherent, and empirical base for the foundation practice curriculum. © Taylor & Francis Group, LLC.

The organization is often the overlooked level in social work's ecological perspective. However, organizational realities exert a profound influence on human development and well-being as well as the nature and quality of social work practice. This article describes a model of teaching organization theory and practice which requires master's social work students to assess their school of social work as well as their field placement agencies. Teaching organization theory and practice experientially may help students understand how organizations influence practice and empower them to see organization practice as a legitimate and important aspect of their work.

Discussions pertaining to culture, power and/or identity frequently create tensions that are enacted by dyads and groups within schools, workplaces and communities. Although tensions can easily escalate into conflict or violence, we have observed that these tensions can serve as prompts that promote a change process. When individual perspectives are challenged, some participants are able to dissemble their views and consider other perspectives from which new understandings and views emerge. At times, when groups seem to be on the threshold of overt conflict, some participants engage in processes that examine the tension, explore new possibilities, and alter the view of one's subjectivity. We suggest that these activities occur as momentary states in psychological spaces conceptualized as third spaces (Bhabha, The location of culture. London: Routledge, 1994). In this paper, we use concepts from psychodynamic and social theories to describe the conditions that coalesce to form states of mind (nepantla) (Anzaldua, Borderlands/La Frontera: The new mestiza. San Francisco: Aunt Lute Books, 1999; Interviews Entrevistas. New York: Routledge, 2000) and the ability to engage in new relational possibilities (third space activities) with dyads and groups, outside of psychotherapy. The conditions include: critical consciousness, regulation, recognition, and responsibility. We then describe how such momentary experiences can subsequently result in an examination of one's subjectivity, particularly as it pertains to issues regarding culture, power, and identity. Throughout the paper we provide four examples from various settings to illustrate these concepts and processes. Given the increasing racial/ethnic diversity of clients and clinical social workers in North America, this concept of third spaces holds particular relevance for contemporary clinical social work practice., (C)2008 Kluwer Academic Publishers

Many children who experience trauma demonstrate it through posttraumatic play (PTP). This type of play is seen by professionals as a repetitive reenactment of the traumatic event within the child's play. Reliving the event in this way may serve to retraumatize the child and lead to other psychiatric or behavioral problems. This article examines the issues surrounding childhood trauma and PTP. It uses a case study to illustrate the phases of a play therapy approach that incorporates Ericksonian principles, in order for the child to achieve resolution and acceptance. The countertransference issues that a clinician may encounter also are discussed.

This study compared the perception of social support and the degree of internalized homophobia for two demographically similar groups: lesbians with planned families and lesbians who did not have children. Results found that lesbians with planned families perceived significantly less social support from friends overall, from gay men and lesbian friends specifically, and more support from their families-of-origin than lesbians who did not have children. Lesbians with planned families also reported significantly higher internalized homophobia specific to disclosure of sexual identification. The authors suggest that selective disclosure may be an adaptive response rather than a true measure of internalized homophobia.

This naturalistic study of diagnostic practice in residential treatment agencies for children investigated the use of the DSM-IVconduct disorder diagnosis and its association with residents' externalizing behaviors. The conduct disorder (CD) diagnosis was a poor predictor of participants' externalizing behaviors during their first few months in residence. Additionally, the assignment of the diagnosis was associated with the gender and race of study participants. Decisions of admissions personnel and practitioners in residential treatment facilities regarding their externalizing clients may not be well-served by use of DSM diagnoses. Assessments of caregivers may prove a useful adjunct to DSM diagnoses. © 2007 Springer Science+Business Media, LLC.

The purpose of this study was to examine substance abuse treatment referrals that were made by outreach workers in a homeless outreach project. Ten outreach workers completed questionnaires on each of their clients who they had referred to a substance abuse treatment program over the previous year. Additional data was collected on the client's motivation level at the point the referral was made, which agencies the client was referred to, and if the client was rejected from any of the treatment programs. Bivariate correlation analyses were used to examine relationships between the variables. Of 73 project clients who were referred to substance abuse treatment in a one-year period of time, 41% successfully entered treatment. As might be expected, there was a statistically significant relationship between clients' motivation level and completed referral, and between referrals made and program acceptance. This study provides evidence that assertive outreach is effective in engaging and linking homeless persons with substance use disorders to substance abuse treatment services.