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Spelling Errors; Types and Frequency
Spelling tests have begun to be used as a factor to assess reading skill and literacy. Examining spelling errors from these tests can provide insight about the components of the long-term memory representations of word spellings and overall lexical expertise. This study investigates spelling errors to analyze sound-letter mappings during spelling to find patterns of error. These patterns of sound-letter mapping errors identify mappings that are difficult to learn and spell. Participants were given a spelling recall test, where they were asked to write the correct spelling of a spoken word. We analyzed the misspelled words and determined if they were phonologically plausible or not and whether errors follow the orthographic rules of English. We further characterized four types of letter errors: additions, deletions, transpositions, and substitutions. Substitutions were further categorized into four categories, identifying what had been substituted and for what: vowel substitution for another vowel, vowel substituted for consonant, consonant substituted for vowel, or consonant substituted for another consonant. We evaluated the error patterns in terms of the nature of spelling representations, and what parts of the words are easier to learn than others. The idea that some parts of a spelling representation may be more easily learned or remembered than others is referred to as orthographic texture (Canda & Folk, 2019; Jones, Folk, & Rapp, 2009). The error patterns provide insight into how spellers learn sound-letter associations. An Examination of the Validity of an Adapted Brief Black Media Measures Questionnaires
Background: The representation of Black women in the media has notoriously changed throughout the years (Griffin, 2014). Many stereotypical media messages of Black women have strong negative undertones. These messages can greatly impact Black adolescent girls, as images may influence their development of self. Therefore, the purpose of the study was to examine the validity of using an adapted Brief Black Media Measures Questionnaire in a sample of Black adolescent girls. Method: As part of a larger study that utilized a culturally-infused stress and anxiety intervention, we collected data from 201 urban Black adolescent girls. We assessed the frequency, appraisal, and identification of stereotypical images of Black women by administering an adapted Brief Black Media Measures Questionnaire (BBMMQ). This validated questionnaire was adapted to include more modern images of Black women as well as more simplified questions. Results: The factorability of the 9 items BBMQ was examined. Skewness and kurtosis values were acceptable, indicating data were normally distributed. An exploratory factor analysis revealed 3 Factors, which is expected given that three stereotypical images of Black women: promiscuous, angry and caretaker are used in the original measure. Conclusion: Our findings support the validity of the adapted BBMQ in a sample of urban Black adolescent girls. Future research should explore utilizing the adapted BBMQ in national samples of Black adolescent girls.- Image
Perceived Stress: Does Positivity Matter?
Background: Black adolescent girls are at a higher risk for stress and anxiety than White adolescent girls (Neal-Barnett, 2017). Many researchers argue that perceived stress is more important than experienced stress, as perceptions are closely related to an individual’s current functioning (Rueggeberg, 2012). People tend to perceive their stress as negative or positive. Subsequently, the way an individual perceives stress may affect their mood, coping strategies, and overall mental health. Currently, limited data explore Black adolescent girl’s perceptions of stress. Methods: As part of a larger study that utilized a culturally-infused stress and anxiety intervention, we collected data from 201 urban Black female middle school students. At baseline, we qualitatively assessed positive participant views about stress and then quantitatively assessed stress and anxiety scores using the Stress Test, Perceived Stress Scale (PSS-10), and Multidimensional Anxiety Scale for Children 2nd Edition (MASC-2). Results: Our findings indicated that there was no significant mean difference in reported anxiety and stress scores between participants who identified positive aspects of stress and those who did not. The average stress level was 31.1333, indicative of low stress. The average PSS score was 21.3095, indicative of moderate stress. The data showed insignificant results when comparing stress levels with overall stress and anxiety among the participants. Conclusion: Our findings suggest that a positive view on stress does not have an impact on one's overall stress and anxiety levels. Given these findings, future research should explore the relationship between positive and negative views on stress. - Image
Examining the Relationship Between Head Injuries and Depression in Youth Populations 6 Months Post-injury
Head injury is a prevalent issue that accounts for over 80% of traumatic injuries leading to death in the United States (Verive, Stock, Singh, 2017). Previous studies have confirmed the link between brain injury and subsequent development of a mood disorder (Luis & Mittenberg, 2010). Our research expands this finding by examining the link between perceived injury severity and the development of depression symptoms 6 months post injuries in head injury patients compared to orthopedic injury controls not experiencing a head injury. The recruited sample included a diverse range of child and adolescent participants with considerable variation in injury type and severity. Levels in depression after a head injury were assessed in early adolescents at one week and six months. Data was collected from a larger study examining risk and resilience factors associated with a pediatric injury resulting in an emergency room visit. To assess pediatric head injury, data was pulled from participant medical charts to assess injury type. This was used in conjunction with patient self-reports assessing subjective appraisal, S&S appraisal. The S & S appraisal evaluated cognitive appraisal and perceived severity of the injury. Depressive symptoms were measured by the Center for Epidemiological Studies Depression Scale for Children (CES-DC). The present analysis explores the development of mood disruptions post-head injury by examining the subjective appraisal towards the event. Additionally, this analysis explores injury type to further differentiate head injury from an orthopedic injury and subsequent psychopathology. Gender Differences and Study Habits
The purpose of this research is to examine gender differences in the study habits of students by analyzing previously collected survey data. In this study we hypothesize that males and females differ in not only, style, but approach, and frequency of study. The first hypothesis is about style and suggests that females prefer to write in cursive, use pens of several different colors, and take notes much more frequently than males who tend to use print rather than cursive and use only one or two colors of ink. The second hypothesis is about approaches to study or the method/methods preferred by each group. This hypothesis suggests that females and males differ in approach in that males only employ one or two methods, whereas females use various methods of study such as note taking, flash cards and highlighting their materials. This research is important to educational professionals because previous research has eluded to educational professionals favoring good students over those who struggle and more male students being prescribed behavioral medications at an earlier age than females on average. Males are already at a disadvantage traditionally speaking and for this reason understanding differences in preference of study between the genders lends itself to a better learning environment for both.