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Nutrition and consumer education may be regarded as a constituent part of global education. It is, however, necessary to explore the connections between the specific subject didactics of nutrition and consumer education, and global education more closely within current academic discourse if we are to understand it better. Currently, there is virtually no research or academic writing about these connections in the field of global education and global learning, apart from a few considerations addressing fair trade issues. This article follows an initial, exploratory approach to explore the relationship between nutrition and consumer education, and global education. In this, the role of the state in formal education must be considered insofar as its educational policies on nutrition and consumer education curricula also exert an influence on the syllabus content of nutrition and consumer education. In the new nutrition and consumer education curricula in southern Germany (specifically in Baden-Württemberg in 2016), global aspects of the syllabus are to some extent explicit, as the curriculum analysis will show. Nevertheless, a critical view of the new curricula is necessary to understand how, and how far, it includes global learning concepts. In future, along with an exploratory approach to the relationship between nutrition and consumer education, and global education, as offered by this article, there will also be a need for empirical subject-didactic research to clarify whether and where there are tangencies between nutrition and consumer education, and global learning in everyday teaching praxis. Empirical subject-didactic research in this field has hitherto been lacking, and thus offers a research desideratum.

Since there are no spaces between words to mark word boundaries in Chinese, it is common to see 2 identical neighboring characters in natural text. Usually, this occurs when there are 2 adjacent words containing the same character (we will call such a coincidental sequence of 2 identical characters "repeated characters"). In the present study, we examined how Chinese readers process words when there are repeated characters. In 3 experiments, we compared how Chinese readers process 4-character strings including 2 repeated characters (e.g. [Chinese characters omitted], pinyin: xíngdòng dòngji, meaning "behavioral motivation") with a control condition where none of the characters repeat (e.g. [Chinese characters omitted], pinyin: xíngdòng yùwàng, meaning "behavioral desire"). In Experiment 1, the 4-character strings were presented for 40 ms and participants were asked to report as many characters as possible. Participants reported the second and third characters less accurately in the repeated condition than the control condition. In Experiments 2A and 2B, we embedded 2 different types of 4-character strings, compound Chinese characters and simple Chinese characters, into the same sentence frames, and asked participants to read these sentences normally. Gaze duration and total time on the second word were significantly longer in the repeated condition. These results suggest that the repeated characters increased the difficulty of word processing. Moreover, the results are consistent with the predictions of serial models, which assumes that words are processed serially in reading.

Children and adults use established global knowledge to generate real-time linguistic predictions, but less is known about how listeners generate predictions in circumstances that semantically conflict with long-standing event knowledge. We explore these issues in adults and 5- to 10-year-old children using an eye-tracked sentence comprehension task that tests real-time activation of unexpected events that had been previously encountered in brief stories. Adults generated predictions for these previously unexpected events based on these discourse cues alone, whereas children overall did not override their established global knowledge to generate expectations for semantically conflicting material; however, they do show an increased ability to integrate discourse cues to generate appropriate predictions for sentential endings. These results indicate that the ability to rapidly integrate and deploy semantically conflicting knowledge has a long developmental trajectory, with adult-like patterns not emerging until later in childhood.

A sample of 135 first-year university students living in residence completed questionnaires that measured individual differences in mindfulness, coping styles, and perceived stress. Findings revealed significant positive relationships between mindfulness and rational coping, and significant negative relationships with emotional and avoidant coping and perceived stress. Regression analyses revealed that avoidant coping and perceived stress predicted 38.2% of the variance of mindfulness scores. Findings from this study improve our understanding of how mindfulness relates to coping styles, thereby suggesting potential ways to enhance counselling services and programming for first-year university students during the often difficult transition to university.

It has been suggested that the preview benefit effect is actually a combination of preview benefit and preview costs. Marx et al. (2015) proposed that visually degrading the parafoveal preview reduces the costs associated with traditional parafoveal letter masks used in the boundary paradigm (Rayner, 1975), thus leading to a more neutral baseline. We report 2 experiments of skilled adults reading silently. In Experiment 1, we found no compelling evidence that degraded previews reduced processing costs associated with traditional letter masks. Moreover, participants were highly sensitive to detecting degraded display changes. Experiment 2 used the boundary detection paradigm (Slattery, Angele, & Rayner, 2011) to explore whether participants were capable of detecting actual letter changes or if they were responding purely to changes in degradation. Half of the participants were instructed to respond to any noticed display changes; the other half were instructed to respond only to changes in letter identities. Participants were highly sensitive to degraded changes. In fact, these changes were so apparent that they reduced the sensitivity to letter masks. In the context of the model proposed by Angele, Slattery, and Rayner (2016), we suggest that degraded previews interfere with the attentional stage, as evidenced by the general lack of foveal load effects. In summary, we found that increasingly degrading parafoveal letter masks does not reduce their processing costs in adults, but that both degraded valid and invalid previews introduce additional costs in terms of greater display change awareness.

This article describes a study conducted in Malta on pupil voice in the role of assessor. The purpose of the study was to provide a fresh perspective on school quality assurance in Malta, by asking those who are directly affected--the pupils themselves. The data provided by the study could help educational leaders, together with the whole school community to understand how schools in Malta are perceived and judged by pupils. The results could provide valuable knowledge for more effective and more efficient appraisal of schools. Ultimately, the findings could shed light on proposals for better-quality schools in Malta. The main research question of the study was: From the pupils' perspective, what are the quality indicators of a good school? The article describes how, and why, the study adopted a mixed methods approach, gathering both quantitative and qualitative data to address the research questions in a way that allowed multiple perspectives to be considered. The main research instrument was a questionnaire survey, collecting largely quantitative data, in which 1618 pupils participated. This was complemented by qualitative data collected through focus group sessions with pupils, group interviews with student councils and one-to-one interviews with heads of schools and policymakers. Data was gathered from a total of 42 different schools.

University students may not always learn in ways that match those that professors use in their teaching. Third-year students at a small, mainly undergraduate, Canadian university showed a wide variety of approaches when tested with Kolb's (1976) Learning Style Inventory. Students in the Humanities were the most varied, and those in Health Science and Science tended to the practical Active Experimentation (learning by doing) approach. Those in the Sciences often used the data analysis based Strategy of Convergers, especially males, who lived up to their stereotype and seldom used the affective approach of Divergers. Professors' course outlines de-emphasized the Concrete Experience (sensing/feeling) Style and affective based Diverger Strategy far more than students, and often asked for the bottom-up objective evaluation of Reflective Observation, as exemplified by quantitative tests. For both genders and across four Faculties, the diversity of student approaches to learning was the most striking finding. (Contains 1 figure and 4 tables.)

While social justice advocacy has been a part of counselling psychology since its inception, its role in the field has been debated. Many professionals have called for increased attention to social justice awareness and advocacy to enable the profession to meet the expanding needs of clients. The present article proposes that a move toward prioritizing social-justice issues necessitates the inclusion of graduate students. The authors contend that graduate programming in counselling psychology must provide students with opportunities to engage with the critical discourses of critical psychology, feminism, and multiculturalism in the aim of pursuing social justice-oriented practice and research.

Readers tend to skip words, particularly when they are short, frequent, or predictable. Angele and Rayner (2013) recently reported that readers are often unable to detect syntactic anomalies in parafoveal vision. In the present study, we manipulated target word predictability to assess whether contextual constraint modulates "the"-skipping behavior. The results provide further evidence that readers frequently skip the article the when infelicitous in context. Readers skipped predictable words more often than unpredictable words, even when "the," which was syntactically illegal and unpredictable from the prior context, was presented as a parafoveal preview. The results of the experiment were simulated using E-Z Reader 10 by assuming that cloze probability can be dissociated from parafoveal visual input. It appears that when a short word is predictable in context, a decision to skip it can be made even if the information available parafoveally conflicts both visually and syntactically with those predictions.

In a previous gaze-contingent boundary experiment, Angele and Rayner (2013) found that readers are likely to skip a word that appears to be the definite article "the" even when syntactic constraints do not allow for articles to occur in that position. In the present study, we investigated whether the word frequency of the preview of a 3-letter target word influences a reader's decision to fixate or skip that word. We found that the word frequency rather than the felicitousness (syntactic fit) of the preview affected how often the upcoming word was skipped. These results indicate that visual information about the upcoming word trumps information from the sentence context when it comes to making a skipping decision. Skipping parafoveal instances of "the" therefore may simply be an extreme case of skipping high-frequency words.

Previous research indicates that removing initial strokes from Chinese characters makes them harder to read than removing final or internal ones. In the present study, we examined the contribution of important components to character configuration via singular value decomposition. The results indicated that when the least important segments, which did not seriously alter the configuration (contour) of the character, were deleted, subjects read as fast as when no segments were deleted. When the most important segments, which are located in the left side of a character and written first, were deleted, reading speed was greatly slowed. These results suggest that singular value decomposition, which has no information about stroke writing order, can identify the most important strokes for Chinese character identification. Furthermore, they also suggest that contour may be correlated with stroke writing order. (Contains 3 tables and 8 figures.)

Although the word-frequency effect is one of the most established findings in spoken-word recognition, the precise processing locus of this effect is still a topic of debate. In this study, we used event-related potentials (ERPs) to track the time course of the word-frequency effect. In addition, the neighborhood density effect, which is known to reflect mechanisms involved in word identification, was also examined. The ERP data showed a clear frequency effect as early as 350 ms from word onset on the P350, followed by a later effect at word offset on the late N400. A neighborhood density effect was also found at an early stage of spoken-word processing on the PMN, and at word offset on the late N400. Overall, our ERP differences for word frequency suggest that frequency affects the core processes of word identification starting from the initial phase of lexical activation and including target word selection. They thus rule out any interpretation of the word frequency effect that is limited to a purely decisional locus after word identification has been completed. (Contains 4 notes, 2 tables, and 3 figures.)

This study investigates the specificity of predictive coding in spoken word comprehension using event-related potentials (ERPs). We measured word-evoked ERPs in Catalan speakers listening to semantically constraining sentences produced in their native regional accent (Experiment 1) or in a non-native accent (Experiment 2). Semantically anomalous words produced long-lasting negative shift (N400) starting as early as 250 ms, thus reflecting phonological as well as semantic mismatch. Semantically expected but phonologically unexpected (non-native forms embedded in a native context) produced only an early ([approximately]250 ms) negative difference. In contrast, this phonological expectancy effect failed for native albeit phonologically unexpected target words embedded in a non-native context. These results suggest phonologically precise expectations when operating over native input, whilst phonologically less specified expectations in a non-native context. Our findings shed light on contextual influence during word recognition, suggesting that word form prediction based on context is sensitive and adaptive to phonological variability. (Contains 4 tables and 4 figures.)

Readers continuously receive parafoveal information about the upcoming word in addition to the foveal information about the currently fixated word. Previous research (Inhoff, Radach, Starr, & Greenberg, 2000) showed that the presence of a parafoveal word that was similar to the foveal word facilitated processing of the foveal word. We used the gaze-contingent boundary paradigm (Rayner, 1975) to manipulate the parafoveal information that subjects received before or while fixating a target word (e.g., "news") within a sentence. Specifically, a reader's parafovea could contain a repetition of the target ("news"), a correct preview of the posttarget word ("once"), an unrelated word ("warm"), random letters ("cxmr"), a nonword neighbor of the target ("niws"), a semantically related word ("tale"), or a nonword neighbor of that word ("tule"). Target fixation times were significantly lower in the parafoveal repetition condition than in all other conditions, suggesting that foveal processing can be facilitated by parafoveal repetition. We present a simple model framework that can account for these effects. (Contains 14 tables, 3 figures and 3 footnotes.)

This combined ERP and behavioral experiment explores the dynamics of processing during the discrimination of vowels in a non-native regional variety. Southern listeners were presented with three word forms, two of which are encountered in both Standard and Southern French ([kot] and [kut]), whereas the third one exists in Standard but not Southern French ([kot]). EEG recordings suggest that all of the word pairs were discriminated by the listeners, although discrimination arose about 100ms later for the pairs which included the non-native word form than for those which contained word forms common to both French varieties. Behavioral data provide evidence that vowel discrimination is sensitive to the influence of the listeners' native phonemic inventory at a late decisional stage of processing.

One of the words that readers of English skip most often is the definite article "the". Most accounts of reading assume that in order for a reader to skip a word, it must have received some lexical processing. The definite article is skipped so regularly, however, that the oculomotor system might have learned to skip the letter string "t-h-e" automatically. We tested whether skipping of articles in English is sensitive to context information or whether it is truly automatic in the sense that any occurrence of the letter string "the" will trigger a skip. This was done using the gaze-contingent boundary paradigm (Rayner, 1975) to provide readers with false parafoveal previews of the article "the". All experimental sentences contained a short target verb, the preview of which could be correct (i.e., identical to the actual subsequent word in the sentence; e.g., ace), a nonword ("tda"), or an infelicitous article preview ("the"). Our results indicated that readers tended to skip the infelicitous "the" previews frequently, suggesting that, in many cases, they seemed to be unable to detect the syntactic anomaly in the preview and based their skipping decision solely on the orthographic properties of the article. However, there was some evidence that readers sometimes detected the anomaly, as they also showed increased skipping of the pretarget word in the "the" preview condition. (Contains 9 tables, 1 figure and 2 footnotes.)

In the boundary change paradigm (Rayner, 1975), when a reader's eyes cross an invisible boundary location, a preview word is replaced by a target word. Readers are generally unaware of such changes due to saccadic suppression. However, some readers detect changes on a few trials and a small percentage of them detect many changes. Two experiments are reported in which we combined eye movement data with signal detection analyses to investigate display change detection. On each trial, readers had to indicate if they saw a display change in addition to reading for meaning. On half the trials the display change occurred during the saccade (immediate condition); on the other half, it was slowed by 15-25 ms (delay condition) to increase the likelihood that a change would be detected. Sentences were presented in an alternating case fashion allowing us to investigate the influence of both letter identity and case. In the immediate condition, change detection was higher when letters changed than when case changed corroborating findings that word processing utilizes abstract (case independent) letter identities. However, in the delay condition (where d' was much higher than the immediate condition), detection was equal for letter and case changes. The results of both experiments indicate that sensitivity to display changes was related to how close the eyes were to the invalid preview on the fixation prior to the display change, as well as the timing of the completion of this change relative to the start of the post-change fixation. (Contains 8 footnotes, 9 tables, and 4 figures.)

We used the boundary paradigm (Rayner, 1975) to test two hypotheses that might explain why no conclusive evidence has been found for the existence of n + 2 preprocessing effects. In Experiment 1, we tested whether parafoveal processing of the second word to the right of fixation (n + 2) takes place only when the preceding word (n + 1) is very short (Angele, Slattery, Yang, Kliegl, & Rayner, 2008); word n + 1 was always a three-letter word. Before crossing the boundary, preview for both words n + 1 and n + 2 was either incorrect or correct. In a third condition, only the preview for word n + 1 was incorrect. In Experiment 2, we tested whether word frequency of the preboundary word (n) had an influence on the presence of preview benefit and parafoveal-on-foveal effects. Additionally, Experiment 2 contained a condition in which only preview of n + 2 was incorrect. Our findings suggest that effects of parafoveal n + 2 preprocessing are not modulated by either n + 1 word length or n frequency. Furthermore, we did not observe any evidence of parafoveal lexical preprocessing of word n + 2 in either experiment. (Contains 6 tables.)

Using the mismatch negativity (MMN) response, we examined how Standard French and Southern French speakers access the meaning of words ending in /e/ or /[epsilon]/ vowels which are contrastive in Standard French but not in Southern French. In Standard French speakers, there was a significant difference in the amplitude of the brain response after the deviant-minus-standard subtraction between the frontocentral (FC) and right lateral (RL) recording sites for the final-/[epsilon]/ word but not the final-/e/ word. In contrast, the difference in the amplitude of the brain response between the FC and RL recording sites did not significantly vary as a function of the word's final vowel in Southern French speakers. Our findings provide evidence that access to lexical meaning in spoken word recognition depends on the speaker's native regional accent.

Objectives: The present study reports on the development and initial psychometric properties of the Computer Assisted Maltreatment Inventory (CAMI), a web-based self-report measure of child maltreatment history, including sexual and physical abuse, exposure to interparental violence, psychological abuse, and neglect. Methods: The CAMI was administered to a geographically diverse sample of college students (N = 1398). For validation purposes, participants also completed a widely used measure of maltreatment (Childhood Trauma Questionnaire) as well as measures of social desirability. To examine test-retest reliability, a subset of participants (n = 283) completed the CAMI a second time 2-4 weeks after the initial administration. Results: Short-term test-retest reliability of the CAMI subscales was good to strong, as was internal consistency on applicable scales. Criterion-related validity of the CAMI's composite abuse severity scores was supported through predicted discriminative correlations with subscales of the CTQ. The CAMI subscales showed comparable or weaker associations with measures of social desirability than did the CTQ. Although both measures were more strongly associated with a need for approval than other aspects of social desirability, these correlations were still rather low in magnitude and in a range typical of many clinical measures. Conclusions: The present findings as well as the rich descriptive data and flexibility offered by computer administration suggest that the CAMI is a promising instrument for the comprehensive assessment of maltreatment history from adults. (Contains 5 tables.)

This event-related potential (ERP) study examined the impact of phonological variation resulting from a vowel merger on phoneme perception. The perception of the /e/-/[epsilon]/ contrast which does not exist in Southern French-speaking regions, and which is in the process of merging in Northern French-speaking regions, was compared to the /[slashed o]/-/y/ contrast, which is stable in all French-speaking regions. French-speaking participants from Switzerland for whom the /e/-/[epsilon]/ contrast is preserved, but who are exposed to different regional variants, had to perform a same-different task. They first heard four phonemically identical but acoustically different syllables (e.g., /be/-/be/-/be/-/be/), and then heard the test syllable which was either phonemically identical to (/be/) or phonemically different from (/b[epsilon]/) the preceding context stimuli. The results showed that the unstable /e/-/[epsilon]/ contrast only induced a mismatch negativity (MMN), whereas the /[slashed o]/-/y/ contrast elicited both a MMN and electrophysiological differences on the P200. These findings were in line with the behavioral results in which responses were slower and more error-prone in the /e/-/[epsilon]/ deviant condition than in the /[slashed o]/-/y/ deviant condition. Together these findings suggest that the regional variability in the speech input to which listeners are exposed affects the perception of speech sounds in their own accent. (Contains 3 figures and 1 table.)

Background: Family context can affect children's vulnerability to various stresses, but little is known regarding the role of family variables on children's reactions to natural disaster. This prospective study examined the influence of predisaster observed parenting behaviors and postdisaster parental stress on young children's distress following an earthquake. Methods: Participants were 117 two-parent families with a child age 4-5 at the initial assessment. The families experienced different degrees of impact from the earthquake. Pre-earthquake family context comprised observations of parents' positive and negative behaviors during a parent-child play task. Eight months after the earthquake, mothers reported symptoms of parental stress and children's distress. Results: Earthquake impact and children's distress symptoms were moderately correlated (r = 0.44), but certain pre-earthquake parental behaviors moderated the relationship. The dose-response association between earthquake impact and children's symptoms did not hold for families in which fathers showed high levels of negative behaviors with daughters, or mothers showed low levels of positive behaviors with sons. In addition, results consistent with full mediation for boys (and partial mediation for girls) indicated that 86% of the total effect of earthquake impact on boys' distress (and 29% on girls' distress) occurred through the mediator of reported parental stress. Conclusions: These findings demonstrate that young children's responses to an abrupt, negative environmental event, such as an earthquake, are influenced in part by the nature of the parent-child relationship prior to the event as well as by the responses parents exhibit following the event.

The effectiveness of the Self-Appraisal Questionnaire (SAQ) in providing estimates for predicting violent and nonviolent recidivism over a 9-year period is examined. The SAQ is a quantitative risk/need instrument consisting of 72 items that compose eight subscales. There were 657 federally sentenced Canadian male offenders who completed the SAQ prior to their release and were followed up for 9 years (108 months) at 4-month intervals. Consistent with previous predictive studies, the results presented here demonstrate that the SAQ has adequate predictive validity. (Contains 2 tables and 1 figure.)

In an interview, K. Wyatt, president of The Council for Exceptional Children, discusses issues related to determining the most appropriate and least restrictive environment (LRE) placement for mentally retarded persons. (CL)

In an interview, Dr. Edward L. Meyen (a past director of state planning for the mentally retarded) discusses the learner characteristics of mildly retarded students and describes organizational characteristics that facilitate learning, as well as training components that produce the most effective intervention. (SBH)

The author contends that the differences in people's reasoning abilities are a matter of how efficiently they are able to process information and proposes a problem solving approach for retarded learners which is systematic, predictable, and more consistent with their abilities and experiences. (SBH)

Enactment of the Education for All Handicapped Children Act stipulated that the mentally retarded, among other groups of handicapped children, be educated in the least restrictive environment. Specialized instruction and related service needs are crucial components to be considered in designing an adequate educational program for exceptional children. (JN)

Presented in a question and answer format, the article reports an interview with S. Stainack and W. Stainback, both professionals in the field of special education (specifically mental retardation), who answer seven questions on emerging trends in teacher training programs for the severely mentally retarded. (PHR)

An interview with Duane Rumbaugh and Mary Ann Romski, researchers on the use of alternative communication systems for severely and profoundly retarded persons, focuses on applications from their primate research and the use of a computerized keyboard system to investigate language acquisition in severely retarded persons. (CL)

An interview with Samuel A. Kirk touches on such topics as advances for mildly, moderately, and severely retarded persons; projections for the future; the relationship between regular and special education; needed changes in teacher education; and the importance of early education. (CL)

In the interview, Ron Thorkildsen (director of a research project on microcomputer/videodisc and computer assisted instruction for handicapped individuals) discusses his research and development project in particular and projects his ideas concerning the future of educating handicapped students via microcomputer/videodisc technology in general. (SB)

An interview with Lawrence R. Sargent, a state special education consultant, focuses on state education agency problems related to evaluation, state evaluation and monitoring of programs for mentally retarded students, and Iowa's approach to developing instructional outcome criteria as a measure of program quality. (CL)

Through an interview format, L. A. Phelps identifies three major issues confronting vocational educational programing for the mentally retarded in the 1980s; discusses change in the roles of the federal government, professionals, and professional associations; and makes recommendations for interagency cooperation in education and employment of the retarded. (Author/MC)