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Phonotactics--constraints on the position and combination of speech sounds within syllables--are subject to statistical differences that gradiently affect speaker and listener behavior (e.g., Vitevitch & Luce, 1999). What statistical properties drive the acquisition of such constraints? Because they are naturally highly correlated, previous work has been unable to dissociate the contribution of 2 properties: contextual variability (the number of unique phonological contexts in which a phonotactic pattern appears) and exemplar strength (the overall number of times the pattern appears). Using an artificial language learning paradigm, 3 experiments disentangled the effects of variability and strength, indexed by type and token frequency, respectively, on the learning of gradient phonotactics. When the 2 factors were decorrelated (Experiment 2), participants showed greater generalization of patterns advantaged for contextual variability, but not those advantaged for exemplar strength. When the 2 factors were anticorrelated (Experiment 3), participants preferred patterns advantaged in contextual variability, even though they were disadvantaged for exemplar strength. These results suggest that contextual variability is the key force driving phonotactic learning, as it allows learners to home in on the invariant features of the input.

In vocational education, a challenging issue is to help apprentices build integrated knowledge from workplace training and school teaching. The present research proposes a learning design in which apprentices are required to write with a reciprocal peer-tutoring approach about situations they encountered in the workplace in order to help in building such articulation. Two studies were conducted in order to investigate the effect of peer-commenting learning designs that were elaborated in close collaboration with teachers, on the basis of both theoretical assumptions and field specificities. The findings showed that in both studies, apprentices were able to provide useful comments, corrections and revisions to their peers' entries and that the productions significantly improved as a result of these interventions. Furthermore, apprentices found the writing activity useful for learning and enjoyable. These studies provided insightful information regarding the implementation of computer-supported writing activities that can actually foster professional skill acquisition and development. Moreover, they illustrate a concrete learning design that could be adapted to any vocational education level and subject matter. (Contains 3 tables, 3 figures, and 12 notes.)

The authors provide examples of sports-based youth development programs and offer information about program mission and vision, program design and content, evaluation results, and program sustainability. The four sports-based youth development programs presented are Harlem RBI, Tenacity, Snowsports Outreach Society, and Hoops & Leaders Basketball Camp. These programs serve diverse audiences with diverse missions, but all are focused on using sports to develop life skills and facilitate learning. Harlem RBI serves boys and girls ages seven to eighteen living in East Harlem. The program combines baseball, academic, and enrichment programs with the overall goal that participants who enter the program as vulnerable children graduate as resilient young adults. Tenacity, a nonprofit organization with headquarters in Boston, uses tennis to attract and retain students who participate in a high-quality academic support and physical fitness program. The mission of Snowsports Outreach Society, based in Vail, Colorado, is building character in at-risk and underprivileged youth to develop their decision-making ability for healthy and successful life experiences. Hoops & Leaders Basketball Camp is a youth mentoring and leadership development program that offers summer camp experiences to improve the lives of at-risk urban youth in New York City. It uses the game of basketball to provide youth with caring mentors, develop leadership skills, and offer exposure to different educational and career paths.

Fewer than 60% of 114 business-education deans answered questions correctly about fair use and the use of copyrighted multimedia materials in instruction. Those with less multimedia experience assumed copyright regulations to be more restrictive than they actually are. (SK)

A survey of 422 deans of accredited business schools found that 71% support foreign language requirements for undergraduate business study; only 54% currently have them; 53% of private schools and 34.5% of public schools have requirements. Spanish is most beneficial and available, followed by Japanese and Chinese. (SK)

Students today begin using computers and playing video games as early as two years old. The technology behind these games is more complicated than most people can imagine. In this article, the author presents some simple number games which seem easy at the beginning, but as the games are repeated, mathematical content becomes more of the focus than the rules. Furthermore, the author hopes that these simple games will help other career and technical educators in improving the math skills of their students in a fun and exciting way.

Of 171 human resource managers in multicultural corporations, 78.9% indicated the need for employees with second language fluency, especially in Spanish (69.6%). Second language speaking skills were in higher demand than reading or writing. Second language ability is a major consideration in hiring, promotion, and retention. (SK)

A set of suggestions the author uses in his graduate/undergraduate writing courses and when acting as a consultant for public and private organizations. (PD)

Reports, from personal textbook publishing experience, that composition teachers do not want the results of research in their textbooks; they want what's familiar to them. (JL)

An unsettling odyssey through the world of high school composition shows a need for a tough new approach in teaching students to write. (Author)

Examines several examples of "black holes" in the language--usages that "suck all the meaning out of a sentence." (FL)