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Descriptors:
Art Education; Library Services; Public Libraries; Artists; Library Materials; Community Programs; Youth Programs; Art Activities; Adolescents; Library Role; Librarians; Surveys

Abstract:
One of the hottest terms among public librarians today is "content creation," which involves stuff that library patrons make instead of simply use in a library context. Videos, music, fiction, paintings, 3D printed materials, websites--all these are made in public libraries, and will increase in popularity as more libraries shift from purveyors of content to facilitators of creation. Libraries are becoming "incubators" of art, ideas, economic benefits, and community benefits. A library seething with creative energy can shock some traditionalists, who still see the library as a quiet place to read a book. Yet the mission of many public libraries is not only to inform via printed or multimedia materials but also to connect ideas and people, to build communities, and to offer transformative experiences to all by bridging opportunity divides. In light of the "library=transformation" model, art programs are a natural fit. And art programs require teaching artists to lead them. In this article the author looks at the librarians' perspective on hiring teaching artists, running successful art programs, and ways in which librarians and artists can build mutually beneficial partnerships. This article focuses on teen art programs, because few libraries currently have as comprehensive an adult art focus as they do for teens. The phenomenon of adult or all-ages art programming in libraries still appears sporadic or centered in large urban libraries. Teaching artists can use the data and discussion of this research to focus their practice in a public library setting. The author offers recommendations for getting in on the library program action, suggests ways to support the public library's goals and mission, and describes how libraries are supporting teaching artists in particular, and the arts in general. (Contains 10 images and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adolescent Development; Brain; Thinking Skills; Logical Thinking; Adolescents; Behavior; Brain Hemisphere Functions; Females; Age Differences; Neurological Organization; Cognitive Processes

Abstract:
Non-linear changes in behaviour and in brain activity during adolescent development have been reported in a variety of cognitive tasks. These developmental changes are often interpreted as being a consequence of changes in brain structure, including non-linear changes in grey matter volumes, which occur during adolescence. However, very few studies have attempted to combine behavioural, functional and structural data. This multi-method approach is the one we took in the current study, which was designed to investigate developmental changes in behaviour and brain activity during relational reasoning, the simultaneous integration of multiple relations. We used a relational reasoning task known to recruit rostrolateral prefrontal cortex (RLPFC), a region that undergoes substantial structural changes during adolescence. The task was administered to female participants in a behavioural (N = 178, 7-27 years) and an fMRI study (N = 37, 11-30 years). Non-linear changes in accuracy were observed, with poorer performance during mid-adolescence. fMRI and VBM results revealed a complex picture of linear and possibly non-linear changes with age. Performance and structural changes partly accounted for changes with age in RLPFC and medial superior frontal gyrus activity but not for a decrease in activation in the anterior insula/frontal operculum between mid-adolescence and adulthood. These functional changes might instead reflect the maturation of neurocognitive strategies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Check Lists; Child Abuse; Low Income; Child Behavior; Low Income Groups; Logical Thinking; Thinking Skills; Games; Story Telling; Cognitive Ability; Children; Correlation; Communication Problems; Observation; Psychopathology

Abstract:
Objective: To examine illogical thinking in children from low-income families with and without histories of child maltreatment. Method: Maltreated (n = 91) and nonmaltreated (n = 43) school-age children individually participated in a story game designed to elicit speech samples. Children were instructed to listen to two recorded stories and prompted to retell the story; they then were asked to create their own story from possible topics. Child behavior ratings on the Child Behavior Checklist were completed by research assistants following 35 hours of observation. Results: Maltreated children exhibited more illogical thinking than did nonmaltreated children, and the level of illogical thinking in maltreated children was in the clinically pathological range. The occurrence of multiple subtypes of maltreatment and the chronicity of the maltreatment also were associated with illogical thinking. Dissociation did not differ between groups, although it was related to illogical thinking. Conclusion: The ability to formulate ideas and communicate them logically is compromised in children who have been maltreated. These results extend prior research on selective attentional processes and negativity biases in maltreated children. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Delphi Technique; Information Needs; High Schools; Adolescents; School Libraries; Librarians; Principals; Barriers; Health Behavior; Access to Information; User Needs (Information); Adolescent Attitudes; Adolescent Development; Library Services; Role Perception; Coordinators; Library Role; Administrator Attitudes; Sexuality; Health Education; Health Promotion; Performance Factors; Job Analysis

Abstract:
Adolescents who receive current, accurate, reliable, and balanced sexual-health information are more likely to express healthier sexual attitudes and engage in healthier sexual behaviors than adolescents receiving limited or no sexual-health information. High school librarians have the potential to help meet sexual-health information needs of their adolescent patrons, thereby contributing to a healthier society. This Delphi study explored the role of high school librarians as sexual-health information provider, as perceived by two groups who supervise them: district-level library coordinators and high school principals. The two groups expressed conflicting expectations about high school librarians' playing this role. Members of the groups identified twelve motivators and five barriers to sexual-health information provision in high school libraries, both supporting and further contributing to previous findings of related research. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Conflict; Inhibition; Memory; Logical Thinking; Task Analysis; Thinking Skills; Beliefs; Adolescents; Age Differences; Psychology; Neurological Impairments; Cognitive Processes

Abstract:
Adult reasoning has been shown as mediated by the inhibition of intuitive beliefs that are in conflict with logic. The current study introduces a classic procedure from the memory field to investigate belief inhibition in 12- to 17-year-old reasoners. A lexical decision task was used to probe the memory accessibility of beliefs that were cued during thinking on syllogistic reasoning problems. Results indicated an impaired memory access for words associated with misleading beliefs that were cued during reasoning if syllogisms had been solved correctly. This finding supports the claim that even for younger reasoners, correct reasoning is mediated by inhibitory processing as soon as intuitive beliefs conflict with logical considerations. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Young Adults; Brain; Learning; Decision Making; Logical Thinking; Cognitive Development; Memory; Problem Solving; Concept Formation; Semantics; Association (Psychology); Mathematical Concepts; Cognitive Measurement; Mathematics Tests; Diagnostic Tests; Cognitive Ability; Psychological Patterns; Risk; Motivation; Experience; Health Behavior; Behavior Patterns; Value Judgment

Abstract:
The period from adolescence through young adulthood is one of great promise and vulnerability. As teenagers approach maturity, they must develop and apply the skills and habits necessary to navigate adulthood and compete in an ever more technological and globalized world. But as parents and researchers have long known, there is a crucial dichotomy between adolescents' cognitive competence and their frequent inability to utilize that competence in everyday decision-making. This volume brings together an interdisciplinary group of leading scientists to examine how the adolescent brain develops, and how this development impacts various aspects of reasoning and decision-making, from the use and function of memory and representation, to judgment, mathematical problem-solving, and the construction of meaning. The contributors ask questions that seek to uncover the basic mechanisms underlying brain development in adolescence, such as: (1) How do the concepts of proof and reasoning emerge?; (2) What is the relationship between cognitive and procedural understanding in problem-solving?; and (3) How can researchers build assessments to capture and describe learning over time? "The Adolescent Brain" raises questions relevant to young people's educational and health outcomes, as well as to neuroscience research. This book begins with a preface by Valerie F. Reyna and "Introduction to The Adolescent Brain: Learning, Reasoning, and Decision Making," by Valerie F. Reyna, Sandra B. Chapman, Michael R. Dougherty, and Jere Confrey. Part I, Foundations, contains: (1) Anatomic Magnetic Resonance Imaging of the Developing Child and Adolescent Brain (Jay N. Giedd, Michael Stockman, Catherine Weddle, Maria Liverpool, Gregory L. Wallace, Nancy Raitano Lee, Francois Lalonde, and Rhoshel K. Lenroot). Part II, Memory, Meaning, and Representation, contains: (2) Semantic and Associative Relations in Adolescents and Young Adults: Examining a Tenuous Dichotomy (Ken McRae, Saman Khalkhali, and Mary Hare); (3) Representation and Transfer of Abstract Mathematical Concepts in Adolescence and Young Adulthood (Jennifer A. Kaminski and Vladimir M. Sloutsky); (4) A Value of Concrete Learning Materials in Adolescence (Kristen P. Blair and Daniel L. Schwartz); and (5) Higher-Order Strategic Gist Reasoning in Adolescence (Sandra B. Chapman, Jacquelyn F. Gamino, and Raksha Anand Mudar). Part III, Learning, Reasoning, and Problem Solving, contains: (6) Better Measurement of Higher Cognitive Processes Through Learning Trajectories and Diagnostic Assessments in Mathematics: The Challenge in Adolescence (Jere Confrey); (7) Adolescent Reasoning in Mathematical and Nonmathematical Domains: Exploring the Paradox (Eric Knuth, Charles Kalish, Amy Ellis, Caroline Williams, and Mathew D. Felton); (8) Training the Adolescent Brain: Neural Plasticity and the Acquisition of Cognitive Abilities (Sharona M. Atkins, Michael F. Bunting, Donald J. Bolger, and Michael R. Dougherty); and (9) Higher Cognition is Altered by Noncognitive Factors: How Affect Enhances and Disrupts Mathematics Performance in Adolescence and Young Adulthood (Mark H. Ashcraft and Nathan O. Rudig). Part IV, Judgment and Decision Making, contains: (10) Risky Behavior in Adolescents: The Role of the Developing Brain (Adrianna Galvan); (11) Affective Motivators and Experience in Adolescents' Development of Health-Related Behavior Patterns (Sandra L. Schneider and Christine M. Caffray); (12) Judgment and Decision Making in Adolescence: Separating Intelligence From Rationality (Keith E. Stanovich, Richard F. West, and Maggie E. Toplak); and (13) A Fuzzy Trace Theory of Adolescent Risk Taking: Beyond Self-Control and Sensation Seeking (Christina F. Chick and Valerie F. Reyna). Part V, Epilogue, contains: (14) Paradoxes in the Adolescent Brain in Cognition, Emotion, and Rationality (Valerie F. Reyna and Michael R. Dougherty). An index is included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Logical Thinking; Syntax; Brain; Learning Strategies; Language Acquisition; Computational Linguistics; Grammar; Language Universals; Linguistic Theory; Children; Child Language; Linguistic Input; Language Research; Language Processing

Abstract:
The induction problems facing language learners have played a central role in debates about the types of learning biases that exist in the human brain. Many linguists have argued that some of the learning biases necessary to solve these language induction problems must be both innate and language-specific (i.e., the Universal Grammar (UG) hypothesis). Though there have been several recent high-profile investigations of the necessary learning bias types for different linguistic phenomena, the UG hypothesis is still the dominant assumption for a large segment of linguists due to the lack of studies addressing central phenomena in generative linguistics. To address this, we focus on how to learn constraints on long-distance dependencies, also known as syntactic island constraints. We use formal acceptability judgment data to identify the target state of learning for syntactic island constraints and conduct a corpus analysis of child-directed data to affirm that there does appear to be an induction problem when learning these constraints. We then create a computational learning model that implements a learning strategy capable of successfully learning the pattern of acceptability judgments observed in formal experiments, based on realistic input. Importantly, this model does not explicitly encode syntactic constraints. We discuss learning biases required by this model in detail as they highlight the potential problems posed by syntactic island effects for any theory of syntactic acquisition. We find that, although the proposed learning strategy requires fewer complex and domain-specific components than previous theories of syntactic island learning, it still raises difficult questions about how the specific biases required by syntactic islands arise in the learner. We discuss the consequences of these results for theories of acquisition and theories of syntax. (Contains 5 tables, 6 figures, and 14 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Brain Hemisphere Functions; Attention Deficit Hyperactivity Disorder; Child Behavior; Brain; Neurology; Inhibition; Executive Function; Infants; Check Lists; Short Term Memory; Diagnostic Tests; Correlation; Young Children; Cognitive Processes; Emotional Response; Planning; Age Differences; Predictor Variables; Foreign Countries

Abstract:
Background: Neuroimaging findings have provided evidence for a relation between variations in brain structures and Attention Deficit/Hyperactivity Disorder (ADHD). However, longitudinal neuroimaging studies are typically confined to children who have already been diagnosed with ADHD. In a population-based study, we aimed to characterize the prospective association between brain structures measured during infancy and executive function and attention deficit/hyperactivity problems assessed at preschool age. Methods: In the Generation R Study, the corpus callosum length, the gangliothalamic ovoid diameter (encompassing the basal ganglia and thalamus), and the ventricular volume were measured in 784 6-week-old children using cranial postnatal ultrasounds. Parents rated executive functioning at 4 years using the Behavior Rating Inventory of Executive Function-Preschool Version in five dimensions: inhibition, shifting, emotional control, working memory, and planning/organizing. Attention Deficit/Hyperactivity Problems were assessed at ages 3 and 5 years using the Child Behavior Checklist. Results: A smaller corpus callosum length during infancy was associated with greater deficits in executive functioning at 4 years. This was accounted for by higher problem scores on inhibition and emotional control. The corpus callosum length during infancy did not predict Attention Deficit/Hyperactivity Problem at 3 and 5 years, when controlling for the confounders. We did not find any relation between gangliothalamic ovoid diameter and executive function or Attention Deficit/Hyperactivity Problem. Conclusions: Variations in brain structures detectible in infants predicted subtle impairments in inhibition and emotional control. However, in this population-based study, we could not demonstrate that early structural brain variations precede symptoms of ADHD. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Abstract Reasoning; Late Adolescents; Thinking Skills; Logical Thinking; Cognitive Processes

Abstract:
Abstract reasoning refers to the ability to reason logically with premises that do not allow reference to knowledge about the real world. This form of reasoning is complex and difficult, and at the same time, it is critical for understanding science and mathematics. Two studies examined the use of analogy as a method to bridge reasoning with familiar content and abstract reasoning among older adolescents. The results showed that the ability to make an appropriate analogy depends on reasoning ability. Neither of the two procedures used resulted in an improvement in abstract reasoning. However, generating an inappropriate analogy actually decreased abstract reasoning performance among students who showed greater initial levels of reasoning ability. These results highlight the problems associated with using familiar reasoning as a basis for learning abstract reasoning skills. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Majors (Students); Cooperation; Critical Thinking; Information Literacy; Thinking Skills; Academic Libraries; Librarian Teacher Cooperation; Archives; Librarians; Information Seeking; College Curriculum; Databases; Electronic Libraries; Printed Materials; Library Materials; Special Libraries; Library Role; Inquiry

Abstract:
Though information literacy (IL) instruction is often assumed by faculty to be electronic, introductory, and teachable in a single visit, our collaboration on an inquiry-driven, research-intensive capstone course for English majors focused instead on bringing their information gathering and critical thinking skills up to a disciplinary level. Students, therefore, completed a series of increasingly complex special collections assignments to practice working among archival items, electronic databases, and conventional print works. Collaboration and some degree of role flexibility became essential to our goal of imparting a more advanced, comprehensive, and disciplinary version of IL to students. (Contains 27 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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