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  • British journal of hospital medicine (London, England: 2005) 04/2013; 74(1):47-51. DOI:10.12968/hmed.2013.74.1.47
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    ABSTRACT: Does motivational interest increase gamma synchrony across neuronal networking to enable computation of related sensory inputs that might lead to greater social understanding in autism spectrum conditions (ASC)? Meaning, is it possible/likely that in autism because individuals process one aspect of sensory input at any one time (therefore missing the wider picture in general) when they are motivated/interested or attending to particular stimuli their attention window is widened due to increased gamma synchrony and they might be enabled to connect in ways that do not occur when they are not motivated? This is my current research question. If gamma synchrony is helping with the binding of information from collective sensory inputs, in ASC, when and only if the individual is motivated, then this has huge potential for how learning might be encouraged for individuals with an ASC.
    Medical Hypotheses 12/2012; 80(3). DOI:10.1016/j.mehy.2012.12.005

  • Journal of Autism and Developmental Disorders 12/2012; 44(10). DOI:10.1007/s10803-012-1739-x
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    ABSTRACT: This paper reports findings from an evaluation of a national continuing professional development (CPD) programme for teachers in England. Data showed that the localised implementation, opportunities for interactive learning, and ‘collective participation’ were positive factors. Research participants reported difficulties, however, in ‘cascading’ knowledge to colleagues and in sustaining and developing their learning. It is argued that these limitations were rooted in an inconsistent theory of learning that underpinned the programme and a failure to conceptualise teachers as ‘lead learners’ in schools. Wider implications for the design of teachers’ professional development are considered.
    Teaching and Teacher Education 04/2012; 28(3). DOI:10.1016/j.tate.2011.10.006
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    ABSTRACT: In the UK, the media are reporting increasing rates of childhood suicide, while highlighting that increasing numbers of pre-adolescent boys (in relation to girls) are diagnosed as mentally ill. In response, academic, professional and political commentators are explaining this as a consequence of gender. One way of doing this has been to apply adult defined understandings of men and masculinities to the attitudes and behaviours of pre-adolescent boys. As a consequence, explanations of these trends point to either 'too much' masculinity, such as an inability to express feelings and seek help, or 'not enough' masculinity that results in isolation and rejection from significant others, such as peer groups. Using a discourse analysis of semi-structured interviews with 28 children aged 9-13 (12 male, 16 females) and 12 school staff at a school in North East England, this article questions the viability of using normative models of masculinity as an explanatory tool for explaining boys' behaviours and suggests that researchers in the field of gender and suicide consider how boys' genders may be constituted differently. We develop this argument in three ways. First, it is argued that studies that use masculinity tend to reduce the formation of gender to the articulation of power across and between men and other men and women. Second, we argue that approaches to understanding boys' behaviours are simplistically grafting masculinity as a conceptual frame onto boy's attitudes and behaviours. In response, we suggest that it is important to re-think how we gender younger boys. The final section focuses specifically on the ways that boys engage in friendships. The significance of this section is that we need to question how notions of communication, integration and isolation, key features of suicide behaviours, are framed through the local production of friendships.
    Social Science [?] Medicine 02/2012; 74(4):482-9. DOI:10.1016/j.socscimed.2010.07.036
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    ABSTRACT: The following paper reports an experimental study of what is, for brevity, termed ‘evaluation’—i.e., the degree of approval or disapproval accorded by the subjects tested to certain familiar concepts, such as ‘honesty’, ‘kindness’, ‘pleasure’, ‘money’, ‘religion’, and the like. The method used was a ‘semantic differential’ test, given to 128 girls aged 14 to 15. Forty-eight concepts were presented for evaluation, and seven evaluative scales—each with seven grades or points—were used. The mean evaluative scores for each concept were correlated over all the persons tested. The correlation matrix was analysed by the method of principal components; this furnished a first component which was identified as a factor of ‘general evaluation’. A rotation according to the Varimax criterion was then applied, and yielded five orthogonal factors which apportioned the variance more evenly. A psychological interpretation is suggested for each of these factors so obtained.
    British Journal of Mathematical and Statistical Psychology 08/2011; 16(1):37 - 46. DOI:10.1111/j.2044-8317.1963.tb00197.x
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    ABSTRACT: Researches on teachers' ratings of their pupils have indicated what appear to be two main dimensions of personality. Measurements of anxiety and of introversion obtained from questionnaires also suggest two dimensions, apparently similar in nature. Accordingly an attempt was made to relate the two sets of dimensions by using eight groups of secondary school pupils, each consisting of approximately 112 boys or girls in the first and fourth years of secondary modern and grammar schools. Ratings for personality, questionnaire scales, scores for tests of intelligence and attainment, and assessments of social conditions furnished 28 variables for fourth year pupils and 30 for first year pupils. A matrix of combined correlations was calculated for each of the eight groups. This was analysed by the method of principal components, and the axes were rotated in accordance with the Varimax criterion. Three factors were extracted which were comparable in each of the groups. The nature of the factors is discussed, and two possible interpretations are suggested.
    British Journal of Mathematical and Statistical Psychology 08/2011; 18(1):45 - 56. DOI:10.1111/j.2044-8317.1965.tb00692.x

  • British Journal of Mathematical and Statistical Psychology 08/2011; 4(2):65 - 73. DOI:10.1111/j.2044-8317.1951.tb00307.x

  • British Journal of Mathematical and Statistical Psychology 08/2011; 6(1):25 - 34. DOI:10.1111/j.2044-8317.1953.tb00128.x
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    ABSTRACT: This article reports on findings from a small-scale study that investigated sexuality discourses in the U.K. secondary English curriculum. In addition to conducting a critical analysis of English curriculum documents, interviews were also conducted with some English teachers and young lesbian, gay, bisexual, and transgender (LGBT)-identified people who attended, or had recently left, secondary school in Birmingham, U.K. Key findings indicate that issues around sexual diversity are noticeably absent from the curriculum, while other forms of diversity are more visible. This means that teachers are not explicitly encouraged to explore sexual diversity in their teaching, and the effects of this on young LGBT-identified people are overwhelmingly negative.
    Journal of Homosexuality 07/2011; 58(6-7):953-73. DOI:10.1080/00918369.2011.581955
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