Academic literature on the topic 'Chile. D/S no. 518 (1998)'

The present article involves an empirical psycholinguistic study aimed at examining syntactic complexity in English as a Foreign Language (EFL) by early balanced Bosnian/Swedish bilingual EFL learners. 15 early balanced bilingual Bosnian/Swedish EFL learners were recruited for the study and matched with their respective control groups of intermediate EFL learners (15 speakers of Bosnian as their first language (L1) and 15 speakers of Swedish as their L1). The experimental task involved an unprepared writing assignment in English about the most significant invention of the 20th century. The corpus of the participants’ written assignments was analysed in L2 Syntactic Complexity Analyzer and SPSS software programs respectively. Data analysis involved measures of syntactical complexity. It has been found that the participants’ written assignments are characterised by statistically significant number of T-units scores in comparison with the Swedish L1 monolingual controls. These findings are further presented and discussed in the article. References Ahmadian, M. J., & Tavakoli, M. (2011). The effects of simultaneous use of careful onlineplanning and task repetition on accuracy, complexity, and fluency in EFL learners’ oralproduction. Language Teaching Research, 15(1), 35-59. Alotaibi, A. M. (2016). Examining the Learnability of English Relative Clauses: Evidencefrom Kuwaiti EFL Learners. English Language Teaching, 9(2), 57. Bardovi-Harlig, K., & Bofman, T. (1989). Attainment of syntactic and morphologicalaccuracy by advanced language learners. Studies in Second Language Acquisition, 11(01),17-34. Byrnes, H. (2009). Emergent L2 German writing ability in a curricular context: Alongitudinal study of grammatical metaphor. Linguistics and Education, 20(1), 50–66. Ben-Zeev, S. (1977). The influence of bilingualism on cognitive strategy and cognitivedevelopment. Child Development, 48(3), 1009–1018. Bialystok, E. (1988). Levels of bilingualism and levels of linguistic awareness.Developmental Psychology, 24, 560–567. Bialystok, E., Majumder, S., & Martin, M.M. (2003). Developing phonological awareness:Is there a bilingual advantage? Applied Psycholinguistics, 24, 27–44. Cenoz, J. (1998). Beyond bilingualism: multilingualism and multilingual education.Clevedon, England Multilingual Matters Cenoz, J. & Valencia, J. (1992). The role of bilingualism in foreign language acquisition:Learning English in the Basque country. Journal of Multilingual and MulticulturalDevelopment Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in theCrossfire. Clevedon, England: Multilingual Matters Daiute, C.A. (1981). Psycholinguistic Foundations of the Writing Process. Research in theTeaching of English, 15, 1, 5–22 Dekydtspotter, L., & Renaud, C. (2014). On second language processing and grammaticaldevelopment: The parser in second language acquisition. Linguistic Approaches toBilingualism, 4(2), 131–165. Gaies, S. J. (1979). Linguistic input in formal second language learning: The issues ofsyntactic gradation and readability in ESL materials. TESOL quarterly, 41–50. Gaies, S. J. (1980). T-unit analysis in second language research: Applications, problemsand limitations. TESOL quarterly, 53–60. Grodner, D., Gibson, E., & Tunstall, S. (2002). Syntactic complexity in ambiguityresolution. Journal of Memory and Language, 46(2), 267–295. Grosjean, F. (2008). Studying Bilinguals. Journal of linguistics, 45, 3, 715–719. Herdina, P, & Jessner U. (2000). The dynamics of third language acquisition. In J. Cenozand U. Jessner (eds) English in Europe: The Acquisition of a Third Language, (pp. 84–98).Clevedon: Multilingual Matters. Ho-Peng, L. (1983). Using T-unit measures to assess writing proficiency of university ESLstudents. RELC Journal, 14(2), 35–43. Hunt, K. (1965). Grammatical structures written at three grade levels. NCTE Researchreport, 3. Champaign, IL. Hunt, K. W. (1970). Syntactic maturity in schoolchildren and adults. Monographs of thesociety for research in child development, 35(1), iii–67. Inoue, C. (2016). A comparative study of the variables used to measure syntacticcomplexity and accuracy in task-based research. The Language Learning Journal, 1–19. Iwashita, N. (2006). Syntactic complexity measures and their relation to oral proficiency inJapanese as a foreign language. Language Assessment Quarterly: An InternationalJournal, 3(2), 151–169. Kapranov, O. (2015). Self-Evaluation of Speech Fluency in English as a Second Languageby Korean Exchange Students Studying in Sweden. In L. Szymanski & M. Kuczynski(eds.) Language, Thought and Education: Exploring Networks. (pp. 61–77). Zielona Gora:Oficyna Wydawnicza Uniwersytetu Zielenogorskiego. Kapranov, O. (2013). Beginner Students’ Speech Fluency in a Second LanguageCompared across Two Contexts of Acquisition. In E. Piechurska-Kuciel & E. SzymanskaCzaplak (eds.) Language in Cognition and Affect (pp.81-95). Berlin: Springer. Kobayashi, H., & Rinnert, C. (1992). Effects of First Language on Second LanguageWriting: Translation versus Direct Composition. Language Learning, 42(2), 183–209. Lambert, W.E. (1974). Culture and language as factors in learning and education. Culturalfactors in learning and education. Bellingham, WA: Fifth Western WashingtonSymposium on Learning. Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing,International Journal of Corpus Linguistics, 15(4), 474–496. Macnamara, B. N., & Conway, A. R. (2014). Novel evidence in support of the bilingualadvantage: Influences of task demands and experience on cognitive control and workingmemory. Psychonomic bulletin & review, 21(2), 520–525. Molnár, T. (2011). Second language versus third language acquisition: A comparison ofthe English lexical competence of monolingual and bilingual students. Toronto WorkingPapers in Linguistics, 33(1). Navés, T., Torras, M. R., & Celaya, M. L. (2003). Long-term effects of an earlier start: Ananalysis of EFL written production. Eurosla yearbook, 3(1), 103–129. Norbert, F. (2012). Bilingual competence and bilingual proficiency in child development.Massachusetts: MIT Press. Ortega, L. (2003). Syntactic complexity measures and their relationship to L2 proficiency:A research synthesis of college‐level L2 writing. Applied linguistics, 24(4), 492–518. Shaw, P., & Liu, E. T. K. (1998). What develops in the development of second-languagewriting?. Applied linguistics, 19(2), 225–254. Slavoff, G.R. & Johnson, J. S. (1995). The effects of age and the rate of learning a secondanguage. Studies in Second Language Acquisition, 17 (1), 1–16. Sotillo, S. M. (2000). Discourse functions and syntactic complexity in synchronous andasynchronous communication. Language Learning & Technology, 4(1), 82–119. Weissberg, B. (2000). Developmental relationships in the acquisition of English syntax:writing vs. speech. Learning and Instruction 10, 37–53. Wolfe-Quintero, K., Inagaki, S, & Kim, H-Y. (1998). Second Language Development inWriting: Measures of Fluency, Accuracy and Complexity Honolulu: University of Hawai'i,Second Language Teaching and Curriculum Center. Wolff, D. (2000). Second language writing: a few remarks on psycholinguistic andinstructional issues. Bergische Universita¨t Gesamthochschule Wuppertal: Wuppertal,Germany. Xiaofei, L. (2010). L2 Syntactical Complexity Analyzer. Software program. Yau, M. S., & Belanger, J. (1984). The Influence Mode on the Syntactic Complexity ofEFL Students at Three Grade Levels. TESL Canada Journal, 2(1), 65–77. Youn, S. J. (2014). Measuring syntactic complexity in L2 pragmatic production:Investigating relationships among pragmatics, grammar, and proficiency. System, 42, 270–287.

The paper presents the process of language socialization and acquisition of grammatical categories through the Roma oral culture in which metaphors are extensively used. Roma children who grow up in extended Roma families and community learn the language through communication with speakers of different registers. Research with 22 Roma children between three and six years of age from Croatia was carried in order to find out what grammatical categories are learned in this period of the life of children. The children were tested with a specially designed language assessment test in Romani (Kyuchukov & de Villiers, 2014b). The results show that Roma boys perform the test much better than Roma girls. Boys learn Romani from folkloristic genres which are rich in metaphors and this helps them to acquire complex grammatical categories. References Beller, S. (2008). Fostering Language Acquisition in Daycare Settings. The Hague:Bernard van Leer Foundation. Black, B. & Logan, A. (1995). Links between communication patterns in mother-child,father-child, and child-peer interactions and children’s social status. Child Development,66, 255–271. Bloom, L. et al. (1996). Early conversations and word learning: contributions form childand adult. Child Development, 67, 3154–3175. Blount, B. (1995). Parental speech and language acquisition: and anthropologicalperspective. In: Language, Culture, and Society. A book of Readings. Second edition, (pp.551–566). B. Blount (ed.). Prospect Heights, IL: Waveland Press. Bokus, B. & Garstka, T. (2009). Toward a shared metaphoric meaning in children’sdiscourse. The role of argumentation. Polish Psychological Bulletin, 40(4), 193–203. Bowdle, B. (1998) Alignment and Abstraction in Metaphor. In: Advances in AnalogyResearch: Integration of Theory and Data form the Cognitive, Computational and NeutralSciences, (pp. 300–307). K. Holiyok, D. Gentner & K. Kokinov (Eds.). Sofia: NewBulgarian University. Crystal, D. (1992). An Encyclopedic Dictionary of Language and Languages. London:Penguin Dryll, E. (2009). Changes in metaphor comprehension in children. Polish PsychologicalBulletin, 40(4), 204 – 212. Elbers, E., Maier, R., Hoekstra, T., Hoogsteder, M. (1992) Internalization and adult-childinteraction. Learning and Instruction, 2, 101–118. Ervin, S. & Miller, W. (1972). Language Development. In: Readings in the Sociology ofLanguage, (pp. 68–98). J. Fishman (ed.). The Hague: Mouton. Gleason, J. Berko (1992). Language Acquisition and Socialization. University Lecture.Boston: Boston University Press. Granquist, K. (2012). Metaphors of Finish Roma in Finish and Romani. In: EndangeredMetaphors, (pp. 293–313). A. Idstrom, T. Falzett, E. Piirainen (eds.). Amsterdam: JohnBenjamins Publishing Company. Haslett, B. (1989). Communication and language acquisition within a cultural context. In:Language, Communication and Culture. Current Directions, (pp. 19–34). S. TingToomey & F. Korzenny (eds.). Newbury Park, CA: SAGE Publications. Hoff, E. (2003). Language development in childhood. In: Handbook of Psychology. Vol.6. Developmental Psychology, (pp. 171– 193). R. Lerner, M.A. Easterbrooks, J. Mistry(eds.). Hoboken, NJ: John Wiley &Sons. Kubanik, P. (2016). Using Romani in language socialization in a Czech family. In: Roma:Past, Present, Future, (pp. 238–249). H. Kyuchukov, E. Marushiakova & V. Popov (eds).Munich: Lincom, Kyuchukov, H. (2014a). Acquisition of Romani in a bilingual context. Psychology ofLanguage and Communication, 18, 211–225. Kyuchukov, H. (2014b). Romani language assessment of Roma children. Journal ofLanguage and Cultural Education, 2, 52–64. Kyuchukov, H. (2010). Romani language competence. In: Situation of Roma Minority inCzech, Hungary, Poland and Slovakia, (pp. 427–465). J. Balvin and L. Kwadrants (eds.).Wroclaw: Prom. Kyuchukov, H. & de Villiers, J. (2014a). Roma children’s knowledge on Romani.Journal of Psycholinguistics, 19, 58–65. Kyuchukov, H. & de Villiers, J. (2014b) Addressing the rights of Roma children for alanguage assessment in their native language of Romani. Poster presented at the35th Annual Symposium on Research in Child Language Disorders. Madison,Wisconsin June 12–14. Kyuchukov, H., Kaleja, M. &Samko, M. (2016). Roma parents as educators of theirchildren. Intercultural Education, 26, 444–448. Lakoff, G. & Johnson, M. (1980). Metaphors We Live By. Chicago: The University ofChicago Press. Macwhinney, B. (2001) First language acquisition. In: The Handbook of Linguistics, (pp.466–489). M. Aronoff & J. Rees-Miller (eds.). Oxford: Blackwell Publisher. Ochs, E. & Schieffelin, B. (1983). Acquiring Conversational Competence. London:Routledge & Kegan Paul. Ochs, E. & Schieffelin, B. (1995). Language acquisition and Socialization: Threedevelopmental stories and their implications. In: Language, Culture, and Society. A bookof Readings. Second edition, (pp. 470–512). B. Blount (ed.). Prospect Heights, IL:Waveland Press. Ozcaliskan, S. (2014). Development of metaphor. In: Encyclopedia of languagedevelopment, (pp. 374–375). P. Brookse, V. Kempe, & G.J. Golson (eds.). NY: SagePublishers. Penalosa, F. (1981). Introduction to the sociology of language. Rowley, MA: NewburyHouse Publishers. Rácová, A. & Samko, M. (2015). Structural Patterns and Functions of ReduplicativeConstructions in Slovak Romani. Asian and African Studies, 24, 165–189. Reger, Z. & Gleason, J. Berko (1991). Romani child-directed speech and children’slanguage among Gypsies in Hungary. Language in Society, 20(4), 601–617. Reger, Z. (1999). Teasing in the linguistic socialization of Gypsy children in Hungary.Acta Linguistica Hungarica, 46(3–4), 289–315. Rondal, J. (1985). Adult-Child Interaction and the Process of Language Acquisition. NewYork: Praeger Publishers. Samko, M. & Kapalková, S. (2014). Analýza naratívnej schopnosti rómskeho dieťaťa vrómčine a slovenčine. 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The aim of this paper was to identify which psycholinguistic variables are better predictors of performance for healthy participants in a picture naming task and in a picture categorization task. A correlation analysis and a Path analysis were carried out. The correlation analysis showed that naming accuracy and naming latency are significant and positively correlated with lexical frequency and conceptual familiarity variables, whereas they are negatively correlated with H index. Reaction times in the categorization task were negatively correlated with lexical frequency and conceptual familiarity variables and positively correlated with visual complexity variable. The Path analysis showed that subjective lexical frequency and H index are the better predictors for picture naming task. In picture categorization task, for reaction times, the better predictor variables were subjective lexical frequency, conceptual familiarity and visual complexity. These findings are discussed considering previous works on the field. References Akinina, Y., Malyutina, S., Ivanova, M., Iskra, E., Mannova, E., & Dragoy, O. (2015). Russian normative data for 375 action pictures and verbs. Behavior research methods, 47(3), 691-707. doi: 10.3758/s13428-014-0492-9 Alario, F. X., & Ferrand, L. (1999). A set of 400 pictures standardized for French: Norms for name agreement, image agreement, familiarity, visual complexity, image variability, and age of acquisition. Behavior Research Methods, Instruments, & Computers, 31(3), 531-552. Alario, F. X., Ferrand, L., Lagnaro, M., New, B., Frauenfelder, U. H., & Seguí, J. (2004). Pre­dictors of picture naming speed. Behavior Research Methods, Instruments and Computers, 36, 140-155. doi: 10.3758/BF03195559 Albanese, E., Capitani, E., Barbarotto, R., & Laiacona, M. (2000). Semantic category disso­ciations, familiarity and gender. Cortex, 36, 733-746. Almeida, J., Knobel, M., Finkbeiner, M., & Caramazza, A. (2007). The locus of the frequency effect in picture naming: When recognizing is not enough. Psychonomic Bulletin & Review, 14(6), 1177-1182. Arbuckle, J. L. (2003). AMOS 5.0. Chicago: SmallWaters. Bakhtiar, M., & Weekes, B. (2015). Lexico-semantic effects on word naming in Persian: Does age of acquisition have an effect? Memory & Cognition, 43(2), 298-313. doi: 10.3758/s13421-014-0472-4 Balota, D. A., Pilotti, M., & Cortese, J. M. (2001). Subjective frequency estimates for 2,938 monosyllabic words. Memory & Cognition, 29, 639-647. doi: 10.3758/BF03200465 Barbón, A., & Cuetos, F. (2006). Efectos de la Edad de Adquisición en tareas de Categorización Semántica. Psicológica, 27, 207-223. Barca, L., Burani, C., & Arduino, L. (2002). Word naming times and psycholinguistic norms for Italian nouns. Behavior Research Methods, Instruments and Computers, 34(3), 424-434. Barry, C., Morrison, C. M., & Ellis, A. W. (1997). Naming the Snodgrass and Vanderwart pictures: Effects of age of acquisition, frequency and name agreement. Quarterly Journal of Experimental Psychology, 50(A), 560-585. Bates, E., Burani, C., D´amico, S., & Barca, L. (2001). Word reading and picture naming in Italian. Memory and Cognition, 29(7), 986-999. Bates, E., D'Amico, S., Jacobsen, T., Székely, A., Andonova, E., Devescovi, A., . . . Tzeng, O. (2003). Timed picture naming in seven languages. Psychonomic Bulletin & Review 20(2), 344-380. doi: 10.3758/BF03196494 Berman, S., Friedman, D., Hamberger, M., & Snodgrass, J. G. (1989). Developmental picture norms: Relationships between name agreement, familiarity, and visual complexity for child and adult ratings of two sets of line drawings. Behavior Research Methods, Instruments, & Computers, 21(3), 371-382. Bonin, P., Boyer, B., Méot, A., Fayol, M., & Droit, S. (2004). Psycholinguistic norms for action photographs in French and their relationships with spoken and written latencies. Behavior Research Methods, Instruments, & Computers, 36, 127-139. doi: 10.3758/BF03195558 Bonin, P., Chalard, M., Méot, A., & Fayol, M. (2002). The determinants of spoken and written picture naming latencies. British Journal of Psychology, 93, 89-114. doi: 10.1348/ 000712602162463 Bonin, P., Peereman, R., Malardier, N., Méot, A., & Chalard, M. (2003). A new set of 299 pictures for psycholinguistic studies: French norms for name agreement, image agreement, conceptual familiarity, visual complexity, image variability, age of acquisition and naming latencies. Behavior Research Methods, Instruments, & Computers, 35, 158-167. Boukadi, M., Zouaidi, C., & Wilson, M. A. (2016). Norms for name agreement, familiarity, subjective frequency, and imageability for 348 object names in Tunisian Arabic. Behavior Research Methods, 48, 585-599. doi: 10.3758/s13428-015-0602-3 Brysbaert, M., Van Wijnendaele, I., & De Deyne, S. (2000). Age-of-acquisition effects in seman­tic processing tasks. Acta Psychologica, 104, 215-226. doi: 10.1016/S0001-6918(00)00021-4 Cameirão, M. L., & Vicente, S. G. (2010). Age-of-acquisition norms for a set of 1,749 Portuguese words. Behavior Research Methods, 42, 474-480. doi: 10.3758/BRM.42.2.474 Capitani, E., Laiacona, M., Barbarotto, R., & Trivelli, C. (1994). Living and nonliving categories: Is there a “normal” asymmetry? Neuropsychologia, 32, 1453-1463. Carroll, J. B., & White, M. N. (1973). Word frequency and age of acquisition as determiners of picture-naming latency. Quarterly Journal of Experimental Psychology, 25(1), 85-95. doi: 10.1080/14640747308400325 Cuetos, F., & Barbón, A. (2006). Word naming in Spanish. European Journal of Cognitive Psychology, 18, 415-436. Cuetos, F., Ellis, A., & Alvarez, B. (1999). Naming times for the Snodgrass and Vanderwart pictures in Spanish. Behavior Research Methods, Instruments and Computers, 31, 650-658. doi: 10.3758/BF03200741 Cycowicz, Y. M., Friedman, D., Rothstein, M., & Snodgrass, J. G. (1997). Picture naming by young children: Norms for name agreement, familiarity, and visual complexity. Journal of Experimental Child Psychology, 65(2), 171-237. doi: 10.1006/jecp.1996.2356 D´amico, S., Devescovi, A., & Bates, E. (2001). Picture naming and lexical access in italian children and adults. Journal of Cognition and Development, 2(1), 71-105. Dell´Acqua, R., Lotto, L., & Job, R. (2000). Naming times and standardized norms for the Italian PD/DPSS set of 266 pictures. Direct comparisons with American, English, French and Spanish published databases. Behavior Research Methods, Instruments, & Computers, 31, 588-615. Ellis, A. W., & Morrison, C. M. (1998). Real age of acquisition effects in lexical retrieval. Journal of Experimental Psychology: Learning, Memory & Cognition, 24, 515-523. doi: 10.1037/0278-7393.24.2.515 Forster, K. I., & Forster, J. C. (2003). DMDX: A Windows display program with millisecond accuracy. Behavior Research Methods Instruments and Computers, 35, 116-124. doi: 10.3758/BF03195503 Gaffan, D., & Heywood, C. (1993). A spurious category-specific visual agnosia for living things in normal human and nonhuman primates. Journal of Cognitive Neuroscience, 5(118-128). doi: 10.1162/jocn.1993.5.1.118 Humphreys, G. W., Riddoch, M. J., & Quinlan, P. T. (1988). Cascade processes in picture identification. Cognitive Neuropsychology, 5(1), 67-103. Iyer, G., Saccuman, C., Bates, E., & Wulfeck, B. (2001). A Study of Age-of-acquisition (AoA) Ratings in Adults. CRL Newsletter, 13(2), 3-16. Khwaileh, T., Body, R., & Herbert, R. (2014). A normative database and determinants of lexical retrieval for 186 Arabic nouns: Effects of psycholinguistic and morpho-syntactic variables on naming latency. Journal of Psycholinguistic Research, 43, 749-769. doi: 10.1007/ s10936-013-9277-z Khwaileh, T., Mustafawi, E., Herbert, R., & Howard, D. (2018). Gulf Arabic nouns and verbs: A standardized set of 319 object pictures and 141 action pictures, with predictors of naming latencies. Behavior Research Methods, 50(6), 2408-2425. doi: 10.3758/s13428-018-1019-6 Laws, K. R. (1999). Gender afects latencies for naming living and nonliving things: implications for familiarity. Cortex, 35, 729–733. Laws, K. R. (2000). Category-specificity naming errors in normal subjects: The influence of evolution and experience. Brain and Language, 75, 123-133. doi: 10.1006/brln.2000.2348 Laws, K. R., & Neve, C. (1999). A `normal` category-specific advantage for naming living things. Neuropsychologia, 37, 1263-1269. doi: 10.1016/S0028-3932(99)00018-4 Lloyd-Jones, T. J., & Humphreys, G. W. (1997). Perceptual differentiation as a source of category effects in object processing: evidence from naming and object decision. Memory and Cognition, 25, 18-35 doi: 10.3758/BF03197282 Manoiloff, L., Artstein, M., Canavoso, M., Fernández, L., & Seguí, J. (2010). Expanded norms for 400 experimental pictures in an Argentinean Spanish-speaking population. Behavior Research Methods, 42(2), 452-460. doi: 10.3758/BRM.42.2.452 Martein, R. (1995). Norms for name and concept agreement, familiarity, visual complexity and image agreement on a set of 216 pictures. Psychologica Belgica, 35, 205-225. Martínez-Cuitiño, M., Barreyro, J. P., Wilson, M., & Jaichenco, V. (2015). Nuevas normas semán­ticas y de tiempos de latencia para un set de 400 dibujos en español. Inter­disci­plinaria, 32(2), 289-305. Martínez-Cuitiño, M., & Vivas, L. (In press). Category or diagnosticity effect? The influence of color in picture naming tasks. Psychology and Neuroscience. doi: 10.1037/pne0000172 Meschyan, G., & Hernandez, A. (2002). Age of acquisition and word frequency: Determinants of object-naming speed and accuracy. Memory & Cognition, 30, 262-269. doi: 10.3758/ BF03195287 Morrison, C. M., Chappell, T. D., & Ellis, A. W. (1997). Age of Acquisition Norms for a Large Set of Object Names and Their Relation to Adult Estimates and Other Variables. The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology, 50(3), 528-559. doi: 10.1080/027249897392017 Morrison, C. M., Ellis, A. W., & Quinlan, P. T. (1992). Age of acquisition, not word frequency, affects object naming, not object recognition. Memory and Cognition, 20, 705-714. doi: 10.3758/BF03202720 Oldfield, R. C., & Wingfield, A. (1965). Response latencies in naming objects. Quart J Exp Psychol`, 17, 273-281. doi: 10.1080/17470216508416445 Protopapas, A. (2007). Check Vocal: A program to facilitate checking the accuracy and response time of vocal responses from DMDX. Behavior Research Methods, 39(4), 859-862. doi: 10.3758/BF03192979 Sanfeliu, M. C., & Fernández, A. (1996). A set of 254 Snodgrass-Vanderwart pictures standar­dized for Spanish: Norms for name agreement, image agreement, familiarity, and visual complexity. Behavior Research Methods, Instruments, & Computers, 28, 537-555. Shao, Z., Roelofs, A., & Meyer, A. S. (2012). Sources of individual differences in the speed of naming objects and actions: The contribution of executive control. The Quarterly Journal of Experimental Psychology, 65(10), 1927-1944. Snodgrass, J. G., & Vanderwart, M. (1980). A standardized set of 260 pictures: Norms for name agreement, image agreement, familiarity and visual complexity. Journal of Experimental Psychology: Human Learning and Memory, 6, 174-215. doi: 10.1037//0278-7393.6.2.174 Snodgrass, J. G., & Yuditsky, T. (1996). Naming times for the Snodgrass and Vanderwart pictures. Behavior Research Methods, Instruments, y Computers, 28(4), 516-536. Székely, A., & Bates, E. (2000). Objective Visual Complexity as a Variable in Studies of Pictures Naming. CLR Newsletter, 12(2), 3-33. Székely, A., D’Amico, S., Devescovi, A., Federmeier, K., Herron, D., Iyer, G., . . . Bates, E. (2003). Timed picture naming: Extended norms and validation against previous studies. Behavior Research Methods, Instruments, & Computers, 35, 621-633. doi: 10.3758/ BF03195542 Tanaka-Ishii, K., & Terada, H. (2011). Word familiarity and frequency. Studia Linguistica, 65(1), 96-116. doi: 10.1111/j.1467-9582.2010.01176.x Vitkovitch, M., & Tyrrell, L. (1995). Sources of disagreement in object naming. Quarterly Journal of Experimental Psychology, 48(A), 822-848. doi: 10.1080/14640749508401419 Warrington, E. K., & McCarthy, R. A. (1983). Category-specific access dysphasia. Brain, 106, 859-879. doi: 10.1093/brain/106.4.859

The paper presents results from an international research project looking at Roma children between the ages of 3 and 6 years old. Thirty Roma children from Southwest Bulgaria and 30 Roma children from East Slovakia were tested with a psycholinguistic test in Romani language, measuring the knowledge of different grammatical categories. In most East European countries, the children are tested employing psychological/IQ tests in the official languages of the country and if the child does not understand the test task, because of a lack of knowledge in that language, s/he is deemed to have “light mental retardation”. The knowledge of the children on different grammatical categories in their mother tongue is not taken into account. For the first time in Europe, a psycholinguistic test was developed for measuring the knowledge in Romani (comprehension and production). Categories such as wh-questions, wh-complements, passive verbs, possessiveness, tense and aspect, learning new nouns and verbs are measured with newly developed test. The knowledge of the children is connected with two theories: the ecological theory of Ogbu (1978) and the integrative theory of child development (García Coll et al. 1996). Ogbu’s theory stresses the importance of the home culture in the development of the children and the theory of García Coll and her collaborators presents the home environment and the SES of the families as an important predictor for language development and school readiness of the minority/migrant children. References Bafekr, S. (1999) Schools and their undocumented Polish and “Romany Gypsy” pupils.International Journal of Educational Research, 31, 295-302. Bakalar, P. (2004) The IQ of Gypsies in Central Europe. The Mankind Quarterly, XLIV,(3&4), 291-300. Berko, J. (1958). The child’s learning of English morphology. Word, 14, 150-177. Bronfenbrenner U (1979). The ecology of human development: Experiments by nature anddesign. Cambridge, MA: Harvard University Press. Bronfenbrenner U (1986). Ecology of the family as a context for human development:Research perspectives. Developmental Psychology, 22, 723-742. Cvorovic, J. (2014) The Roma: A Balkan Underclass. Ulster: Ulster Institute for SocialResearch. Forget-Dubois, N., Lemelin, J.-P., Perusse, D., Tremblay, R. E. & Boivin, M. (2009). EarlyChild Language Mediates the Relation Between Home Environment and SchoolReadiness. Child Development, 80 (3), 736-749. García Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H. andGarcía, H. V. (1996) An Integrative Model for the Study of Developmental Competenciesin Minority Children. Child Development, 67 (5), 1891-1914. Han, W.-J. (2006) Academic Achievements of Children in Immigrant Families.Educational Research and Review. 1 (8), 286-318. Hollo, L. (2006) Equality for Roma in Europe. A Roadmap for Action. Budapest: OSI Kezdi, G. and Kertesi, G. (2011) The Roma/non-Roma test score gap in Hungary.American Economic Review, 101 (3), 519-525. Kyuchukov, H (2006). Desegregation of Roma schools in Bulgaria. Sofia: SEGA Kyuchukov, H. (2014) Acquisition of Romani in a Bilingual Context. Psychology ofLanguage and Communication, 18 (3), 211-225. Kyuchukov, H., Kaleja, M. & Samko, M. (2016) Roma parents as educators of theirchildren. Intecultural education, 26 (5), 444-448. Neuman, S., & Marulis, L. M. (2010). The Effects of Vocabulary Intervention on YoungChildren’s Word Learning: A Meta-Analysis. Review of Educational Research, 80 (3),300-335. Ogbu J. U. (1978). Minority Education and Caste: The American System in Cross-culturalPerspective. New York: Academic Press. Ogbu J. U. (1981). Origins of human competence: A cultural ecological perspective. ChildDevelopment, 52, 413-429. Ogbu, J. U. (1988). Cultural diversity and human development. In: D. Slaughter (Ed.),Black children and poverty: A developmental perspective. San Francisco: Jossey-Bass.11-28. Parsons, Talcott. (1940). An Analytical Approach to the Theory of Social Stratification.American Journal of Sociology, 45 (6), 841-862. Roskos, K., & Neuman, S. (2005). The state of pre-kindergartens standard. EarlyChildhood Research Quarterly, 20, 125-145. Rushton, J. P. Cvorovic, J. and Bons, T. A. (2007). General mental ability in South Asians:Data from three Roma (Gypsy) communities in Serbia. Intelligence, 35(1), 1-12. Rydland, V. (2009). “Whow-when I was going to pretend drinking it tasted coke for real!”Second-language learners’ out-of-frame talk in peer pretend play: A developmental studyfrom preschool to first grade. European Journal of Developmental Psychology, 6 (2), 190-222. Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of LanguageAcquisition. Cambridge, MA: Harvard University Press.

TRPV1 ion channels mediate the response to painful heat, extracellular acidosis, and capsaicin, the pungent extract from plants in the Capsicum family (hot chili peppers) (Szallasi, A., and P.M. Blumberg. 1999. Pharmacol. Rev. 51:159–212; Caterina, M.J., and D. Julius. 2001. Annu. Rev. Neurosci. 24:487–517). The convergence of these stimuli on TRPV1 channels expressed in peripheral sensory nerves underlies the common perceptual experience of pain due to hot temperatures, tissue damage and exposure to capsaicin. TRPV1 channels are nonselective cation channels (Caterina, M.J., M.A. Schumacher, M. Tominaga, T.A. Rosen, J.D. Levine, and D. Julius. 1997. Nature. 389:816–824). When activated, they produce depolarization through the influx of Na+, but their high Ca2+ permeability is also important for mediating the response to pain. In particular, Ca2+ influx is thought to be required for the desensitization to painful sensations over time (Cholewinski, A., G.M. Burgess, and S. Bevan. 1993. Neuroscience. 55:1015–1023; Koplas, P.A., R.L. Rosenberg, and G.S. Oxford. 1997. J. Neurosci. 17:3525–3537). Here we show that in inside-out excised patches from TRPV1 expressed in Xenopus oocytes and HEK 293 cells, Ca2+/calmodulin decreased the capsaicin-activated current. This inhibition was not mimicked by Mg2+, reflected a decrease in open probability, and was slowly reversible. Furthermore, increasing the calmodulin concentration in our patches by coexpression of wild-type calmodulin with TRPV1 produced inhibition by Ca2+ alone. In contrast, patches excised from cells coexpressing TRPV1 with a mutant calmodulin did not respond to Ca2+. Using an in vitro calmodulin-binding assay, we found that TRPV1 in oocyte lysates bound calmodulin, although in a Ca2+-independent manner. Experiments with GST-fusion proteins corresponding to regions of the channel NH2-terminal domain demonstrated that a stretch of ∼30 amino acids adjacent to the first ankyrin repeat bound calmodulin in a Ca2+-dependent manner. The physiological response to pain involves an influx of Ca2+ through TRPV1. Our results indicate that this Ca2+ influx may feed back on the channels, inhibiting their gating. This type of feedback inhibition could play a role in the desensitization produced by capsaicin.

Sequiviruses are isometric aphidborne plant viruses. Dandelion yellow mosaic virus (DaYMV), genus Sequivirus, was isolated from dandelion and lettuce in Europe. Lettuce mottle virus (LeMoV), a putative sequivirus, is often found in mixed infections with Lettuce mosaic virus (LMV) in Brazil (3). DaYMV, LeMoV and LMV cause similar mosaics in field-grown lettuce. Differences in biology and sequence suggest that DaYMV and LeMoV are distinct species (2). Forty-two and 101 lettuce samples with mosaic symptoms collected from two locations near Santiago during a survey of lettuce viruses in Chile in 2002 and 2003, respectively, were analyzed for the presence of LeMoV using reverse transcription polymerase chain reaction (RT-PCR). Total RNA was extracted (1) and used for RT-PCR with the specific LeMoV primers pairs Lmo3 (5′ ACATGAGCACTAGTGAGG 3′) and Lmo4 (5′ AGATAGAGCCGTCT GGCG 3′) (2). One of the 42 and three of the 101 samples produced the expected 300-bp fragment. Isometric particles of 30 nm diameter, typical of a sequivirus, were visualized by transmission electron microscopy. These samples were tested using RT-PCR for the presence of LMV and Cucumber mosaic virus (CMV), but no mixed infections were observed. One isolate, Ch36, was reamplified with the degenerate primer pairs DALE 1 (5′ GARTTCAACATGCACGCCAG 3′) and DALE 2 (5′ TTTTTCTCCCCATYCGTCAT 3′) which amplify part of the putative replicase gene (2) and produced a 563-bp fragment that was cloned on pGEM-T Easy (Promega, Madison, WI) and sequenced. The Ch36 product (EMBL Accession No. AM039965) showed 97% amino acid identity with LeMoV from Brazil, 79% with DaYMV, 72% with the sequivirus Parsnip yellow fleck virus, and 34% with the waikavirus Maize chlorotic dwarf virus. To our knowledge, this is the first report of a sequivirus in field lettuce in Chile, and although the virus was found at low incidence, this report extends the range of LeMoV to the western side of the Cordillera de Los Andes. The impact of LeMoV needs to be further analyzed in Chile, Brazil, and possibly other South American countries. References: (1) Y. D. Bertheau et al. DNA amplification by polymerase chain reaction (PCR) 1998. In: Methods for the Detection and Quantification of Erwinia carotovora subsp. atroseptica on potatoes. M. C. N. Perombelon and J. M. van der Wolff, eds. Scott. Crop Res. Inst. Occasional Publ., Dundee, 1998. (2) A. S. Jadão. Caracterização parcial e desenvolvimento de oligonucleotídeos específicos para detecção de sequivirus infectando alface. Ph.D. thesis. FCA-UNESP-Botucatu, Brazil, 2004. (3) O. Stangarlin et al. Plant Dis. 84:490, 2000.

The prevalence of ADHD children increases every year. Some researchers have shown that psychosocial behavior therapy (antecedents-consequences modification) was effective to decrease hyperactivity and increase attention to ADHD children. This study aims to find out the effectiveness of antecedents-consequences modification by parents and teachers to decrease hyperactivity and increase attention to a 6 years old boy with ADHD. The study was a single case experimental design. Psychosocial behavior therapy has been used with antecedents-consequences modification. The antecedents-consequences modification was applied by teacher at school and parents at home. Data were analyzed using Wilcoxon Signed Rank Test. Results showed that there’s a significant decrease of hyperactivity behavior and significant increase of doing his assignment both at school and also at home. Not only about the content of behavior therapy itself, but how to give the therapy is important. Parents and teacher should do the therapy consistently, immediately, specifically and saliency to reach the target of intervention. Keywords: ADHD Children, Antecedents, Consequences, Modification Reference: (APA), A. A. P. (2013). Diagnostic and Manual of Mental Disorder (5th ed.). Arlington: American Psychiatric Association. Amalia, R. (2018). Intervensi terhadap Anak Usia Dini yang Mengalami Gangguan ADHD Melalui Pendekatan Kognitif Perilaku dan Alderian Play Therapy. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(1), 27. https://doi.org/10.31004/obsesi.v2i1.4 Anastopoulos, A.D; Farley, S. . (2003). A Cognitive Behavioural Training Program for Parents of Children with Attention-Deficit/Hyperactivity Disorder. In W. J. Kazdin, Alan E (Ed.), Evidence-based psychotherapies for children and adolescents (pp. 187–203). New York: Guildford Press. Barkley, Russell A; DuPaul, G.L ; McMurray, M. . (1990). A comprehensive evaluation of attention deficit disorder with and without hyperactivity. Journal of Consulting and Clinical Psychology, 58, 775–789. Barkley, R. A. (2006). Attention-deficit hyperactivity disorder : A handbook for diagnosis and treatment (3rd ed.). New York City: Guildford Press. Barlow, D.H ; Hersen, M. (1984). Single case experimental design : Strategies for studying behavior change (2nd ed.). New York: Pergamon Press. Baumeister, S., Wolf, I., Holz, N., Boecker-Schlier, R., Adamo, N., Holtmann, M., … Brandeis, D. (2018). Neurofeedback Training Effects on Inhibitory Brain Activation in ADHD: A Matter of Learning? Neuroscience, 378, 89–99. https://doi.org/10.1016/j.neuroscience.2016.09.025 Cantwell, D. P., & Baker, L. (1991). Association between attention deficit-hyperactivity disorder and learning disorders. Journal of Learning Disabilities, 24(2), 88–95. https://doi.org/10.1177/002221949102400205 Center for Children and Families. (2019). Evidence-based Psychosocial Treatment for ADHD Children and Adolescents. Retrieved from http://ccf.fiu.edu Davidson, G. C. (2010). Abnormal Psychology. New Jersey: Wiley. DuPaul, George; Stoner, G. (2003). ADHD in the schools. New York: Guildford Press. DuPaul, G., & Weyandt, L. (2006). School-based intervention for children with attention deficit hyperactivity disorder: Effects on academic, social, and behavioural functioning. International Journal of Disability, Development and Education, 53(2), 161–176. https://doi.org/10.1080/10349120600716141 Erinta, D. B. M. S. (2012). Efektivitas penerapan terapi permainan sosialisasi untuk menurunkan perilaku impulsif pada anak dengan attention deficit hyperactive disorder (ADHD). Jurnal Psikologi : Teori & Terapan, 3(1). Evans, Steven W; Owens, Julie; Bunford, M. N. (2014). Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder. Journal Clinical Child Adolescence Psychology, 43(4), 527–551. https://doi.org/10.1038/jid.2014.371 Fabiano, G. A., Pelham, W. E., Coles, E. K., Gnagy, E. M., Chronis-Tuscano, A., & O’Connor, B. C. (2009). A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clinical Psychology Review, 29(2), 129–140. https://doi.org/10.1016/j.cpr.2008.11.001 Gerdes, A. C., Hoza, B., & Pelham, W. E. (2003). Attention-deficit/hyperactivity disordered boys’ relationships with their mothers and fathers: Child, mother, and father perceptions. Development and Psychopathology, 15(2), 363–382. https://doi.org/10.1017/S0954579403000208 Haas, S. M., Waschbusch, D. A., Pelham, W. E., King, S., Andrade, B. F., & Carrey, N. J. (2011). Treatment response in CP/ADHD children with callous/unemotional traits. Journal of Abnormal Child Psychology, 39(4), 541–552. https://doi.org/10.1007/s10802-010-9480-4 Helseth, S. A., Waschbusch, D. A., Gnagy, E. M., Onyango, A. N., Burrows-MacLean, L., Fabiano, G. A., … Pelham, W. E. (2015). Effects of behavioral and pharmacological therapies on peer reinforcement of deviancy in children with ADHD-Only, ADHD and conduct problems, and controls. Journal of Consulting and Clinical Psychology, 83(2), 280–292. https://doi.org/10.1037/a0038505 Hidayati, DM Ria ; Purwandari, E. (2010). Time Out : Alternatif Modifikasi Perilaku Anak ADHD (Attention Deficit/ Hyperacitivity Disorder). Indigenous, Jurnal Ilmiah Berkala Psikologi, 12(2), 101–114. Hinshaw, S. P., Owens, E. B., Wells, K. C., Kraemer, H. C., Abikoff, H. B., Arnold, L. E., … Wigal, T. (2000). Family processes and treatment outcome in the MTA: Negative/ineffective parenting practices in relation to multimodal treatment. Journal of Abnormal Child Psychology, 28(6), 555–568. https://doi.org/10.1023/A:1005183115230 Hinshaw, Stephen P., Owens, E. B., Zalecki, C., Huggins, S. P., Montenegro-Nevado, A. J., Schrodek, E., & Swanson, E. N. (2012). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into early adulthood: Continuing impairment includes elevated risk for suicide attempts and self-injury. Journal of Consulting and Clinical Psychology,80(6), 1041–1051. https://doi.org/10.1037/a0029451 Jackson, N. A. (2003). A Survey of Music Therapy Methods and Their Role in the Treatment of Early Elementary School Children with ADHD. Journal of Music Therapy, 40(4), 302–323. https://doi.org/10.1093/jmt/40.4.302 Johnston, Charlotte; Mash, E. J. (2001). Families of Children With Attention-Deficit/Hyperactivity Disorder : Review and Recommendations for Future Research. Clinical Child and Family Psychology Review, 4(3), 183–207. Jr, W. E. P., Fabiano, G. A., & Pelham, W. E. (2008). Evidence-Based Psychosocial Treatments for Attention- Deficit / Hyperactivity Disorder (Vol. 4416). https://doi.org/10.1080/15374410701818681 Kaiser, N. M., McBurnett, K., & Pfiffner, L. J. (2011). Child ADHD severity and positive and negative parenting as predictors of child social functioning: Evaluation of three theoretical models. Journal of Attention Disorders, 15(3), 193–203. https://doi.org/10.1177/1087054709356171 Kazdin, A. E. (1984). Behavior Modification in Applied Settings. New York: Dorsey Press. Krasny-Pacini, A., & Evans, J. (2018). Single-case experimental designs to assess intervention effectiveness in rehabilitation: A practical guide. Annals of Physical and Rehabilitation Medicine, 61(3), 164–179. https://doi.org/10.1016/j.rehab.2017.12.002 Langberg, J. M., Molina, B. S. G., Arnold, L. E., Epstein, J. N., Altaye, M., Hinshaw, S. P., … Hechtman, L. (2011). Patterns and predictors of adolescent academic achievement and performance in a sample of children with attention-deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 40(4), 519–531. https://doi.org/10.1080/15374416.2011.581620 Nigg, J.T ; Barkley, R. . (2014). (Attention-deficit Hyperactivity Disorder). In R. A. Barkley (Ed.), E-book Pediatric เรื่องPsychiatry (Third Edit, Vol. 54, pp. 1–17). Retrieved from http://www.thaipediatrics.org/pages/Doctor/Download/48aedb8880cab8c45637abc7493ecddd:e0a186938dc3b74657fd46d32fac5fe6 Pastor, P., Reuben, C., Duran, C., & Hawkins, L. J. (2015). Association between diagnosed ADHD and selected characteristics among children aged 4-17 years: United States, 2011-2013. NCHS Data Brief, (201), 201. Patterson, G. . (1982). Coercive Family Process. Eugene: Castalia. Pfiffner, L. J ; Barkley, R. . (1990). Educational Placement and Classroom Management. In R. A. Barkley (Ed.), Attention Deficit Hyperactivity Disorder : A Handbook for Diagnosis and Treatment. New York: Guildford Press. Pfiffner, Linda J; Barkley, R; DuPaul, G. (2006). Treatment of ADHD in school settings. In R. A. Barkley (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3th ed., pp. 547–589). New York: Guildford Press. Pfiffner, L. J., Calzada, E., & McBurnett, K. (2000). Interventions to enhance social competence. Child and Adolescent Psychiatric Clinics of North America, 9(3), 689–709. https://doi.org/10.1016/s1056-4993(18)30113-5 Pfiffner, Linda J., Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & McBurnett, K. (2014). A two-site randomized clinical trial of integrated psychosocial treatment for ADHD-inattentive type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887 Pfiffner, Linda J, & Haack, L. M. (2014). Behavior Management for School - Aged Children with ADHD. 23, 731–746. Pfiffner, Linda J, Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & Mcburnett, K. (2015). A two-site randomized clinical trial of Integrated Psychosocial Treatment for ADHD-Inattentive Type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887.A Riddle, M. A., Yershova, K., Lazzaretto, D., Paykina, N., Yenokyan, G., Greenhill, L., … Posner, K. (2013). The preschool attention-deficit/hyperactivity disorder treatment study (PATS) 6-year follow-up. Journal of the American Academy of Child and Adolescent Psychiatry, 52(3). https://doi.org/10.1016/j.jaac.2012.12.007 Saputro, D. (2009). ADHD (Attention Deficit/ Hyperactivity Disorder). Jakarta: Sagung Seto. Schunk, D. H. (2012). Learning Theories : An Educational Perspective (6th ed.; Pearson Education, Ed.). Boston. Shriver, M. D., Segool, N., & Gortmaker, V. (2011). Behavior observations for linking assessment to treatment for selective mutism. Education and Treatment of Children, 34(3), 389–411. https://doi.org/10.1353/etc.2011.0023 Suyanto, B. N., & Wimbarti, S. (2019). Program Intervensi Musik terhadap Hiperaktivitas Anak Attention Deficit Hyperactivity Disorder (ADHD). Gadjah Mada Journal of Professional Psychology (GamaJPP), 5(1), 15. https://doi.org/10.22146/gamajpp.48584 Taylor, E. (2009). Developing ADHD. Journal of Child Psychology and Psychiatry, 50, 126–132. Thomas, R., Sanders, S., Doust, J., Beller, E., & Glasziou, P. (2015). Prevalence of attention-deficit/hyperactivity disorder: A systematic review and meta-analysis. Pediatrics, 135(4), e994–e1001. https://doi.org/10.1542/peds.2014-3482 Tran, J. L. A., Sheng, R., Beaulieu, A., Villodas, M., McBurnett, K., Pfiffner, L. J., & Wilson, L. (2018). Cost-Effectiveness of a Behavioral Psychosocial Treatment Integrated Across Home and School for Pediatric ADHD-Inattentive Type. Administration and Policy in Mental Health and Mental Health Services Research, 45(5), 741–750. https://doi.org/10.1007/s10488-018-0857-y Tresco, K. E., Lefler, E. K., & Power, T. J. (2010). Psychosocial Interventions to Improve the School Performance of Students with Attention-Deficit/Hyperactivity Disorder. Mind & Brain : The Journal of Psychiatry, 1(2), 69–74. 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-Michael D. Olien, Edmund T. Gordon, Disparate Diasporas: Identity and politics in an African-Nicaraguan community.Austin: University of Texas Press, 1998. xiv + 330 pp.-Donald Cosentino, Margarite Fernández Olmos ,Sacred possessions: Vodou, Santería, Obeah, and the Caribbean. New Brunswick NJ: Rutgers University Press, 1997. viii + 312 pp., Lizabeth Paravisini-Gebert (eds)-John P. Homiak, Lorna McDaniel, The big drum ritual of Carriacou: Praisesongs in rememory of flight. Gainesville: University Press of Florida, 1998. xiv + 198 pp.-Julian Gerstin, Gerdès Fleurant, Dancing spirits: Rhythms and rituals of Haitian Vodun, the Rada Rite. Westport CT: Greenwood, 1996. xvi + 240 pp.-Rose-Marie Chierici, Alex Stepick, Pride against Prejudice: Haitians in the United States. Boston: Allyn & Bacon, 1998. x + 134 pp.-Rose-Marie Chierici, Flore Zéphir, Haitian immigrants in Black America: A sociological and sociolinguistic portrait. Westport CT: Bergin & Garvey, 1996. xvi + 180 pp.-Luis Martínez-Fernández, Rosalie Schwartz, Pleasure Island: Tourism and temptation in Cuba. Lincoln: University of Nebraska Press, 1997. xxiv + 239 pp.-Jorge L. Giovannetti, My footsteps in Baraguá. Script and direction by Gloria Rolando. VHS, 53 minutes. Havana: Mundo Latino, 1996.-Gert Oostindie, Mona Rosendahl, Inside the revolution: Everyday life in socialist Cuba. Ithaca: Cornell University Press, 1997. x + 194 pp.-Frank Argote-Freyre, Lisa Brock ,Between race and empire: African-Americans and Cubans before the Cuban revolution. Philadelphia: Temple University Press, 1998. xii + 298 pp., Digna Castañeda Fuertes (eds)-José E. Cruz, Frances Negrón-Muntaner ,Puerto Rican Jam: Rethinking colonialism and nationalism. Minneapolis: University of Minnesota Press, 1997. x + 303 pp., Ramón Grosfoguel (eds)-Helen I. Safa, Félix V. Matos Rodríguez ,Puerto Rican Women's history: New perspectives. Armonk NY: M.E. Sharpe, 1998. x + 262 pp., Linda C. Delgado (eds)-Arlene Torres, Jean P. Peterman, Telling their stories: Puerto Rican Women and abortion. Boulder CO: Westview Press, 1996. ix + 112 pp.-Trevor W. Purcell, Philip Sherlock ,The story of the Jamaican People. Kingston: Ian Randle; Princeton: Markus Wiener, 1998. xii + 434 pp., Hazel Bennett (eds)-Howard Fergus, Donald Harman Akenson, If the Irish ran the world: Montserrat, 1630-1730. Liverpool: Liverpool University Press, 1997. xii + 273 pp.-John S. Brierley, Lawrence S. Grossman, The political ecology of bananas: Contract farming, peasants, and agrarian change in the Eastern Caribbean. Chapel Hill: University of North Carolina Press, 1998. xx + 268 pp.-Mindie Lazarus-Black, Jeannine M. Purdy, Common law and colonised peoples: Studies in Trinidad and Western Australia. Aldershot, UK: Ashgate Dartmouth, 1997. xii + 309.-Stephen Slemon, Barbara Lalla, Defining Jamaican fiction: Marronage and the discourse of survival. Tuscaloosa: University of Alabama Press, 1996. xi + 224 pp.-Stephen Slemon, Renu Juneja, Caribbean transactions: West Indian culture in literature.-Sue N. Greene, Richard F. Patteson, Caribbean Passages: A critical perspective on new fiction from the West Indies. Boulder CO: Lynne Rienner Publishers, 1998. ix + 187 pp.-Harold Munneke, Ivelaw L. Griffith ,Democracy and human rights in the Caribbean. Boulder CO: Westview Press, 1997. vii + 278 pp., Betty N. Sedoc-Dahlberg (eds)-Francisco E. Thoumi, Ivelaw Lloyd Griffith, Drugs and security in the Caribbean: Sovereignty under seige. University Park: Penn State University Press, 1997. xx + 295 pp.-Michiel Baud, Eric Paul Roorda, The dictator next door: The good neighbor policy and the Trujillo regime in the Dominican republic, 1930-1945. Durham NC: Duke University Press, 1998. xii + 337 pp.-Peter Mason, Wim Klooster, The Dutch in the Americas 1600-1800. Providence RI: The John Carter Brown Library, 1997. xviii + 101 pp.-David R. Watters, Aad H. Versteeg ,The archaeology of Aruba: The Tanki Flip site. Oranjestad; Archaeological Museum Aruba, 1997. 518 pp., Stéphen Rostain (eds)

Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of power is an indicator in the very high category with a total score of 5, while the measures of wealth, honour and knowledge are included in the high category with a total score of 4 in relation to parental involvement. The form of interpersonal communication, the openness of parents in responding happily to information / news received from schools about children is a finding of a significant relationship with parental involvement in early childhood education. The school climate describes the responsibility for their respective duties and roles, work support provided, and interpersonal communication relationships, parents at home and teachers at school. Keywords: Socio-economic Status, Interpersonal Communication, Climate School, Parental Involvement, Early Childhood Education References Amato, P. R. (2005). The Impact of Family Formation Change on the Cognitive, Social, and Emotional Well-Being of the Next Generation. The Future of Children, 15(2), 75–96. https://doi.org/10.1353/foc.2005.0012 Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development. 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Concurrently with the rapid development in digital society, the demand for communication skills was clear in childhood. Early childhood education needs to pay attention to children's speech skills development. This study aims to determine the effect of cognitive style and attachment on the ability to speak in early childhood speech development. The method used is a 2 x 2 factorial comparison design which is divided into two groups namely independent and dependent fields involving 138 samples. Re- search findings about differences in the ability to speak early childhood who have independent field cognitive style and children who have field dependent cognitive style in groups of children with high attachment obtained (A2B1), obtained Q count = 9.39 and Q table (0.05; 4: 10) = 4 , 33. 4). Differences in the ability to speak early childhood who have an independent field cognitive style and children who have a field dependent cognitive style in groups of children with low attachment obtained (A2B2), ob- tained Q count = 4.39 and Q table (0.05; 4: 10) = 4 , 33. It show that early children who have independent field cognitive style have higher speech skills scores than early children who have field dependent cog- nitive style while early children who are independent field cognitive style with low attachment have lower speech skills scores than early childhood the field dependent cognitive style with low attachment. Keywords: Cognitive style and Attachment, Early Childhood, Speech Skills Reference Aulya Purnama, R., & Wahyuni, S. (2018). Kelekatan (Attachment) pada Ibu dan Ayah Dengan Kompetensi Sosial pada Remaja. Jurnal Psikologi, 13(1), 30. https://doi.org/10.24014/jp.v13i1.2762 Berk, L. E. (2007). Child Development Boston. Pearson (seventh Ed). 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Memoria (licenciado en ciencias jurídicas y sociales)
El trabajo penitenciario chileno, esto es, aquel que se desarrolla al interior de las cárceles de nuestro país, no ha sido objeto de un análisis jurídico sistemático y acabado. Pese a existir un reglamento que, en principio, debe normar los aspectos más relevantes de este, aún existe incertidumbre sobre el tipo de labores que son realizadas por los internos, en qué consisten y cuál es su calificación jurídica. Por ello, el objetivo de esta investigación es analizar específicamente tres modalidades de trabajo penitenciario o “actividades de formación”: mozos, artesanos y CET. Estas actividades serán estudiadas en conformidad a los criterios tradicionalmente usados para calificar una relación de tipo laboral: personalidad, voluntariedad, libertad, subordinación o dependencia y ajenidad. Una vez realizado esto, se concluirá si aquellas constituyen una relación de tipo laboral o si corresponde aplicar otro tipo. En atención a esto último se determinará el tratamiento jurídico que estas debieran tener, es decir, la normativa aplicable a estos casos.