Academic literature on the topic 'S.A.R. Academy (Riverdale, New York, N.Y.)'

In the last few decades, the studies in second language acquisition have not answered the question what mechanisms a human’s brain uses to make acquisition of language(s) possible. A neurocognitive model which tries to address SLA from such a perspective was suggested by Ullman (2005; 2015), according to which, “both first and second languages are acquired and processed by well-studied brain systems that are known to subserve particular nonlanguage functions” (Ullman, 2005: 141). The brain systems in question have analogous roles in their language and nonlanguage functions. This article is meant to critically analyse the suggested DP model within the context of neurocognitive studies of L2; and evaluate its contribution to the field of SLA studies. References Aboitiz, F. (1995). Working memory networks and the origin of language areas in the human brain. Medical Hypothesis, 25, 504-506. Aboitiz, F. & Garcia, R. (1977). The anatomy of language revisited. Biological Research, 30, 171-183. Aboitiz, F., Garcia, R., Brunetti, E. & Bosman, C. (2006). The origin of Broca’s area and its connections from an ancestral working memory network. In: Broca’s Region, (pp. 3-16). Y.Grodzinsky and K. Amunts, (Eds.). Oxford: Oxford University Press. Alexander, M. P. (1997). Aphasia: clinical and anatomic aspects. In: Behavioral Neurology and Neuropsychology, (pp. 133–150). T. E. Feinberg, & M. J. Farah, (Eds.). New York: McGraw-Hill. Alexander, G.E., DeLong, M.R. & Strick, P.L. (1986). Parallel organisation of functionally segregated circuits linking basal ganglia and cortex. Annual Review of Neuroscience, 9, 357-381. Anderson, J. R., Bothell, D., Byrne, M. D., Douglass, S., Lebiere, C., Qin, Y. (2004). An integrated theory of the mind. Psychological Review, 111, 1036–1060. Birdsong, D., ed. (1999). Second Language Acquisition and the Critical Period Hypothesis. Mahwah, NJ: Lawrence Erlbaum Associates. Buckner, R. L., & Wheeler, M. E. (2001). The cognitive neuroscience of remembering. Nature Review Neuroscience, 2(9), pp. 624–634. Calabresi, P., Centonze, D., Gubellini, P., Pisani, A. & Bernardi, G. (2000). Acetyl-chlorine-ediated modulation of striatal function. Trends in Neurosciences, 23(3), 120-126. Cepeda, N.J., Vul. E., Rohrer, D., Wixted, J. T., Pashler, H. (2008) Spacing effects in learning: A temporal ridgeline of optimal retention. Psychological Science, 19, 1095-1102. Chun, M.M. (2000). Contextual cueing of visual attention. Trends in Cognitive Science, 4(5), 170-178.Crosson, B., Benefield, H., Cato, M. A., Sadek, R. J., Moore, A. B., Auerbach, E. J., Gokcay, D., Leonard, C.M. & Briggs, R.W. (2003). Left and right basal ganglia activity during language generation: contributions to lexical, semantic and phonological processes. Journal of the International Neuropsychological Society, 9, 1061-1077. Devescovi, A., Caselli, M. C., Marchione, D., Pasqualetti, P., Reilly, J., & Bates, E. (2005). A crosslinguistic study of relationship between grammar and lexical development. Journal of Child Language, 32, 759–786. Di Giulio, D.V., Seidenberg, M., O’Leary, D. S. & Raz, N. (1994). Procedural and declarative memory: a developmental study. Brain and Cognition, 25(1), 79-91. Dionne, G., Dale, P., Boivin, M., & Plomin, R. (2003). Genetic evidence for bidirectional effects of early lexical and grammatical development. Child Development, 74, 394–412. Eichenbaum, H. & Cohen, N.J. (2001). From Conditioning to Conscious Recollection: Memory Systems of the Brain. Oxford: Oxford University Press. Ellis, N.C. (1994). Implicit and Explicit Learning of Languages. New York: Academic Press. Ellis, N.C. (2002). Reflections on frequency effects in language processing. Studies in Second language acquisition, 24, 297-339. Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, J., Reinders, H. (2009). Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Bristol: Multilingual Matters. Embick, D., Marantz, A., Miyashita, Y., O’Neil, W., & Sakai, K. L. (2000). A syntactic specialization for Broca’s area. Proceedings of the National Academy of Sciences USA, 97, (6150–6154). Fabbro, F., Clarici, A., Bava, A. (1996). Effects of left basal ganglia lesions on language production. Perceptual and Motor Skills, 82(3), 1291–1298. Ferman, S., Olshtain, E., Schechtman, E. & Karni, A. (2009). The acquisition of a linguistic skill by adults: procedural and declarative memory interact in the learning of an artificial morphological rule. Journal of Neurolinguistics, 22, 384-412. Retrieved from: http://www.elsevier.com/locate/jneuroling. Fredriksson, A. (2000). Maze learning and motor activity deficits in adult mice induced by iron exposure during a critical postnatal period. Developmental Brain Research, 119(1), 65-74. Friederici, A. (2002). Towards a neural basis of auditory sentence processing. Trends in Cognitive Sciences, 6(2), 78–84. Friederici, A., von Cramon, D., Kotz, S. (1999). Language related brain potentials in patients with cortical and subcortical left hemisphere lesions. Brain, 122, 1033-1047. Goodale, M. A. (2000). Perception and action in the human visual system. In: The New Cognitive Neurosciences, (pp. 365-378). M. S. Gazzaniga, (ed.). Cambridge, MA: MIT Press, Hahne, A., Friederichi, D. (2003). Processing a second language: late learners’ comprehension strategies as revealed by event-related brain potentials. Bilingualism: Language and Cognition, 4, 1-42. Henke, K (2010) A model for memory systems based on processing modes rather than consciousness. Nature Reviews Neuroscience, 11, 523–532. Hikosaka, O., Sakai, K., Nakahara, H., Lu, X., Miyachi, S., Nakamura, K., Rand, M. K. (2000). Neural mechanisms for learning of sequential procedures. In: The New Cognitive Neurosciences, (pp. 553-572). M. S. Gazzaniga, (ed.). Cambridge, MA: MIT Press. Joanisse, M.F., Seidenberg, M.S. (1999). Impairments in verb morphology after brain injury: a connectionist model. Proceedings of the National Academy of Science USA. 96, (7592 –7597). Middleton, F.A., Strick, P.L. (2000). Basal ganglia and cerebral loops: motor and cognitive circuits. Brain research reviews, 31, 236-250. Moro, A., Tettamanti, M., Perani, D., Donati, C., Cappa, S. F., & Fazio, F. (2003). Syntax and the brain: disentangling grammar by selective anomalies. Neuroimage, 13(1), 110–118. Neurolinguistic and Psycholinguistic Perspectives on SLA. (2010). Arabski, J. & Wojtaszek, A. (Eds.), Bristol: Multilingual Matters. Newport, E. (1993). Maturational constraints on language learning. Cognitive Science, 14(1), 11-28. Opitz, B. & Friederichi, A.D. (2003). Interactions of the hippocampal system and the prefrontal cortex in learning language-like rules. Neuroimage, 19(4), 1730-1737. Packard, M.& Knowlton, B. (2002). Learning and memory functions of the basal ganglia. Annual Review of Neuroscience, 25, 563–593. Park, D., Lautenschlager, G., Hedden, T., Davidson, N., Smith, A. & Smith, P. (2002). Models of visuospatial and verbal memory across the adult life span. Psychology and Aging, 16, 299-320. Peelle, J.E., McMillan, C., Moore, P., Grossman, M. & Wingfield, A. (2004). Dissociable patterns of brain activity during comprehension of rapid and syntactically complex speech: evidence from fMRI. Brain and Language, 91, 315-325. Pinker, S. (1994). The Language Instinct. New York: William Morrow. Poldrack, R., Packard, M. G. (2003). Competition among multiple memory systems: converging evidence from animal and human brain studies. Neuropsychologia, 41(3), 245–251. Roediger, H.L., Butler, A.C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Science, 15, 20-27. Schlaug, G. (2001). The brain of musicians: a model for functional and structural adaptation. Annals of the New York Academy of Sciences, 930(1), 281-299. Squire, L.R., Knowlton, B.J. (2000). The medial temporal lobe, the hippocampus, and the memory systems of the brain. In: The New Cognitive Neurosciences. (pp. 765-780). M. S. Gazzaniga, Ed. Cambridge, MA: MIT Press, Squire, L. R., Zola, S. M. (1996). Structure and function of declarative and nondeclarative memory systems. Proceedings of the National Academy of Sciences USA, 93. (13515–13522). Sun, R., Zhang, X. (2004). Top-down versus bottom-up learning in cognitive skill acquisition. Cognitive Systems Research, 5, 63–89. Ullman, M.T. (2004). Contributions of memory circuits to language: the declarative/procedural model. Cognition, 92(1-2), 231-70. Ullman, M.T. (2005). A cognitive neuroscience perspective on second language acquisition: the declarative/procedural model. In: Adult Second Language Acquisition, (pp. 141-178). C. Sanz, (ed.). Washington, DC: Georgetown University Press. Ullman, M.T. & Pieport, E.I. (2005). Specific language impairment is not specific to language: the procedural deficit hypothesis. Cortex, 41, 399-433. Ullman, M. (2006). Is Broca’s area part of a basal ganglia thalamocortical circuit? In: The Cortex: Integrative Models of Broca’s Area and the Ventral Premotor Cortex. (pp. 480-485). R. Schubotz & C. Fiebach, (Eds.). Milan: Masson. Ullman, M. (2015) The declarative / procedural model: A neurobiologically motivated theory of first and second language. In: Theories in Second Language Acquisition: An Introduction, (pp. 135-158.) VanPatten, B. and J. Williams, (Eds.). 2nd ed. New York: Routledge. Ullman, M. and Lovelett, J. (2016). Implications of the declarative / procedural model for improving second language learning: The role of memory enhancement techniques. Second Language Research, Special issue, 1-27. Zurowski, B., Gostomzyk, J., Gron, G., Weller, R., Schirrmeister, H., Neumeier, B., Spitzer, M., Reske, S.N. & Walter, H. (2002). Dissociating a common working memory network from different neural substrates of phonological and spatial stimulus processing. 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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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David K. Dunaway and Willa K. Baum, eds. Oral History: An Interdisciplinary Anthology. Nashville: American Assocation for State and Local History, 1984. Pp. xxiii, 436. Paper, $17.95 ($16.15 to AASLH members); cloth $29.50 ($26.95 to AASLH members). Review by Jacob L. Susskind of The Pennsylvania State University at Harrisburg. Salo W. Baron. The Contemporary Relevance of History: A Study in Approaches and Methods. New York: Columbia University Press, 1986. Pp. viii, 158. Cloth, $30.00; Stephen Vaughn, ed. The Vital Past: Writings on the Uses of History. Athens: The University of Georgia Press, 1985. Pp. 406. Paper, $12.95. Review by Michael T. Isenberg of the United States Naval Academy. Howard Budin, Diana S. Kendall and James Lengel. Using Computers in the Social Studies. New York and London: Teachers College Press, 1986. Pp. vii, 118. Paper, $11.95. Review by Francis P. Lynch of Central Connecticut State University. David F. Noble. Forces of Production: A Social History of Industrial Automation. New York and Oxford: Oxford University Press, 1984. Pp. xviii, 409. Paper, $8.95. Review by Donn C. Neal of the Society of American Archivists. Alan L. Lockwood and David E. Harris. Reasoning with Democratic Values: Ethical Problems in United States History. New York and London: Teachers College Press, 1985. Volume 1: Pp. vii, 206. Paper, $8.95. Volume 2: Pp. vii, 319. Paper, $11.95. Instructor's Manual: Pp. 167. Paper, $11.95. Review by Robert W. Sellen of Georgia State University. James Atkins Shackford. David Crocketts: The Man and the Legend. Chapel Hill: The University of North Carolina Press, 1986. Pp. xxv, 338. Paper, $10.95. Review by George W. Geib of Butler University. John R. Wunder, ed. At Home on the Range: Essays on the History of Western Social and Domestic Life. Westport, Connecticut: Greenwood Press, 1985. Pp. xiii, 213. Cloth, $29.95. Review by Richard N. Ellis of Fort Lewis College. Sylvia R. Frey and Marian J. Morton, eds. New World, New Roles: A Documentary History of Women in Pre-Industrial America. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. ix, 246. Cloth, $35.00. Review by Barbara J. Steinson of DePauw University. Elizabeth Roberts. A Woman's Place: An Oral History of Working-Class Women, 1890-1940. New York: Basil Blackwell, 1985. Pp. vii, 246. Paper, $12.95. Review by Thomas T. Lewis of Mount Senario College. Steven Ozment. When Fathers Ruled: Family Life in Reformation Europe. Cambridge, Massachusetts, and London: Harvard University Press, 1983. Pp. viii, 283. Cloth, $17.50; Paper, $7.50. Review by Sanford Gutman of State University of New York, College at Cortland. Geoffrey Best. War and Society in Revolutionary Europe, 1770-1870. New York: Oxford University Press, 1986. Pp. 336. Paper, $9.95; Brian Bond. War and Society in Europe, 1870-1970. New York: Oxford University Press, 1986. Pp. 256. Paper, $9.95. Review by Bullitt Lowry of North Texas State University. Edward Norman. Roman Catholicism in England: From the Elizabethan Settlement to the Second Vatican Council. Oxford and New York: Oxford University Press, 1986. Pp. 138. Paper, $8.95; Karl F. Morrison, ed. The Church in the Roman Empire. Chicago and London: University of Chicago Press, 1986. Pp. viii, 248. Cloth, $20.00; Paper, $7.95. Review by Raymond J. Jirran of Thomas Nelson Community College. Keith Robbins. The First World War. New York and Oxford: Oxford University Press, 1984. Pp. 186. Paper, $6.95; J. M. Winter. The Great War and the British People. Cambridge: Harvard University Press, 1986. Pp. xiv, 360. Cloth, $25.00. Review by Roger D. Tate of Somerset Community College. Gerhardt Hoffmeister and Frederic C. Tubach. Germany: 2000 Years-- Volume III, From the Nazi Era to the Present. New York: The Ungar Publishing Co., 1986. Pp. ix, 279. Cloth, $24.50. Review by Abraham D. Kriegel of Memphis State University. Judith M. Brown. Modern India: The Origins of an Asian Democracy. Oxford and New York: Oxford University Press, 1985. Pp. xvi, 429. Cloth, $29.95; Paper, $12.95. Review by Steven A. Leibo of Russell Sage College.

Работа направлена на установление закономерностей изменения сдвиговой упругости, возникающих при структурной релаксации металлических стекол на основе Pd и Zr. Измерения модуля сдвига выполнялись на частотах около 500 кГц. Несмотря на отличия в физических свойствах исследованных металлических стекол (химический состав, стеклообразующая способность, температуры стеклования и др.), наблюдаются определенные общие закономерности релаксации их сдвиговой упругости при термообработке. ИСТОЧНИК ФИНАНСИРОВАНИЯ Работа поддержана грантом Минобрнауки РФ № 3.1310.2017/4.6. БЛАГОДАРНОСТИ Автор выражает благодарность проф. В.А. Хонику за обсуждение статьи ЛИТЕРАТУРА Dyre С. Reviews of Modern Physics, 2006, vol. 78, pp. 953–972. https://doi.org/10.1103/revmodphys.78.953 Dyre J. C., Olsen N. B., Christensen T. Physical Review B, 1996, vol. 53, pp. 2171–2174. https://doi.org/10.1103/physrevb.53.2171 Khonik V. A., Mitrofanov Yu. P., Lyakhov S. A., Vasiliev A. N., Khonik S. V., Khoviv D. A. Physical Review B, 2009, vol. 79, pp. 132204-1–132204-4. https://doi.org/10.1103/physrevb.79.132204 Chen H. S. Reports on Progress in Physics, 1980, vol. 43, pp. 353–432. https://doi.org/10.1088/0034-4885/43/4/001 Hirao M., Ogi H. EMATS for Science and Industry: Noncontacting Ultrasonic Measurements. New-York, Springer, 2003, p. 372. Vasil'ev A. N., Buchel'nikov V. D., Gurevich M. I., Kaganov M. I., Gajdukov Ju. P. Electromagnetic Excitation of Sound in Metals. Cheljabinsk, Izd-vo JuUrGU Publ., 2001, 339 p. Wang W. H. Progress in Materials Science, 2012, vol. 57, pp. 487–656. https://doi.org/10.1016/j.pmatsci.2011.07.001 Watanabe L. Y., Roberts S. N., Baca N., Wiest A., Garrett S. J., Conner R. D. Materials Science and Engineering: C, 2013, vol. 33, pp. 4021–4025. https://doi.org/10.1016/j.msec.2013.05.044 Wang D. P., Zhao D. Q., Ding D. W., Bai H. Y., Wang W. H. Journal of Applied Physics, 2014, vol. 115, pp. 123507-1–123507-4. https://doi.org/10.1063/1.4869548 Zhang Z., Keppens V., Liaw P. K., Yokoyama Y. Journal of Materials Research, 2006, vol. 22, pp. 364–367. https://doi.org/10.1557/jmr.2007.0040 Khonik V. A. Izvestija Akademii Nauk. Serija fizicheskaja [Bulletin of the Russian Academy of Sciences: Physics], 2001, vol. 65, no. 10, pp. 1465–1471. (in Russ.) Shtremel' M. A. The Strength of the Alloys. Part Defects of the Lattice. Moscow, MISIS Publ., 1999, 384 p. (in Russ.) Gordon C. A., Granato A. V. Materials Science and Engineering A, 2004, vol. 370, pp. 83–87. https://doi.org/10.1016/j.msea.2003.08.077 Shen T. D., Schwarz R. B. Applied Physics Letters, 2006, vol. 88, pp. 091903-1–091903-3. https://doi.org/10.1063/1.2172160 Tsyplakov A. N., Mitrofanov Yu. P., Khonik V. A., Kobelev N. P., Kaloyan A. A. Journal of Alloys and Compounds, 2015, vol. 618, pp. 449–454. https://doi.org/10.1016/j.jallcom.2014.08.198 Mitrofanov Y. P., Wang D. P., Makarov A. S., Wang W. H., Khonik V. A. // Scientific Reports, 2016, vol. 6, p. 23026-1–23026-6. https://doi.org/10.1038/srep23026 Afonin G. V., Mitrofanov Yu. P., Makarov A. S., Kobelev N. P., Khonik V. A. // Journal of Non-Crystalline Solids, 2017, vol. 475, pp. 48–52. https://doi.org/10.1016/j.jnoncrysol.2017.08.029

Michael B. Katz. Reconstructing American Education. Cambridge and London: Harvard University Press, 1987. Pp. viii, 212. Cloth, $22.50; E. D. Hirsch, Jr. Cultural Literacy: What Every American Needs to Know. Boston: Houghton Mifflin Co., 1987. Pp. xvii, 251. Cloth, $16.45; Diana Ravitch and Chester E. Finn, Jr. What Do Our 17-Year-Olds Know? A Report on the First National Assessment of History and Literature. New York: Harper & Row, 1987. Pp. ix, 293. Cloth, $15.95. Review by Richard A. Diem of The University of Texas at San Antonio. Henry J. Steffens and Mary Jane Dickerson. Writer's Guide: History. Lexington, Massachusetts, and Toronto: D. C. Heath and Company, 1987. Pp. x, 211. Paper, $6.95. Review by William G. Wraga of Bernards Township Public Schools, Basking Ridge, New Jersey. J. Kelley Sowards, ed. Makers of the Western Tradition: Portraits from History. New York: St. Martin's Press, 1987. Fourth edition. Vol: 1: Pp. ix, 306. Paper, $12.70. Vol. 2: Pp. ix, 325. Paper, $12.70. Review by Robert B. Luehrs of Fort Hays State University. John L. Beatty and Oliver A. Johnson, eds. Heritage of Western Civilization. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1987. Sixth Edition. Volume I: Pp. xi, 465. Paper, $16.00; Volume II: pp. xi, 404. Paper, $16.00. Review by Dav Levinson of Thayer Academy, Braintree, Massachusetts. Lynn H. Nelson, ed. The Human Perspective: Readings in World Civilization. New York: Harcourt Brace Jovanovich, 1987. Vol. I: The Ancient World to the Early Modern Era. Pp. viii, 328. Paper, $10.50. Vol. II: The Modern World Through the Twentieth Century. Pp, x, 386. Paper, 10.50. Review by Gerald H. Davis of Georgia State University. Gerald N. Grob and George Attan Billias, eds. Interpretations of American History: Patterns and Perspectives. New York: The Free Press, 1987. Fifth Edition. Volume I: Pp. xi, 499. Paper, $20.00: Volume II: Pp. ix, 502. Paper, $20.00. Review by Larry Madaras of Howard Community College. Eugene Kuzirian and Larry Madaras, eds. Taking Sides: Clashing Views on Controversial Issues in American History. -- Volume II: Reconstruction to the Present. Guilford, Connecticut: The Dushkin Publishing Groups, Inc., 1987. Pp. xii, 384. Paper, $9.50. Review by James F. Adomanis of Anne Arundel County Public Schools, Annapolis, Maryland. Joann P. Krieg, ed. To Know the Place: Teaching Local History. Hempstead, New York: Hofstra University Long Island Studies Institute, 1986. Pp. 30. Paper, $4.95. Review by Marilyn E. Weigold of Pace University. Roger Lane. Roots of Violence in Black Philadelphia, 1860-1900. Cambridge, Massachusetts, and London: Harvard University Press, 1986. Pp. 213. Cloth, $25.00. Review by Ronald E. Butchart of SUNY College at Cortland. Pete Daniel. Breaking the Land: The Transformation of Cotton, Tobacco, and Rice Cultures since 1880. Urbana and Chicago: University of Illinois Press, 1985. Pp. xvi, 352. Paper, $22.50. Review by Thomas S. Isern of Emporia State University. Norman L. Rosenberg and Emily S. Rosenberg. In Our Times: America Since World War II. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Third edition. Pp. xi, 316. Paper, $20.00; William H. Chafe and Harvard Sitkoff, eds. A History of Our Time: Readings on Postwar America. New York: Oxford University Press, 1987. Second edition. Pp. xiii, 453. Paper, $12.95. Review by Monroe Billington of New Mexico State University. Frank W. Porter III, ed. Strategies for Survival: American Indians in the Eastern United States. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. xvi, 232. Cloth, $35.00. Review by Richard Robertson of St. Charles County Community College. Kevin Sharpe, ed. Faction & Parliament: Essays on Early Stuart History. London and New York: Methuen, 1985. Pp. xvii, 292. Paper, $13.95; Derek Hirst. Authority and Conflict: England, 1603-1658. Cambridge: Harvard University Press, 1986. Pp. viii, 390. Cloth, $35.00. Review by K. Gird Romer of Kennesaw College. N. F. R. Crafts. British Economic Growth During the Industrial Revolution. New York: Oxford University Press, 1985. Pp. 193. Paper, $11.95; Maxine Berg. The Age of Manufactures, 1700-1820. New York: Oxford University Press, 1985. Pp. 378. Paper, $10.95. Review by C. Ashley Ellefson of SUNY College at Cortland. J. M. Thompson. The French Revolution. New York: Basil Blackwell, 1985 reissue. Pp. xvi, 544. Cloth, $45.00; Paper, $12.95. Review by W. Benjamin Kennedy of West Georgia College. J. P. T. Bury. France, 1814-1940. London and New York: Methuen, 1985. Fifth edition. Pp. viii, 288. Paper, $13.95; Roger Magraw. France, 1815-1914: The Bourgeois Century. New York and Oxford: Oxford University Press, 1985. Pp. 375. Cloth, $24.95; Paper, $9.95; D. M.G. Sutherland. France, 1789-1815: Revolution and Counterrevolution. New York and Oxford: Oxford University Press, 1986. Pp. 242. Cloth, $32.50; Paper, $12.95. Review by Fred R. van Hartesveldt of Fort Valley State College. Woodford McClellan. Russia: A History of the Soviet Period. Englewood Cliffs, New Jersey: Prentice-Hall, 1986. Pp. xi, 387. Paper, $23.95. Review by Pasquale E. Micciche of Fitchburg State College. Ranbir Vohra. China's Path to Modernization: A Historical Review from 1800 to the Present. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Pp. xiii, 302. Paper, $22.95. Reivew by Steven A. Leibo of Russell Sage College. John King Fairbank. China Watch. Cambridge and London: Harvard University Press, 1987. Pp. viii, Cloth, $20.00. Review by Darlene E. Fisher of New Trier Township High School, Winnetka, Illinois. Ronald Takaki, ed. From Different Shores: Perspectives on Race and Ethnicity in America. New York and Oxford: Oxford University Press, 1987. Pp. 253. Paper, $13.95. Review by Robert C. Sims of Boise State University.

The debate about diagnoses and treatment of attention deficit hyperactive disorder (ADHD) in children continue to range on between the developmental and biological perspectives. While there is increasing evidence that support the biological susceptibility of the disorder, a number of researches also emphasized the significant effect of environment on the syndrome. This study used developmental perspectives to evaluate and bring together various bio-psychosocial factors that impact on children diagnosed with ADHD. The study explored and integrated the existing and advancing study on ADHD to a more refined pattern that embraced developmental perspectives. The study also discussed how the linkage in childhood ADHD fits within the developmental psychopathology perspective. 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This study aims to determine the effectiveness of using mind mapping method in improving early childhood educator’s skill in mastering the child development assessment. This research is quasi-experimental using a pre-test and post-test design. The population was the entire classes of early childhood education training held by LPK Yayasan Indonesia Mendidik Jaka Sampurna at Cileungsi, Bogor. The participants were 45 early childhood educators. This study used three research methods which are implemented from learning methods in child development assessment was as pre-test and post-test. Data were collected by using two instruments to measure early childhood educators for child development assessment. The data were analysed by using t-test to measures the differences data in pre-test and post-test. The results showed that the use of mind mapping methods can help early childhood educators to improve their mastery of the development assessment concept which averages 51.9 percent. It showed significant results with ttest value is 18,266 (N = 10, α = 0,0). This capacity building is reinforced by various qualitative findings which arise from early childhood educators’ awareness to change the old learning style into learning by mind mapping method as a learning method that follows how the brain works. This study also found that early childhood educators as adults who are in the stage of formal thinking have shown an understanding that mind mapping method are appropriate, fast, easy and practical in mastering various development assessment concepts. Early childhood educators believe that they can use the method for mastering other material concepts. Keywords: Assessment, Brain-based teaching, Mind mapping References Anthony, J. N. (2001). Educational Assesment of Student. New Jersey: Merril Prentice Hall. Armstrong, T. (2009). Multiples Intelligences in the Classroom. Virginia: SCD. Bagnato, S. J. (2007). Authentic Assessment for Early Childhood Intervention. 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To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies.Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses. Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses. Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses. Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors. No statistically significant differences existed between paralegal students’ perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. A strong, negative relationship existed between paralegal students’ age and their perceptions of effective synchronous paralegal courses, which were statistically and practically significant. Lastly, this study provided practical applicability and opportunities for future research. Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12, 3-22. Retrieved from https://files.eric.ed.gov/fulltext/EJ837483.pdf Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning, 10(6), 65-83. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/765/1436 Allen, I. E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group, LLC. Retrieved from https://www.utc.edu/learn/pdfs/online/sloanc-report-2014.pdf Alreck, P. L., & Settle, R. B. (2004). The Survey Research Handbook (3rd ed.) New York, NY: McGraw-Hill Irwin. 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ABSTRAKPenelitian bertujuan untuk mengetahui bagaimana pengaruh dari variabel pangkat dan golongan, jenis kelamin, jumlah tanggungan keluarga, lama pendidikan, frekuensi pengajian, serta pendapatan lain selain gaji sebagai determinan terhadap pembayaran zakat profesi di kalangan Pegawai Negeri Sipil (PNS) di Kota Banjarmasin. Penelitian ini menggunakan pendekatan kuantitatif dengan teknik analisis regresi logistik untuk menganalisis data. Penelitian ini melibatkan data primer atas 126 responden yang diambil menggunakan teknik convenience sampling dengan kriteria PNS Golongan III dan IV di mana golongan tersebut memiliki gaji yang telah memenuhi nisab zakat profesi. Diperoleh hasil bahwa variabel pangkat dan golongan, jenis kelamin, dan pendapatan lain selain gaji masing-masing berpengaruh negatif signifikan terhadap pembayaran zakat profesi sedangkan variabel jumlah tanggungan keluarga, lama pendidikan, dan frekuensi pengajian masing-masing ditemukan memiliki pengaruh positif signifikan terhadap pembayaran zakat profesi.Kata Kunci: pembayaran zakat profesi, pangkat dan golongan, jenis kelamin, jumlah tanggungan keluarga, lama pendidikan, frekuensi pengajian, pendapatan lain selain gaji ABSTRACTThis study aims to determine how the influence from titles and ranks, gender, number of family dependents, education history, frequency of communal Qur’an reading, and other forms of income apart from the actual salary itself as a determinant of professional zakat payments paid by State Civil Servants (PNS) in Banjarmasin City. This study uses a quantitative approach with logistic regression analysis techniques to analyze data. This study involved primary data on 126 respondents who were taken using a convenience sampling technique with the criteria of PNS Group III and IV where the group had a salary that met the professional zakat nisab. The results show that the variables of titles and ranks, gender, and other forms of income have a significant negative effect on the payment of zakat on profession, while the variables of the number of family dependents, education history, and the frequency of communal Qur’an reading are found to have a significant positive effect on zakat on profession payments.Keywords: zakat on profession, titles and ranks, gender, numbers of family dependents, education history, the frequency of communal Qur’an reading, other forms of income apart from the actual salary itself. DAFTAR PUSTAKAAbdullah, M., & Sapiei, N. S. (2018). Do religiosity, gender and educational background influence zakat compliance? The case of Malaysia. 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The effects of joint taxation of married couples on labor supply and non-wage income. Journal of Public Economics, 92(7), 1698–1719. https://doi.org/10.1016/j.jpubeco.2008.01.009Lind, D. A., Marchal, W. G., & Wathen, S. A. (2011). Statistical techniques in business & economics. Boston: McGraw-Hill/Irwin.Medias, F. (2018). Ekonomi mikro Islam. Magelang: UNIMMA Press.Pemerintah RI. (2017). Peraturan Pemerintah nomor 11 tahun 2017 tentang manajemen pegawai negeri sipil.Pusat Kajian Strategis Badan Amil Zakat Nasional. (2019). Outlook Zakat Indonesia 2020. Jakarta: Puskas BAZNAS.Putri, K. M., Fahmi, M. Y., & Handayani, L. (2019). Factors affecting community trust to pay zakay at the national board of zakat (BAZNAS) of South Kalimantan Province. International Conference of Zakat 2019 Proceedings.Pribadi, Y., Saat, N., & Burhani, A. N. (2020). The new santri: Challenges to traditional religious authority in Indonesia. Singapore: ISEAS - Yusof Ishak Institute.Rahmani, & Yanti. (2018). Penyelenggara syariah ajak PNS tunaikan zakat profesi. Diakses dari https://kalsel.kemenag.go.id/berita/515581/Penyelenggara-Syariah-Ajak-PNS-Tunaikan-Zakat-ProfesiSobana, D. H., Husaeni, U. A., Jamil, I., & Saepudin, D. (2016). The variables that affect compliance of muslim merchants for zakat maal in the district of Cianjur. International Journal of Zakat, 1(1), 78-87. https://doi.org/10.37706/ijaz.v1i1.8Sohag, K., Mahmud, K. T., Alam, MD. F. & Samargandi, N. (2015). Can zakat system alleviate rural poverty in Bangladesh? A propensity score matching approach. Journal of Poverty, 19(3), 261-277. DOI: 10.1080/10875549.2014.999974Undang-Undang Nomor 5 Tahun 2014 tentang Aparatur Sipil Negara.Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.Wahid, H., Ahmad, S., & Noor, M. A. M. (2007). Kesedaran membayar zakat pendapatan di Malaysia. Islamiyyat, 29, 53–70.Yang, N., Chen, C. C., Choi, J., & Zou, Y. (2000). 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