Moving beyond the distinction between concrete and abstract concepts

From the perspective of the situated conceptualization framework, the primary purpose of concepts is for categorizing and integrating elements of situations to support goal-directed action (including communication and social interaction). To the extent that important situational elements are categorized and integrated properly, effective goal-directed action follows. Over time, frequent patterns of co-occurring concepts within situations become established in memory as situated conceptualizations, conditioning the conceptual system and producing habitual patterns of conceptual processing. As a consequence, individual concepts are most basically represented within patterns of concepts that become entrained with specific kinds of physical situations. In this framework, the concrete versus abstract distinction between concepts is no longer useful, with two other distinctions becoming important instead: (i) external versus internal situational elements, (ii) situational elements versus situational integrations. Whereas concepts for situational elements originate in distributed neural networks that provide continual feeds about components of situations, concepts for situational integrations originate in association areas that establish temporal co-occurrence relations between situational elements, both external and internal. We propose that studying concepts in the context of situated action is necessary for establishing complete accounts of them, and that continuing to study concepts in isolation is likely to provide relatively incomplete and distorted accounts. This article is part of the theme issue ‘Varieties of abstract concepts: development, use and representation in the brain’

Preschool Teachers’ Perspectives About the Engagement of Immigrant and Non-Immigrant Parents in Their Children’s Early Education

The present study explores the perceptions of teachers about the engagement of immigrant and non-immigrant parents in preschool. Data were drawn from a larger evaluation study of a government initiative for preschools in Germany, which was designed to foster inclusive pedagogy and parent cooperation. In these analyses, teachers’ perceptions of the engagement of immigrant parents and non-immigrant parents were rated for each parent group, on a 10-item measure, to identify how teacher ratings varied for the different parent groups. Data from 1397 preschool teachers, employed across 203 preschools, were analyzed using multilevel modeling. This statistical approach takes account of the clustered nature of the data. Teacher ratings of engagement for immigrant and non-immigrant parent groups differed between preschools. Most variability in the ratings could be ascribed to preschool characteristics. In preschools, in which staff held a shared understanding of dealing with cultural diversity and in which the director of the preschool had a multicultural mindset, teachers perceived engagement of parents more positively, especially for immigrant parents. Overall, the findings identified the importance of self-efficacy for inclusion and more positive beliefs about multiculturalism among preschool teachers. Such qualities are important for working with all parents. However, unfavorable social structures, such as those found in disadvantaged areas, may present major challenges for parent cooperation and engagement

In vitro irradiation of basement membrane enhances the invasiveness of breast cancer cells

Following removal of the primary breast tumour by conservative surgery, patients may still have additional malignant foci scattered throughout the breast. Radiation treatments are not designed to eliminate all these residual cancer cells. Rather, the radiation dose is calculated to optimise long-term results with minimal complications. In a tumour, cancer cells are surrounded by a basement membrane, which plays an important role in the regulation of gene expression. Using an invasion chamber, we have shown that irradiation before cell plating of a reconstituted basement membrane (Matrigel; Becton Dickinson, Bedford, MA, USA) increased the invasiveness of the breast cancer cells MDA-MB-231. This radiation enhancement of invasion was associated with the upregulation of the pro-invasive gene matrix metalloproteinase (MMP)-2. The expression of membrane type 1 matrix metalloproteinase (MT1-MMP) and tissue inhibitor of metalloproteinase-2 (TIMP), which are required to activate the MMP-2, were also increased. Confirming the role of MMP-2 and MT1-MMP, radiation enhancement of cancer cell invasion was prevented by an MMP-2 inhibitor and an anti-MT1-MMP antibody. This study also demonstrated that radiation can potentially enhance the invasion ability by inducing the release of pro-invasive factors stored in the Matrigel. Conversely, no enhancement of invasiveness was observed with the low metastatic cell line MCF-7. This lack of invasiveness correlated with the absence of the MMP-2 activator MT1-MMP in the MCF-7 cells. Radiotherapy is an efficient modality to treat breast cancer which could be further improved by inhibiting the pro-invasive gene upregulated by radiation

This Is 1987, Not 1980: A Comment on a Comment

A comparison of Baker and de Kanter (1981 , 1983) and Willig (1985) on three points relevant to current policy debates in bilingual education shows that issues driving the original report are moot in 1987 and that Willig provides more useful information, adheres more closely to accepted terminology, and restricts itself to a more relevant body of literature than does Baker and de Kanter. Baker’s “Comment” (1987) that Willig failed to replicate the original study misses the point; Willig represents a conceptual and methodological advance over that study. Moreover, in the years since Baker and de Kanter was issued, a new body of more technically sound research has been produced that is more relevant to current debates

Two sides of a story: Mothers' and adolescents' agreement on child disclosure in immigrant and native families

Research on immigrant families often has suggested that the process of immigration can lead to a distancing of adolescents and their parents. This study examined the actual agreement of immigrant and native mother–adolescent dyads in their reports on children’s disclosure as an indicator for a trusting mother–child relationship. The research questions related to group-level differences (immigrant vs. native dyads) in mother–adolescent agreement, the prediction of interdyadic differences in mother–adolescent agreement, and the associations between mother–adolescent agreement and both family conflicts and adolescents’ depressive symptoms. The sample was comprised of mother–adolescent dyads: 197 native German dyads (adolescents: mean age 14.7 years, 53 % female) and 185 immigrant dyads from the former Soviet Union (adolescents: mean age 15.7 years, 60 % female). Agreement was assessed using the intraclass correlation coefficient. The results revealed that mother–adolescent agreement was lower in immigrant dyads than in native dyads. In both samples, higher levels of adolescent autonomy predicted lower mother–adolescent agreement. Among immigrants, language brokering was an additional predictor of lower levels of mother–adolescent agreement. The interaction of language brokering and autonomy also turned out to be significant, indicating that if an adolescent was high in language brokering or autonomy, the effect of the other variable was negligible. In both groups, mother–adolescent agreement was negatively related to family conflicts. The study shows that processes in immigrant and native families are rather similar, but that in immigrant families some additional acculturation-related factors have to be considered for a full understanding of family dynamics

Teacher Language Awareness

Teacher Language Awarenes