http://hdl.handle.net/10197/2310 2013-05-24T10:44:04Z 2013-05-24T10:44:04Z Moran, Aidan P. Matthews, James Kirby, Kate http://hdl.handle.net/10197/4312 2013-05-13T14:46:21Z 2011-11-09T00:00:00Z

Whatever happened to the third paradigm? Exploring mixed methods research designs in sport and exercise psychology Moran, Aidan P.; Matthews, James; Kirby, Kate In the past, quantitative and qualitative approaches to research were portrayed as being incompatible, if not mutually exclusive. More recently, however, researchers have explored the possible complementarity of these approaches through mixed methods research (MMR) the so-called third research paradigm. The purpose of this paper is to explore the nature and implications of mixed methods designs for research in sport and exercise psychology. Having sketched the nature and origins of MMR, we highlight some advantages it offers to researchers in sport and exercise psychology. After that, we conclude by identifying some barriers to progress in using mixed methods research in this latter field.

2011-11-09T00:00:00Z Moran, Aidan P. Campbell, Mark Holmes, Paul MacIntyre, Tadhg http://hdl.handle.net/10197/4311 2013-05-13T14:41:26Z 2012-06-01T00:00:00Z

Mental imagery, action observation and skill learning Moran, Aidan P.; Campbell, Mark; Holmes, Paul; MacIntyre, Tadhg

2012-06-01T00:00:00Z Wakefield, Caroline Smith, Dave Moran, Aidan P. Holmes, Paul http://hdl.handle.net/10197/4310 2013-05-13T14:37:33Z 2012-10-02T00:00:00Z

Functional equivalence or behavioural matching? A critical reflection on 15 years of research using the PETTLEP model of motor imagery Wakefield, Caroline; Smith, Dave; Moran, Aidan P.; Holmes, Paul Motor imagery, or the mental rehearsal of actions in the absence of physical movement, is an increasingly popular construct in fields such as neuroscience, cognitive psychology and sport psychology. Unfortunately, few models of motor imagery have been postulated to date. Nevertheless, based on the hypothesis of functional equivalence between imagery, perception and motor execution, Holmes and Collins in 2001 developed the PETTLEP model of motor imagery in an effort to provide evidence-based guidelines for imagery practice in sport psychology. Given recent advances in theoretical understanding of functional equivalence, however, it is important to provide a contemporary critical reflection on motor imagery research conducted using this model. The present article addresses this objective. We begin by explaining the background to the development of the PETTLEP model. Next, we evaluate key issues and findings in PETTLEP-inspired research. Finally, we offer suggestions for, and new directions in, research in this field.

2012-10-02T00:00:00Z Toner, John Moran, Aidan P. Jackson, Robin http://hdl.handle.net/10197/4295 2013-04-30T11:09:35Z 2013-07-01T00:00:00Z

The effects of avoidant instructions on golf putting proficiency and kinematics Toner, John; Moran, Aidan P.; Jackson, Robin Objectives. Although the effects of avoidant or negative instructions on skilled performance in sport has received little research attention, de la Pena, Murray, and Janelle (2008) reported recently that novice golfers who were instructed not to leave a putt short of a circle, overcompensated by leaving their putts significantly longer than at baseline, and vice versa. It is unclear, however, whether athletes' propensity to engage in over-compensatory behaviour is affected by their level of expertise. Design. To address this unresolved issue, the present study investigated the influence of avoidant instructions on golfers' putting stroke proficiency (i.e., as measured by an index of putting performance and the direction in which putts are missed) and on their putting stroke performance (as measured by motion analysis). Methods. 14 high-skilled and 14 low-skilled golfers were required to putt from a distance of 2.5 m on a sloped surface which caused the ball to move left-to-right as it approached the hole. All participants performed in a condition in which they were given no instructions and in a condition in which they were instructed not to miss a putt in a specific direction (i.e., left or right of the hole). Results. High-skilled golfers' overall putting proficiency was unaffected by avoidant instructions. In contrast, low-skilled golfers' performance was significantly degraded due to disruption of certain kinematic features of their putting stroke (e.g., putter path and forward-swing times).

2013-07-01T00:00:00Z Dooley, Barbara A. Fitzgerald, Amanda http://hdl.handle.net/10197/4286 2013-04-25T14:05:01Z 2012-05-01T00:00:00Z

My World Survey : National Study of Youth Mental Health in Ireland Dooley, Barbara A.; Fitzgerald, Amanda

2012-05-01T00:00:00Z Moran, Aidan P. http://hdl.handle.net/10197/4274 2013-04-24T14:26:25Z 2012-08-01T00:00:00Z

Thinking in action: Some insights from cognitive sport psychology Moran, Aidan P. Historically, cognitive researchers have largely ignored the domain of sport in their quest to understand how the mind works. This neglect is due, in part, to the limitations of the information processing paradigm that dominated cognitive psychology in its formative years. With the emergence of the embodiment approach to cognition, however, sport has become a dynamic natural laboratory in which to investigate the relationship between thinking and skilled action. Therefore, the purpose of this paper is to explore some insights into the relationship between thinking and action that have emerged from recent research on exceptional performance states (e.g., ‘flow’ and ‘choking’) in athletes. The paper begins by explaining why cognitive psychologists’ traditional indifference to sport has been replaced by a more enthusiastic attitude in recent years. The next section provides some insights into the relationship between thinking and skilled action that have emerged from research on ‘flow’ (or peak performance) and ‘choking’ (or impaired performance) experiences in athletes. The third section of the paper explores some practical issues that arise when athletes seek to exert conscious control over their thoughts in competitive situations. The final part of the paper considers the implications of research on thinking in action in sport for practical attempts to improve thinking skills in domains such as business organizations and schools.

2012-08-01T00:00:00Z Cahill, Paul O'Reilly, Ken Carr, Alan Dooley, Barbara A. Stratton, Peter http://hdl.handle.net/10197/4270 2013-04-22T11:59:03Z 2010-08-01T00:00:00Z

Validation of a 28-item version of the Systemic Clinical Outcome and Routine Evaluation in an Irish context: The SCORE-28 Cahill, Paul; O'Reilly, Ken; Carr, Alan; Dooley, Barbara A.; Stratton, Peter This paper describes the development, in an Irish context, of a 3-factor, 28-item version the Systemic Clinical Outcome and Routine Evaluation (SCORE) questionnaire for assessing progress in family therapy. The 40-item version of the SCORE was administered to over 700 Irish participants including non-clinical adolescents and young adults, families attending family therapy, and parents of young people with physical and intellectual disabilities and cystic fibrosis. For validation purposes, data were also collected using brief measures of family and personal adjustment. A 28-item version of the SCORE (the SCORE-28) containing three factor scales that assess family strengths, difficulties and communication was identified through exploratory principal components analysis. Confirmatory factor analysis showed that the factor structure of the SCORE-28 was stable. The SCORE-28 and its 3 factor scales were shown to have excellent internal consistency reliability, satisfactory test-retest reliability, and construct validity. The SCORE-28 scales correlated highly with the General Functioning Scale of the Family Assessment Device, and moderately with the Global Assessment of Relational Functioning Scale, the Kansas Marital and Parenting Satisfaction Scales, the Satisfaction with Life Scale, the Mental Health Inventory – 5, and the total problems scale of the Strengths and Difficulties Questionnaire. Correlational analyses also showed the SCORE-28 scales were not strongly associated with demographic characteristics or social desirability response set. The SCORE-28 may routinely be administered to literate family members over 12 years before and after family therapy to evaluate therapy outcome.

2010-08-01T00:00:00Z Hickey, Tina http://hdl.handle.net/10197/4264 2013-04-18T16:49:08Z 2001-03-01T00:00:00Z

Mixing Beginners and Native Speakers in Minority Language Immersion: Who is Immersing Whom? Hickey, Tina The mixing of L1 speakers with L2 learners occurs regularly in immersion situations where a minority language is the target language. This study looks at early immersion in Irish among children from diverse language backgrounds. It examines the children's frequency of target language use and the effect of the group's linguistic mix on that use. A sample of 60 children from different language backgrounds was drawn from pre-school classes with different compositions of children from Irish-only, Irish-English, and English-only homes. The results showed relatively low levels of target language use even by the native speakers. The linguistic composition of the group significantly affected the frequency of target language use by the L1 children and the children from bilingual homes but had less effect on the use by English speakers. The importance of addressing the needs of native speakers as well as those of beginners in such immersion situations is explored, and the implications for teacher training and teaching strategies are considered.

2001-03-01T00:00:00Z Ó Muircheartaigh, Jonathan Hickey, Tina http://hdl.handle.net/10197/4262 2013-04-18T16:43:22Z 2008-12-19T00:00:00Z

Academic Outcome, Anxiety and Attitudes in Early and Late Immersion in Ireland Ó Muircheartaigh, Jonathan; Hickey, Tina Differences between early and late Irish-immersion secondary school students are examined, not only in terms of academic outcome and target language ability, but also in terms of attitudes to learning the target language. Participants included a gender-balanced group of 97 students in Irish-immersion in fourth year of secondary school (mean age 15.5 years). The students were categorised as either early immersion (had attended an Irish-medium primary school) or late immersion students (Irish as core subject only until secondary). Participants completed a C-test and a Student Questionnaire based on Gardner's (1985) Attitude and Motivational Test Battery (AMTB), which looked in particular at their class anxiety, motivation and parental support for learning Irish. State examination results (Junior Certificate) were also collected and compared for the early and late immersion students. No difference was found between the groups in terms of overall academic attainment in Mathematics and Irish scores in Junior Certificate results. However the late immersion students performed significantly less well than early immersion student on more subtle tests of Irish ability and scored significantly higher on classroom anxiety. The discussion considers these outcomes and suggestions are made for provision of a transitional programme for late immersion students to address differences in their language proficiency and anxiety levels.

2008-12-19T00:00:00Z MacIntyre, Tadhg Moran, Aidan P. Collet, Christian Guillot, Aymeric http://hdl.handle.net/10197/4253 2013-04-15T13:53:56Z 2013-04-01T00:00:00Z

An emerging paradigm: A strength-based approach to exploring mental imagery MacIntyre, Tadhg; Moran, Aidan P.; Collet, Christian; Guillot, Aymeric Mental imagery, or the ability to simulate in the mind information that is not currently perceived by the senses, has attracted considerable research interest in psychology since the early 1970's. Within the past two decades, research in this field—as in cognitive psychology more generally—has been dominated by neuroscientific methods that typically involve comparisons between imagery performance of participants from clinical populations with those who exhibit apparently normal cognitive functioning. Although this approach has been valuable in identifying key neural substrates of visual imagery, it has been less successful in understanding the possible mechanisms underlying another simulation process, namely, motor imagery or the mental rehearsal of actions without engaging in the actual movements involved. In order to address this oversight, a “strength-based” approach has been postulated which is concerned with understanding those on the high ability end of the imagery performance spectrum. Guided by the expert performance approach and principles of ecological validity, converging methods have the potential to enable imagery researchers to investigate the neural “signature” of elite performers, for example. Therefore, the purpose of this paper is to explain the origin, nature, and implications of the strength-based approach to mental imagery. Following a brief explanation of the background to this latter approach, we highlight some important theoretical advances yielded by recent research on mental practice, mental travel, and meta-imagery processes in expert athletes and dancers. Next, we consider the methodological implications of using a strength-based approach to investigate imagery processes. The implications for the field of motor cognition are outlined and specific research questions, in dynamic imagery, imagery perspective, measurement, multi-sensory imagery, and metacognition that may benefit from this approach in the future are sketched briefly.

2013-04-01T00:00:00Z Heary, Caroline Hennessy, Eilis http://hdl.handle.net/10197/4252 2013-04-15T13:49:19Z 2006-01-01T00:00:00Z

Focus groups versus individual interviews with children : A comparison of data Heary, Caroline; Hennessy, Eilis In recent years there has been an increase in the use of qualitative data collection techniques in research with children. Among the most common of these methods are focus groups and individual interviews. While many authors claim that focus groups have advantages over individual interviews, these claims have not been tested empirically with children. The present study reports on the use of focus groups and interviews to collect qualitative data from 116 children in three age groups, with mean ages of 8.4, 11.5 and 14.3 years. The children were randomly allocated to participate in either focus groups or individual interviews where they were presented with identical material and questions relating to their beliefs about peers with psychological disorders. In line with previous research, the interviews produced significantly more relevant and unique ideas about the causes of these disorders than the focus groups, but the latter gave rise to greater elaboration of ideas. The participating children showed no significant difference in their preference for one method over the other. Thus, whether to choose individual interviews or focus groups is likely to depend on the nature of the research question in any given study.

2006-01-01T00:00:00Z Swords, Lorraine Hennessy, Eilis Heary, Caroline http://hdl.handle.net/10197/4219 2013-04-02T11:43:25Z 2011-06-01T00:00:00Z

Adolescents' beliefs about sources of help for ADHD and depression Swords, Lorraine; Hennessy, Eilis; Heary, Caroline The peer group begins to become a source of support during late childhood and adolescence making it important to understand what type of help young people might suggest to a friend with an emotional or behavioral problem. Three groups of young people participated in the study with average ages of 12 (N=107), 14 (N=153) and 16 years (N=133). All participants were presented with vignettes describing fictional peers, two of whom had symptoms of clinical problems (ADHD and depression) and a third comparison peer without symptoms. Results indicate that all participants distinguished between clinical and comparison vignette characters and they believed that the characters with clinical symptoms needed help. The 16-year-olds were more likely to differentiate between the two clinical vignettes in terms of the type of help suggested. The results are discussed in light of previous research on adolescents' understanding of sources of help for mental health problems.

2011-06-01T00:00:00Z O'Driscoll, Claire Heary, Caroline Hennessy, Eilis McKeague, Lynn http://hdl.handle.net/10197/4218 2013-04-02T11:41:04Z 2012-10-01T00:00:00Z

Explicit and implicit stigma towards peers with mental health problems in childhood and adolescence O'Driscoll, Claire; Heary, Caroline; Hennessy, Eilis; McKeague, Lynn Background: Children and adolescents with mental health problems are widely reported to have problems with peer relationships, however, few studies have explored the way in which these children are regarded by their peers. For example, little is known about the nature of peer stigmatization and no published research has investigated implicit attitudes thus ensuring that stigma is not well understood. In order to address this issue the current study explored patterns of explicit and implicit stigmatization of peers with depression and attention deficit hyperactivity disorder (ADHD). Methods: The sample was 385 children (M = 10.21 years) and adolescents (M = 15.36 years). Participants completed a questionnaire assessing explicit stigma towards an age and gender matched peer with ADHD or depression and another peer with "normal issues" who were described in vignettes. They also completed a modified version of the Implicit Association Test (IAT) that explored implicit attitudes towards the target peers. Results: Questionnaire data indicated that the peer with ADHD was perceived more negatively than the peer with depression on all dimensions of stigma, except perceived dangerousness and fear. In contrast, the IAT findings suggest that some participants had more negative views of the peer with depression than the peer with ADHD. Specifically, the findings demonstrate that adolescent males demonstrated significantly stronger negative implicit evaluations of depression compared to younger males and adolescent females. Conclusions: Children and adolescents demonstrate stigmatising responses to peers with common mental health problems. The nature and extent of these responses depends on the type of problem and the type of measurement used. The findings highlight the importance of using both explicit and implicit measures of stigma.

2012-10-01T00:00:00Z O'Farrelly, Christine Hennessy, Eilis http://hdl.handle.net/10197/4217 2013-04-02T11:36:18Z 2012-10-30T00:00:00Z

A Comparison of Saliva Collection Methods With Preschool Children: The perspectives of Children, Parents, and Childcare Practitioners O'Farrelly, Christine; Hennessy, Eilis Saliva offers developmental researchers and pediatric clinicians significant opportunities to measure numerous biological markers. However, many preschool-aged children refuse to participate in saliva collection. Identifying collection methods known to be acceptable to participants may help in maximizing participation. To this end, this study aimed to determine the relative acceptability of three different collection methods (passive drool, hydrocellulose microsponges, and polymer swabs) to children and their caregivers. Interviews were carried out with 15 preschool children (age range 32–66 months, M = 43.65, SD = 8.45), their parents, and childcare practitioners. Although children reported no overall preference for a specific method, parents and practitioners selected hydrocellulose microsponges most often as their preferred method.

2012-10-30T00:00:00Z Swords, Lorraine Heary, Caroline Hennessy, Eilis http://hdl.handle.net/10197/4216 2013-04-02T11:33:19Z 2011-09-01T00:00:00Z

Factors associated with acceptance of peers with mental health problems in childhood and adolescence Swords, Lorraine; Heary, Caroline; Hennessy, Eilis Background:  Research suggests that children’s reactions to peers with mental health problems are related to the maintenance and outcomes of these problems. However, children’s perceptions of such peers, particularly those with internalising problems, are neither well researched nor understood. The present study aimed to test a series of models relating socio-demographic and attributional variables to the acceptance of hypothetical boys and girls with attention deficit hyperactivity disorder (ADHD) and depression. Methods:  A sample of 595 participants, drawn from five different age-groups spanning early childhood to late adolescence, completed a booklet of questions in response to two vignettes describing the behaviour of hypothetical target peers with depression and ADHD. The sample was drawn from schools randomly selected in the east of Ireland. Results:  The models indicated that age and gender of the participant, and the perceived responsibility of the target character for his/her condition, were the three most important predictors of acceptance in all models. However, the relationship between these variables and acceptance varied depending on the gender of the target child and the condition (depression or ADHD) in the models tested. Conclusions:  The findings of the study suggest that the relationships between socio-demographic and attributional variables and acceptance of peers with mental health problems depend on the type of mental health problem under consideration. The findings have implications for the development of information and education programmes to improve the integration of children with mental health problems.

2011-09-01T00:00:00Z McIntyre, Ruth Hennessy, Eilis http://hdl.handle.net/10197/4215 2013-04-02T11:30:48Z 2012-02-14T00:00:00Z

"He's just enthusiastic. Is that such a bad thing?": Experiences of parents of children with Attention Deficit Hyperactivity Disorder McIntyre, Ruth; Hennessy, Eilis Parenting a child with Attention Deficit Hyperactivity Disorder (ADHD) is a challenging experience. The hyperactivity, impulsivity and inattention of a child with ADHD often put parenting skills to the test. The present study thus aimed to explore the experiences of parents of children with ADHD in Ireland. Eighteen parents of 7–12-year-old boys with a diagnosis of ADHD took part in open-ended interviews. Thematic analysis was carried out on the interview content. Six major themes were identified: (1) getting your head around ADHD; (2) the child takes over; (3) emotional impact; (4) inconsistency of structural supports; (5) ignorance and discrimination; and (6) it's not all bad. Results are discussed in terms of the need to implement family-centred supports for ADHD. The importance of educating the population at large about ADHD is also discussed. Finally, the need to take a more positive, strengths-based approach to ADHD is highlighted.

2012-02-14T00:00:00Z Hennessy, Eilis O'Farrelly, Christine http://hdl.handle.net/10197/4214 2013-04-02T11:34:26Z 2012-07-16T00:00:00Z

Considering the realities of salivary research with young children: What's spit all about? Hennessy, Eilis; O'Farrelly, Christine Over the last two decades, interest in salivary research in the social sciences has grown rapidly. Salivary research is appealing as a quick, inexpensive and non-invasive means of determining a range of biological markers, which offer insight into a variety of human responses, for example, stress. To the social researcher these advantages provide exciting possibilities for new transactions between social, behavioural and biological models of development. Salivary research is especially attractive to those working with children. Indeed, as well as being non-invasive, saliva also provides an opportunity to measure variables with young children where self-report measures may be inappropriate. Yet, for all its appeal the reality of saliva collection with younger populations appears far from straightforward. This article draws on two research examples to illustrate some of the methodological, ethical and practical issues pertinent to salivary research with young children. Specifically, it considers barriers to participation and possible strategies for promoting the methodological and ethical basis of salivary research. In doing so, it provides starting points for discussion in what has become a critical methodological debate.

2012-07-16T00:00:00Z Swords, Lorraine Hennessy, Eilis Heary, Caroline http://hdl.handle.net/10197/4213 2013-04-02T11:24:39Z 2011-05-01T00:00:00Z

Development of the Children's Attributions about Psychological Problems in their Peers (CAPPP) Scale Swords, Lorraine; Hennessy, Eilis; Heary, Caroline Background Research has shown that children's beliefs about the causes of psychological problems are related to their attitudes and reactions towards affected peers. This study describes the development of the Children's Attributions about Psychological Problems in their Peers (CAPPP)Scale, which assesses children's beliefs about the causes of an internalizing and an externalizing condition. Methods The 16 items comprising the CAPPP are derived from previous qualitative research findings. Five hundred and ninety-five young people, drawn from five different age groups spanning early childhood to late adolescence, completed a CAPPP Scale for each of two vignettes describing the behaviour of hypothetical peers with attention deficit hyperactivity disorder (ADHD)and depression.Results Modifications following consideration of psychometric properties and conceptual fit resulted in a 12-item scale. For both the ADHD and depression conditions, the components that emerged were Volition, Recent Life Stress, Family Factors and School Factors.Conclusions The present study represents the first field trial of the CAPPP. Results suggest that children's and adolescents' beliefs about the causes of psychological problems are multidimensional and incorporate both individual and environmental factors

2011-05-01T00:00:00Z Hickey, Tina http://hdl.handle.net/10197/4167 2013-03-14T14:52:29Z 1993-02-01T00:00:00Z

Identifying formulas in first language acquisition Hickey, Tina With the increase in interest in formulas, or apparently non-productive utterances in children's speech, a range of definitions has emerged and sometimes conflicting criteria have been proposed for their identification. These definitions of formulas are compared, and the criteria of Brown (1973), Wong Fillmore (1976), Peters (1983) and Plunkett (1990) for the recognition of formulas are reviewed. A preference rule System is proposed, which distinguishes necessary, typical and graded conditions for the recognition of formulas. Using these conditions, some of the formulas found in the data of one child acquiring Irish between 1;4 and 2;1 are examined. Issues such as length of units, frequency of occurrence and appropriateness of use are discussed. The methods developed in this study could be used to assess the importance of formulas in the language acquisition of other children.

1993-02-01T00:00:00Z Hickey, Tina http://hdl.handle.net/10197/4154 2013-03-14T14:50:17Z 1990-02-01T00:00:00Z

The acquisition of Irish : a study of word order development Hickey, Tina This study examines the development of word order patterns in Irish, a strict VSO language. It was found that the three children studied used subject-initial utterances considerably more frequently than adults in input, and that in both adult and child the elision of the verb ‘to be’ played a significant role. Another significant factor was found to be the different restrictions on main verbs and verbal nouns with regard to the subject: in neutral sentences the main verb always precedes the subject, while the verbal noun always follows it. The Bates & MacWhinney (1979). hypothesis that early verb initialization results from a tendency to place new information before given information was also investigated.

1990-02-01T00:00:00Z Hickey, Tina http://hdl.handle.net/10197/4153 2013-02-28T11:18:48Z 1991-10-01T00:00:00Z

Mean Length of Utterance and the Acquisition of Irish Hickey, Tina One of the most widely used indices of language development is a measure of utterance length in morphemes (MLUm). This study examines the applicability of MLUm to the acquisition of Irish. MLUm was calculated for data from Cian, aged 1;11–3;0. Even when an attempt was made to ‘assume the maximum’ by counting all possible morphemes, the correlation between a morpheme MLU (MLUm) and a word count MLU (MLUw) was very high (0·99). This points to MLUw being as effective a measure of Irish development as MLUm, as well as being easier to apply and more reliable. MLUw was calculated for the two younger children in the study (Eibhlís 1;4–2;1 and Eoin 1;10–2;6). An examination of the relationship between the three children's MLUw values and their grammatical complexity as measured on ILARSP (the Irish adaptation of LARSP) indicates that MLUw is a useful preliminary index for early development in Irish. However, further data are necessary to check whether MLUw loses its predictive relationship with grammatical complexity after a certain point. The study emphasizes the caution necessary in applying MLU to languages whose acquisition has not hitherto been studied, and underlines the role of MLU as a preliminary measure, which must not be overinterpreted.

1991-10-01T00:00:00Z Hickey, Tina Stenson, Nancy http://hdl.handle.net/10197/4103 2013-02-13T17:04:11Z 2010-11-25T00:00:00Z

Irish orthography: what do teachers and learners need to know about it, and why? Hickey, Tina; Stenson, Nancy Irish has significant State support, but lacks a research base to support the teaching of Irish reading. Current approaches to teaching Irish reading are presented, and outcomes summarised. Issues of consistency and complexity in Irish orthography are discussed in light of an analysis of a corpus of early reader texts, and the formulation of rules for discriminating between words which are regular by letter-sound and grapheme-sound rules is outlined. While the most frequent words show a high level of regularity, underlying rules are very complex. The need to target decoding skills early is discussed. Recommendations regarding the teaching of aspects of Irish orthography are presented.

2010-11-25T00:00:00Z Hickey, Tina http://hdl.handle.net/10197/4003 2013-01-11T15:01:23Z 1997-01-01T00:00:00Z

Early Immersion Education in Ireland : Na Naíonraí Hickey, Tina A study addressed educational and psychological issues raised by the phenomenal growth of Irish-medium pre-schools ("naionrai"). Data were gathered in surveys of almost 2,000 parents, over 170 teachers and advisors, and 225 children in 25 Irish-medium pre-schools in both "Gaeltacht" (Irish-speaking districts) and "Galltacht" (English-speaking districts) areas were tested for cognitive and linguistic development. Results indicate that children make significant advances in Irish language development during their time in the "naionrai," which leads to increased use of Irish in their homes as their parents try to help them acquire the language. Many recommendations for future development of the "naionrai" are included. The report is presented in both English and Irish. The survey forms are appended. Contains 296 references. (MSE)

1997-01-01T00:00:00Z Regan, Ciaran M. http://hdl.handle.net/10197/3916 2012-11-26T14:46:08Z 2012-11-01T00:00:00Z

The Addicted Self: A Neuroscientific Perspective Regan, Ciaran M.

2012-11-01T00:00:00Z Rooney, Brendan Benson, Ciarán Hennessy, Eilis http://hdl.handle.net/10197/3896 2012-11-07T17:58:29Z 2012-09-01T00:00:00Z

The apparent reality of movies and emotional arousal: A study using physiological and self-report measures Rooney, Brendan; Benson, Ciarán; Hennessy, Eilis Historical developments of cinema technology have contributed to the apparent reality of movie-goers' experience. The current study uses both self-report and physiological measures (heart-rate, skin conductance, skin temperature) as indices of 29 participants' negative emotional arousal, so as to investigate the effect of increasing a movie's perceptual realism (i.e., stereoscopic depth) on emotional experience. Data were recorded while half of the participants viewed emotional movie scenes in 3D and half viewed them in 2D. The groups did not differ significantly in terms of their self-reported feelings of negative emotional arousal, tonic skin conductance level or skin temperature. However, the 3D group reported their experience as significantly more perceptually realistic (natural), and they also demonstrated a significantly higher heart-rate change-score than their counterparts in the 2D condition. Importantly, the current study provides evidence that these results are not due to group differences in emotional sensitivity, engagement, or the novelty of the 3D effect. Group differences in heart-rate, but not skin conductance level, suggest that increasing stereoscopic depth reduces the emotional regulation processes. Although caution is expressed about assumptions of causation, consideration is given to the idea that increased physiological arousal contributes to perceived apparent reality and vice versa.

2012-09-01T00:00:00Z Hickey, Tina http://hdl.handle.net/10197/3895 2012-11-15T12:44:03Z 2011-05-01T00:00:00Z

Reading in an endangered language in primary schools in Ireland Hickey, Tina While Irish has State support in the Republic of Ireland, and is taught as a compulsory school subject from school entry, there is growing concern about a decline in the standard attained in this threatened minority language. The majority of Irish children begin learning Irish as a second language at school entry, and are expected to become literate in both English and in Irish over the course of their primary school years. The achievement of this biliteracy is to some extent taken for granted, with a tendency in recent years to focus more on developing oral skills and to view literacy in Irish as a lower priority, which results in less analysis of ways to support reading in Irish. While Irish now uses the same script as English, its orthographic system differs significantly from English and poses considerable challenges. An outline of the teaching of Irish reading is given, and a brief outline of challenging features of Irish orthography. This is followed by exploration of some outcomes of the current approach, and a discussion of the need to target the development of decoding skills from the outset, but also to look at increasing exposure to a range of Irish texts.

2011-05-01T00:00:00Z Guillot, Aymeric Di Rienzo, Franck MacIntyre, Tadhg Moran, Aidan P. Collet, Christian http://hdl.handle.net/10197/3894 2013-04-11T10:39:39Z 2012-09-01T00:00:00Z

Imagining is not doing but involves specific motor commands: A review of experimental data related to motor inhibition Guillot, Aymeric; Di Rienzo, Franck; MacIntyre, Tadhg; Moran, Aidan P.; Collet, Christian There is now compelling evidence that motor imagery (MI) and actual movement share common neural substrate. However, the question of how MI inhibits the transmission of motor commands into the efferent pathways in order to prevent any movement is largely unresolved. Similarly, little is known about the nature of the electromyographic activity that is apparent during MI. In addressing these gaps in the literature, the present paper argues that MI includes motor execution commands for muscle contractions which are blocked at some level of the motor system by inhibitory mechanisms. We first assemble data from neuroimaging studies that demonstrate that the neural networks mediating MI and motor performance are not totally overlapping, thereby highlighting potential differences between MI and actual motor execution. We then review MI data indicating the presence of subliminal muscular activity reflecting the intrinsic characteristics of the motor command as well as increased corticomotor excitability. The third section not only considers the inhibitory mechanisms involved during MI but also examines how the brain resolves the problem of issuing the motor command for action while supervising motor inhibition when people engage in voluntary movement during MI. The last part of the paper draws on imagery research in clinical contexts to suggest that some patients move while imagining an action, although they are not aware of such movements. In particular, experimental data from amputees as well as from patients with Parkinson’s disease are discussed. We also review recent studies based on comparing brain activity in tetraplegic patients with that from healthy matched controls that provide insights into inhibitory processes during MI. We conclude by arguing that based on available evidence, a multifactorial explanation of motor inhibition during MI is warranted.

2012-09-01T00:00:00Z Hickey, Tina http://hdl.handle.net/10197/3827 2012-11-15T12:38:49Z 1999-05-01T00:00:00Z

Luathoideachas trí Ghaeilge sa Ghaeltacht Hickey, Tina

1999-05-01T00:00:00Z Ivers, Mary E. Dooley, Barbara A. Bates, Ursula http://hdl.handle.net/10197/2977 2011-06-13T15:49:33Z 2009-01-01T00:00:00Z

Focusing on survivorship : improving our knowledge of life after cancer Ivers, Mary E.; Dooley, Barbara A.; Bates, Ursula This article highlights the need to recognize that the post-treatment phase of the cancer journey requires attention and that there is a need to develop survivorship services. As a first step, cancer survivors need information so health providers need to improve their knowledge about life after cancer.

2009-01-01T00:00:00Z McIntyre, Ruth Hennessy, Eilis http://hdl.handle.net/10197/2909 2011-05-16T09:04:58Z 2011-04-01T00:00:00Z

Seeking multiple perspectives : a qualitative investigation of ADHD in Ireland McIntyre, Ruth; Hennessy, Eilis The overall aim of this research was to develop an understanding of the experiences of children with Attention Deficit/Hyperactivity Disorder (AD/HD) in Ireland. Fifteen 7-12 year old boys with a diagnosis of AD/HD were the primary participants in this research. Eighteen of their parents/guardians and seventeen of their teachers also took part. Participants from each group took part in semi-structured interviews. Findings suggest that the experience of AD/HD had a significant impact on the lives of those affected by it. Parents and teachers described the difficulties in managing the needs of the child with AD/HD alongside the needs of the whole family and the other children in the class respectively. Children reported various challenges at home and at school, with the majority of children in this study reporting a particular dislike of school. All three groups of participants report limited understanding of the condition and commented on the stigma associated with AD/HD. Finally despite the challenges and demands of the AD/HD experience in Ireland each group of participants reported positive experiences and had an optimistic viewpoint. Children in particular described overly positive social experiences which are at odds with parent and teacher reports. It is possible that this reflects a positive illusory bias. Biennial meeting of the Society for Research in Child Development, Montreal, Canada, 31st March-2nd April 2011

2011-04-01T00:00:00Z O'Farrelly, Christine Hennessy, Eilis http://hdl.handle.net/10197/2889 2011-04-04T11:37:43Z 2011-04-01T00:00:00Z

Moving on up : children's experiences of transitions to new classrooms in childcare settings O'Farrelly, Christine; Hennessy, Eilis The present study aimed to answer the following research question: What are children’s experiences of transitions to new classrooms in childcare settings? A short-term longitudinal study in Dublin, Ireland followed 7 children (3 boys) from 5 childcare settings for 6 weeks as they moved to the last classroom in the setting. . Children ranged in age from 32 – 44 months (M = 36.42, SD = 4.64). Results of the observation revealed that just over half of the children and all of the boys exhibited increases in the proportion of their behavior that was coded as anxious following the move to their new classroom. The parents of boys were also more likely to report a negative impact of the transition. As well as these negative changes parents and children also highlighted the new learning opportunities that the transition had brought. The findings suggest a possible gender difference whereby boys appear to be more vulnerable to the effects of transitions, it is possible that this relates to boys’ general susceptibility to psychosocial stress. Poster presentation at the Biennial meeting of the Society for Research in Child Development, Montreal, Canada, March 31st to April 2nd, 2011

2011-04-01T00:00:00Z Ivers, Mary E. Dooley, Barbara A. Bates, Ursula http://hdl.handle.net/10197/2888 2011-10-06T14:25:54Z 2009-01-01T00:00:00Z

Development, implementation and evaluation of a multidisciplinary cancer rehabilitation programme : The CANSURVIVOR Project : meeting post-treatment cancer survivors’ needs Ivers, Mary E.; Dooley, Barbara A.; Bates, Ursula Cancer survivor numbers in Ireland are increasing due to the success of modern treatments. Although most survivors have a good quality of life not all survivors return to 'normal' after treatment. The HSE funded CANSURVIVOR research project has found that many survivors have difficulties and need help to recover and adjust after cancer treatment. Over a number of exploratory studies using interviews, focus groups and a survey of 262 breast, prostate, colorectal and lung cancer survivors, the researchers found that over 25% of survivors experienced significant difficulties with physical, emotional and social functioning, including symptoms such as insomnia and fatigue, while 33% experienced high levels of anxiety. Of particular concern were the findings that over 50% of survivors were overweight, 35% had reduced their physical activity levels and 13% continued to smoke after cancer, putting them at risk for further health problems. This evidence led to the development of an 8-week multi-disciplinary pilot rehabilitation programme. Significant quality of life improvements were achieved with increases in strength and fitness as well as a reduction in anxiety levels and dietary improvements. The researchers highlight the need for a structured, co-ordinated survivorship service, education of health professionals about survivorship and the provision of high quality information to survivors. This research was led by the School of Psychology at UCD in collaboration with the Physiotherapy and Nutrition departments of St. Vincent's hospital.

2009-01-01T00:00:00Z Quinn, Marian Hennessy, Eilis http://hdl.handle.net/10197/2663 2013-04-18T13:25:59Z 2010-11-01T00:00:00Z

Peer relationships across the preschool to school transition Quinn, Marian; Hennessy, Eilis Research Findings: The aim of this longitudinal study was to explore peer relationships across the transition from preschool to school. Participants were 35 (17 male) children attending the Irish preschool initiative Early Start (M age = 49.31 months). Sociometric measures were employed on two occasions; at the end of preschool and in the first year of school. Results indicated that most preschoolers (83%) had at least one mutual friend and by school age, all children had at least one mutual friend. Almost one third (29%) of preschools and school age children had a mutual best friend. Notably, all children made new friends in school. In addition, a number of friendships (18%) survived the preschool to school transition. Correlational analysis also suggests some stability in peer relationships from preschool into the first year of school. Exploratory multiple regression analyses observed that preschool peer variables predicted friendship status and social preference in school. Furthermore, best friendship in preschool uniquely predicted friendship in school, and best friend status in school was uniquely associated with social preference in school . Practice: Results have implications for parents’ and early educators’ promotion of children’s friendships during the transition from preschool to school.

2010-11-01T00:00:00Z Hennessy, Eilis Hogan, Diane http://hdl.handle.net/10197/2610 2010-11-29T14:15:51Z 2000-01-01T00:00:00Z

Twenty-five Years of developmental and child psychology in Ireland : an analysis of PsycLit and ERIC data bases Hennessy, Eilis; Hogan, Diane The paper presents an overview of publications during the past twenty-five years in the area of child psychology and child and adult development by researchers based in Irish institutions or using an Irish sample. Papers were identified through searches of the PsycLit and ERIC electronic data bases. In the period since 1974 there were over 300 publications with the majority appearing in the last ten years. The paper identifies the changing trends over time in publications in the areas of social functioning, cognition, clinical issues, education, measurement and public policy. The leading area of research is children’s social functioning and there is evidence of a growing interest in applied social issues. Almost all empirical research involved samples of school age children with very limited attention to infancy, adulthood and aging. While most authors clearly intended their focus on children to reflect an interest in developmental processes very few of the studies used traditional developmental designs or nationally representative samples. The authors conclude that investment is needed in a nationally representative longitudinal study that will contribute to our understanding of development in the context of rapid social change in Ireland.

2000-01-01T00:00:00Z Heary, Caroline Hennessy, Eilis http://hdl.handle.net/10197/2574 2010-11-23T16:54:42Z 2002-01-01T00:00:00Z

The use of focus group interviews in pediatric health care research Heary, Caroline; Hennessy, Eilis Objective: To review and synethize the research material that exists on focus groups with children and adolescents and to provide guidelines for future development. Methods: Psychlit, Medline and Cinahl electronic databases, as well as the reference lists of those papers consulted were reviewed for information regarding the running of focus groups with participants under the age of 18 years. Both empirical and methodological papers were part of this review. Results: The utility of focus groups for exploratory research, program evaluation, program development and questionnaire construction or adaptation is reviewed. Based on previous research, guidelines for running focus groups with children and adolescents are provided and suggestions for future development are outlined. Conclusions: There is evidence to suggest that focus groups are a valuable means of eliciting children’s views on health related matters given an appropriate research question. However, empirical research is required in order to investigate systematically the effect of different processes and variables on the final outcome of focus group interviews.

2002-01-01T00:00:00Z Hennessy, Eilis Swords, Lorraine Heary, Caroline http://hdl.handle.net/10197/2573 2013-04-18T13:33:37Z 2008-01-01T00:00:00Z

Children's understanding of psychological problems displayed by their peers : a review of the literature Hennessy, Eilis; Swords, Lorraine; Heary, Caroline Background There is widespread consensus in the literature that children who have psychological problems are more likely than other children to be excluded or rejected by their peers. The existence of this phenomenon has been established, primarily, with the use of research on their sociometric status within groups of peers. Much less research has been done on the way in which children develop attitudes and behavioural intentions towards peers with problems. Aims The primary aim of this article is to introduce readers to research on children's understanding of the nature of common childhood psychological problems with a view to exploring the factors that might contribute to the development of negative attitudes and behaviour. Method Relevant publications were identified through searches of electronic databases and articles in print. Results From the early years of primary school children are able to identify peers whose behaviour deviates from the norm and to suggest causes for the behaviour of peers with psychological problems. Furthermore, their beliefs about peers’ personal responsibility for these problems appear to be a significant determinant of attitudes and behavioural intentions. The article identifies the need for more research on the role of factors such as gender and personal contact in determining children’s understanding of and attitudes towards peers with psychological problems. In addition the article calls for more research on mental health education programmes and the extension of these programmes to younger children, given the fact that even young primary school children appear to have beliefs about the causes of psychological problems and negative attitudes to peers who display such problems. Conclusions Research on children’s understanding of mental health can make an important contribution to our understanding of why children with problems are so much more likely to be excluded from their peer group.

2008-01-01T00:00:00Z Byrne, Alison Hennessy, Eilis http://hdl.handle.net/10197/2557 2013-04-18T13:30:12Z 2009-07-01T00:00:00Z

Understanding challenging behaviour : perspectives of children and adolescents with a moderate intellectual disability Byrne, Alison; Hennessy, Eilis Background: The present study examines understanding of challenging behaviour among a sample of children and adolescents with a moderate intellectual disability, and investigates their behavioural intentions towards peers with challenging behaviour. Methods: The study involved the collection of quantitative and qualitative data. In the quantitative part of the study participants (N=39) completed a modified Friendship Activity Scale following the presentation of vignettes depicting individuals with challenging and non-challenging behaviour. In the qualitative part of the study, participants (N=31) took part in a semi-structured interview that sought their views on the causes of the challenging behaviour described in one of the vignettes. Results: Analysis of the data from the Friendship Activity Scale indicates that participants have significantly more positive intentions towards a vignette character that does not engage in challenging behaviour. Content analysis of the qualitative data indicates that participants hold a variety of beliefs about the causes of challenging behaviour. Suggestions include that possibility that it is a response to transient emotional states and to external events. Conclusions: The findings are consistent with the findings of other studies on young people’s understanding of and attitudes towards peers with atypical behaviour. The theoretical and clinical implications for young people with intellectual disabilities are discussed.

2009-07-01T00:00:00Z Hennessy, Eilis Heary, Caroline http://hdl.handle.net/10197/2556 2013-04-18T13:28:57Z 2009-02-01T00:00:00Z

The development of children's understanding of common psychological problems Hennessy, Eilis; Heary, Caroline Background: The aim of the present study was to explore children’s beliefs about the causes of psychological problems and their beliefs about potential sources of help for peers experiencing these problems. Despite its importance this is an area that has received relatively little attention from researchers. Methods: One hundred and sixteen children were read short vignettes in focus groups or individual interviews. The vignettes described the behaviour of hypothetical children with ADHD, conduct disorder and depression. Following each vignette children were asked questions about the likely causes of the behaviour and possible sources of help. A cross sectional research design was used with equal numbers of boys and girls of three age groups, the average age of the children in each group was: 8.4 years; 11.5 years and 14.3 years respectively. Results: Children of all ages were able to offer a range of explanations for the behaviour of the children described in the vignettes and these explanations varied systematically with age and the nature of the behaviour described. The majority of children believed that behaviour could change and that help to support change could be provided by family and friends. Conclusions: Results confirm and extend the findings of earlier studies that there are developmental changes in children’s understanding of some common psychological problems.

2009-02-01T00:00:00Z Hennessy, Eilis http://hdl.handle.net/10197/2555 2010-11-15T16:23:00Z 1999-11-01T00:00:00Z

Children as service evaluators Hennessy, Eilis In recent years there has been a growing interest in methods of eliciting children's views on factors influencing their lives. When children's views are sought it is important that this is done in a developmentally appropriate manner with instruments whose psychometric properties are known. The present review describes a variety of methods that have been used to evaluate children’s satisfaction with services in education, paediatrics and mental health. The majority of the studies used self completion questionnaires and provided only limited information on reliability. Means of establishing reliability and validity in research with children are discussed, as are the variables which have been found to correlate with child satisfaction.

1999-11-01T00:00:00Z Hennessy, Eilis Hernandez, M. Rosario Kieran, Patricia MacLoughlin, Henry http://hdl.handle.net/10197/2549 2013-04-18T13:27:45Z 2010-12-01T00:00:00Z

Teaching and learning across disciplines : student and staff experiences in a newly modularised system Hennessy, Eilis; Hernandez, M. Rosario; Kieran, Patricia; MacLoughlin, Henry Within modular degrees it is sometimes possible for students to broaden their education by taking modules from outside their main programme of study. This is one significant aspect of modular degrees which has not been studied. In an effort to better understand this issue, the research reported in this paper explored the experiences (a) of students taking modules from outside their programme of study and (b) of staff teaching modules with significant numbers of students from other programmes. In total, 820 undergraduate students responded to an on-line survey; 12 academic staff members participated in interviews. The survey focused on students’ reasons for choosing the module, their experiences of assessment and their perceptions of workload. Interviews with academic staff focused on the influence of non-programme students on teaching and assessment practices. The discussion addresses the implications of student choice and classroom diversity for teaching and assessment in modular systems.

2010-12-01T00:00:00Z O'Connell, Michael F. http://hdl.handle.net/10197/2535 2010-10-26T14:20:00Z 2004-06-01T00:00:00Z

Fairly satisfied : economic equality, wealth and satisfaction O'Connell, Michael F. Research appears to demonstrate that economic variables are only marginally predictive of levels of social satisfaction. It was hypothesised that a greater association might be found between satisfaction and equality of income distribution rather than between satisfaction and size of income. The interrelationship between wealth (GDPpc), equality of income and mean satisfaction for fifteen EU states was assessed over a four year period (1995-1998). Equality of income was significantly and positively associated with mean satisfaction levels for all four years while wealth was significantly associated with mean satisfaction only in 1995. One possible interpretation is that egalitarian societies are more satisfying for their members, either because of greater social cohesion or because they have more challenging work opportunities for a greater proportion of individuals. However alternative explanations for the association of equality and satisfaction could only be ruled out when consistent data on equality is gathered over a longer period of time.

2004-06-01T00:00:00Z Freeney, Yseult O'Connell, Michael F. http://hdl.handle.net/10197/2478 2010-09-29T16:09:07Z 2009-12-01T00:00:00Z

Psychological, economic and academic predictors of the intention to leave school early among a sample of Irish students Freeney, Yseult; O'Connell, Michael F. Early school-leaving exerts substantial costs on the individual and society. The literature indicates that quitting school early is predicted by an enmeshed group of indicators including academic and behavioural difficulties in school, deprived economic background and disengagement with the educational process. The beliefs and background of a main sample of 1,311 Junior Certificate students and a sub-sample of 188 fifth year students were assessed. Data were gathered on Intention to leave school early, constructs of the Theory of Planned Behaviour around Leaving Certificate completion, students’ academic attainment, cognitive ability, willingness to defer gratification, along with socio-demographic data. Modelling indicated that positive attitudes about the potential of the Leaving Certificate, and parents, and teachers perceived to be strongly pro-school completion are key to the intention to stay on. Performing well intellectually is a contributing factor. Economic deprivation does not exert a direct influence on intention, but it strongly shapes intellectual performance.

2009-12-01T00:00:00Z O'Connell, Michael F. Sheikh, Hammad http://hdl.handle.net/10197/2477 2010-09-29T15:56:36Z 2008-08-01T00:00:00Z

Achievement-related attitudes and the fate of 'at-risk' groups in society O'Connell, Michael F.; Sheikh, Hammad What causes poverty and how does an individual escape it? Factors such as intelligence and social class background are thought to be important. However, a number of economists have argued that an individual’s profile of achievement-related attitudes (ARAs) like work-orientation and conscientiousness might play a role in social success and failure. Part of their attraction is that these attitudes are regarded as responsive to nurturing and may be especially significant for those individuals with few formal skills to offer the labour market. The NCDS longitudinal dataset was interrogated to assess whether ARAs predicted an individual’s earnings measured almost two decades later. Results indicated that ARAs explain a good deal of variance in earnings, particularly for "at-risk" males. Social policy implications are discussed.

2008-08-01T00:00:00Z O'Connell, Michael F. http://hdl.handle.net/10197/2476 2010-09-29T15:42:10Z 2005-03-01T00:00:00Z

Economic forces and anti-immigrant attitudes in Western Europe : a paradox in search of an explanation O'Connell, Michael F. Greater economic hardship is widely conceived as conducive to higher levels of majority hostility towards minority groups. Research in the classical social- psychological tradition as well as data on political trends support such a view. However, more recent survey and experimental findings cast doubt on the economic deprivation model of out-group hostility. O’Connell examines responses to sections of the European Social Survey that suggest that economic deprivation is still linked to out-group hostility, and argues that this position is contradicted by recent trends in anti-immigrant politics: electoral support for far-right parties has been more prevalent in wealthier and more materially secure societies than in poorer ones. He offers an explanation for this apparent paradox, suggesting that increased economic security has both direct and indirect effects on a society, and that these effects run counter to each other. As economic scarcity decreases, concerns over economic rivalry decline but new concerns related to integration emerge, particularly as the society becomes more attractive to migrants.

2005-03-01T00:00:00Z O'Connell, Michael F. http://hdl.handle.net/10197/2475 2012-11-12T10:37:14Z 2010-09-01T00:00:00Z

Affluence versus Equality? A critique of Wilkinson and Pickett’s book ‘The Spirit Level’ O'Connell, Michael F. The Spirit Level made strong claims that in developed countries, income growth was no longer important and the focus should turn to income differentials within society. Putting affluence before parity and solidarity led to the rise of widespread anxiety, insecurity and social dysfunction. In this paper, six problems are identified with the argument made in the Spirit Level: 1. There is no conflict between wealth and equality. In fact they tend to be highly correlated (i.e. wealthy societies are far more egalitarian than poorer societies); 2. Correlational data are relied upon to imply causal direction; 3. The focus on income inequality ignores the role of savings and state services; 4. There is no evidence that people are systematically stigmatised by buying ‘second-class’ goods; 5. Investment in ‘luxuries’ in wealthy countries have unforeseen consequences in raising living standards in poorer countries, e.g. the mobile phone; 6. The status of women is far more highly associated with a country’s wealth than its level of inequality.

2010-09-01T00:00:00Z Freeney, Yseult O'Connell, Michael F. http://hdl.handle.net/10197/2474 2010-09-29T14:23:45Z 2010-06-01T00:00:00Z

Wait for it : delay-discounting and academic performance among an Irish adolescent sample Freeney, Yseult; O'Connell, Michael F. Beyond cognitive ability and family background, are there other significant determinants of educational attainment? From research in psychology, economics, education and criminology, one powerful influence is the ability to delay gratification, operationalised in this paper as ‘delay-discounting’. It is intuitively plausible that the ability to subordinate short-term appetites in order to obtain long-term goals could have positive consequences for academic achievement. A representative sample of 1,131 students preparing for a state examination were offered a series of hypothetical options in which prize winnings, and the interval before the winnings could be collected, were varied. Greater willingness to wait was rewarded with increments in winnings. Participants were also given a short test of cognitive ability, asked about their academic achievement, and family and community status. A multivariate analysis indicated that, while controlling for cognitive ability and economic deprivation, delay-discounting made a significant prediction of attainment. Policy implications for children’s learning are discussed.

2010-06-01T00:00:00Z O'Connell, Michael F. http://hdl.handle.net/10197/2473 2010-09-29T14:04:22Z 2003-07-01T00:00:00Z

Anti 'social capital': civic values versus economic equality in the EU O'Connell, Michael F. The concept of Social Capital suggests that societies with more dense social networks will have more effective political institutions, be more cohesive and display stronger economic performances. However the causal foundations of this influential model have not been closely examined. The evidence put forward in Putnam's analysis of the Italian regions is critiqued. An empirical assessment of the model in relation to EU member states is carried out. Although the data fit the model, an alternative Equality model is statistically stronger as well as intuitively more appealing. The reasons for the strong appeal of the Social Capital model despite its weaknesses are discussed.

2003-07-01T00:00:00Z