Whereas non-suicidal self injury (NSSI) is reported in 13-23% of adolescents and is an increasingly studied topic, there has been little investigation into the pathophysiology behind self-injury. This commentary examines recent research into pain and emotional distress to discuss implications for the manner we should understand, research, and…

Stimulant drugs (methylphenidate and amphetamine) have been used successfully for decades to improve the behavioral impairments of hyperactivity, impulsivity, and inattention in children diagnosed with attention-deficit/hyperactivity disorder (ADHD). A voluminous literature supports the benefits of stimulants for improving classroom manageability…

Adolescent risk-taking can be illuminated through an understanding of the development of the brain, of dual-processing theories, and of social norms and meanings. When adolescents take unjustified risks, it is often because of the weakness of their analytic systems, which provide an inadequate check on impulsive or ill-considered decisions. Social…

Previous research by J. M. Hinson, T. L. Jameson, and P. Whitney (2003) demonstrated that a secondary task in a delayed discounting paradigm increased subjects' preference for the immediate reward. J. M. Hinson et al. interpreted their findings as evidence that working memory load results in greater impulsivity. The present authors conducted a…

A model of John Dewey's theory of reflective thought, as revised in 1933, is reviewed and its implications for the creative process explored. Reflective thought differs from random thought in its "chaining" feature, which entails a consecutive ordering so that each idea determines its successor while referring to its predecessor. (VW)

Focuses on the semantic-conceptual structure that contains the ideas and information a speaker wishes to convey to a listener. Reviews the status of temporal cycles using appropriate design and statistical procedures. Explores the correlates and dynamics of temporal cycles in spontaneous spoken discourse. (Author/VWL)

Research based on conceptual systems theory suggests that complex conceptual systems enable administrators to discern the complexities of organizational environments and to respond sensitively. Data from a study of 59 educational administration graduate students indicate that process-oriented theory coursework does affect students' conceptual…

This paper presents a cognitive style termed "dysfluency-fluency," illustrates the style with two case studies, and contrasts the dysfluent cognitive style with specific reading disability. Assessment procedures are outlined, and a rationale for considering dysfluency-fluency as a style distinguished from reflectivity-impulsivity is…

Pressure on universities to reexamine their educational administration preparation programs has prompted reconsideration of reflective methods. The application of cognitive science to administrative problems as well as philosophical debates found in the literature have also led to this reconsideration. John Dewey's views on reflective methods have…