Graduate Education

In three experiments we examined the effect of repetition practice on the acquisition, retention, and generalization of children's skill in rapidly naming visually presented words. Experiment 1 showed that naming times decrease rapidly with practice. Retention of this newly acquired skill in rapid naming was a function of the degree of learning during training. "Overlearning" was necessary to prevent forgetting of the skill. Experiment 2 indicated that the rate at which the naming gains were acquired, and the amount of forgetting, was unrelated to the specific orthographic to phonological correspondences among the trained words. Experiment 3 suggested that even when the spelling/sound regularities were used to facilitate learning, there was no generalization of the naming time skill to new words that share the same spelling/sound relations. The results were discussed in terms of the nature of the representation that underlies rapid naming.

This text comprises a book review of Canadian Curriculum Studies: A Métissage of Inspiration/Imagination/Interconnection, edited by Erika Hasebe-Ludt and Carl Leggo (2018) and published by Canadian Scholars' Press. In this text, I first summarize the main themes and trends of the volume through reference to specific, illustrative contributions. I also highlight the rather distinct structure of the volume. In my discussion of the volume, I articulate its usefulness to emerging curriculum scholars as well as those teaching graduate courses in curriculum studies. I also make reference to several questions I have after reading the book as a whole. Finally, I end this essay by pointing to the intimate and welcoming atmosphere of the volume and of Canadian curriculum studies more generally.

This text comprises a review of Alice Jardine's recent intellectual biography of Julia Kristeva, "At The Risk of Thinking". I briefly summarize the contents of the book before making a case for the relevance of Kristeva's thinking in the current socio-political moment, and particularly to those who study education