bluuebunny/crossref_metadata_2025 huggingface dataset:
Motivation and Cultural Distance in Second‐Language Acquisition
Authors: Svanes Bjorg
Published: October 2006

Previous studies have found that motivation, and in particular integrative motivation, is an essential factor in the acquisition of a second language. In the present study of the acquisition of Norwegian by foreign students at the University of Bergen, Norway, a questionnaire assessing motivation was presented to 167 foreign students enrolled in classes of “Norwegian for foreign students”, a short time before the examination in Norwegian, Level 2. European and American students were found to be more integratively motivated than the Middle Eastern, African and Asian students, who were found to be more instrumentally motivated than the Western students. Moreover, a significant difference in means of grades was recorded; Europeans having the best and Asian students the poorest grades. In the total group a weak positive correlation between integrative motivation and language proficiency, and a negative correlation between instrumental motivation and grades were found. However, when motivation and grades were analyzed within each group, no positive correlation between grades and integrative motivation was found. When ‘cultural distance’ was entered into a multiple regression analysis, in addition to the two motivation variables, the results indicated that the motivation variables explained very little of the variance in language proficiency. The best predictor of variance in groups of students with various language and cultural backgrounds was ‘cultural distance’.
Language Proficiency, Writing Ability, and Composing Strategies: A Study of ESL College Student Writers*
Authors: Raimes Ann
Published: October 2006

This study was designed to examine ESL student writers at different levels of instruction, to describe their writing strategies as shown in think‐aloud protocols, and to compare their composing behaviors with what we know about native speaker student writers. Eight ESL students, four inremedialESL writing courses and four incollege‐levelwriting courses, were given two different writing tasks for think‐aloud composing. The resulting protocols were coded and analyzed. The data were examined in relation to course placement, holistic evaluation of the students' writing, and scores on a language proficiency test. The study showed that: (1) L1 basic writers and L2 writers had many strategies in common, the main difference being that the L2 writers did not appear to be inhibited by attempts to correct their work; (2) the students in nonremedial courses consistently engaged in more interaction with the emerging texts; (3) there was little correspondence demonstrated among proficiency, writing ability, and the students' composing strategies; and (4) a specified purpose and audience had almost no observable effect on composing strategies.
Signs of Learning: Child Nonnative Speakers in Tutoring Sessions With a Child Native Speaker
Authors: Peck Sabrina
Published: October 2006

Learning acts, which included conversation‐maintaining acts and language‐learning acts, were coded and compared in a group of native Spanish‐speaking children (n= 9) during individual tutoring sessions with a native English speaker. In each session, an 8 year‐old NS of English tutored one kindergartener for about twenty‐five minutes at an elementary school. Three kindergarteners had been rated high, three average and three low in overall achievement by their teachers. For each child, the total number of words and number of unique words were computed. In the nine tape recordings, the high group ranked ahead of the low group in the quantity and sophistication of their English, and the number of learning acts produced. The medium group resembled the high group more than the low group on most features. Each group had a characteristic pattern of learning act use.
Interlanguage Adjustments as an Outcome of NS‐NNS Negotiated Interaction
Authors: Pica Teresa
Published: October 2006

The purpose of the following study was to investigate what Swain has labeled “comprehensible output” (Swain 1985). Negotiated interactions between a native English speaker (NS) and ten nonnative speakers (NNSs) of English were examined to find out how the nonnative speakers made their interlanguage utterances comprehensible when the native speaker indicated difficulty in understanding them. On the basis of theoretical work Hatch, 1978, Hatch et al., 1986; Schachter, 1986; Swain, 1985 and anecdotal evidence from NS‐NNS interaction, it was believed that the NNSs would respond to the NS by modifying interlanguage morphosyntax, phonology, and lexicon and, in so doing, would employ more target‐ like use of English. Results of the study offered somewhat limited confirmation of these beliefs. The data revealed that the NNSs were, indeed, capable of modifying their interlanguage in response to the NS's requests for comprehensible output. However, such NNS modifications were relatively infrequent and virtually unnecessary because, typically, when signaling requests for clarification from the NNSs, the NS also modeled target, (modified) versions of NNS interlanguage utterances for them.
A Critical Appraisal of Gardner's Social‐Psychological Theory of Second‐Language (L2) Learning*
Authors: Au Shun Y.
Published: October 2006

The social‐psychological theory of second‐language (L2) learning proposed by R. C. Gardner (Gardner & Lambert, 1959; Gardner, 1979; Gardner, 1982; Gardner, 1983) has been one of the most long‐standing theories of L2 learning. For the past 25 years, it has generated a substantial number of studies in various parts of the world. Interestingly enough, a comprehensive and detailed evaluation of the theory has not been forthcoming1. This paper attempts to do just that. It begins with an overview of Gardner's theory. The theory is then analyzed into five major propositions, each of which will be evaluated in the light of relevant studies. Recent developments will then be discussed.
The Cloze Test: Or Why Small Isn't Always Beautiful*
Authors: Sciarone A. G. , Schoorl J. J.
Published: October 2006

This article presents the findings of an experiment aimed at determining the number of blanks minimally required to ensure parallelism for cloze tests differing only in the point at which deletion starts.

Two 200‐item cloze tests were constructed, both based on the same Dutch text and differing only in that, in the their second halves, deletion in one version lagged one word behind those in the other. The two versions were administered to two groups of 38 and 36 Indonesian learners of Dutch. Analysis of their scores on various subsets of 100, 75, and 50 items revealed that the required minimum depends upon the scoringmethod used. With the exact‐word method, tests should contain a minimum of about 100 blanks; with the acceptable‐word method, a minimum of about 75 blanks will suffice. With tests containing only 50 blanks–the number generally held to be sufficient–parallelism was found to be a matter of pure chance.

In an additional experiment, the tests involved were shown to satisfy a major requirement for th e validity of any L2 proficiency tests: administration to two groups of 20 and 19 native speakers of Dutch resulted in high scores, with mean acceptable responses of 190 or more for a total of 200 items.
Phonological Recoding in the First and Second Language Reading of Skilled Bilinguals *
Authors: Segalowitz Norman , Hébert Martine
Published: October 2006

This study investigated phonological recoding in reading by highly skilled English and French bilinguals. Bilinguals with approximately equal reading rates in their first (L1) and second (L2) languages and bilinguals with significantly slower rates in L2 than in L1 participated in lexical decision and sentence verification tasks in each language with stimuli designed to assess sensitivity to the phonological properties of words. The results suggested that: (1) in general, slow L2 readers were not more dependent upon phonological recoding than were fast L2 readers; (2) for slow readers, L2 presented a heavier processing load in working memory than it did for fast readers; and (3) there exist different phonological effects specific to English and French.
Influences of Typological Parameters on L2 Learners’ Judgments of Null Pronouns in English*
Authors: Register Norma
Published: October 2006

This study examines the responses of 60 Spanish, Chinese, and German L2 learners to English sentences with empty pronominal categories (ECs). Empty pronouns are not only acceptable in finite clauses of Spanish and Chinese but are pragmatically more natural (Rizzi, 1982; Huang, 1984, 1985). However, the phenomena are not sanctioned in standard German, which is similar to the condition for English. These facts were taken to indicate that the parametric apparatus governing pronoun conduct in the L1 of the Spanish and Chinese L2 learners would be less like that of German learners to a significant degree. It was also expected that if all three groups were asked to judge and edit English sentences with null pronouns, the Spanish and Chinese Ss would make significantly more errors than would the German Ss because of parametric adjustments than the former two groups would need to make. But this outcome was not fully supported by the data as it was only the Spanish Ss and not the Chinese Ss whose mean errors were significantly higher than those of the German group. Evidence indicated that typological parameters linked to pragmatic versus syntactic motivations of L1 had to be considered in accounting for the results.
Motivational Factors and Persistence in Foreign Language Study*
Authors: Ramage Katherine
Published: October 2006

The predictive ability of motivational and attitudinal factors in continuation of foreign language study beyond the second level among high‐school students was investigated among students in two different geographical areas in the U.S. Three classes of French and three classes of Spanish Level 2 high‐school students participated in the study. The data were collected through a survey questionnaire. Discriminant function analyses were used to address the research questions.

The results of the study indicate that motivational and attitudinal factors in addition to grade level and course grade successfully discriminate between continuing and discontinuing students. Interest in culture and in learning the language thoroughly—including reading, writing, and speaking it—distinguished continuing students from discontinuing students. On the other hand, interest in fulfilling a college entrance requirement primarily characterized the discontinuing students.

Grade level when taking the second level of a foreign language and grade in the foreign language course were also found to be discriminating variables.

Based upon these findings, profiles of continuing and discontinuing students were constructed and recommendations are made for interventions that may promote the type of intrinsic interest in language learning indicated by continuing students.
Additive‐Bilingual (Immersion) Education: Cognitive and Language Development *
Authors: Bamford Kathryn W. , Mizokawa Donald T.
Published: October 2006

The superior control of cognitive processing demonstrated by children in the early stages of additive bilingualism may enhance symbolic reasoning abilities. The developmental interdependence of LI and L2 may allow additive‐bilingual children to maintain normal native‐language development. This study examined the development of a Grade 2 additive‐bilingual (Spanish‐immersion) program class as compared to a monolingual classroom on measures of nonverbal problem‐solving and native‐language development. Theprogramwas the independent variable in two comparisons. In the first comparison, nonverbal problem‐solving was the dependent variable, as measured by Raven's (1977) Coloured Progressive Matrices (CPM). As hypoth‐esized, a repeated measures ANCOVA of the results of fall and spring administrations of the CPM indicated significant differences in favor of the Spanish‐immersion group, F(1, 35)=5.85, p=.O2. In the second comparison, native‐language development was the dependent variable as measured by the Peabody Picture Vocabulary Test‐R (PPVT‐R). A parametric independent
Does Advanced Skill in a Second Language Reduce Automaticity in the First Language?
Authors: Segalowitz Norman
Published: October 2006

This paper discusses whether high levels of skill in one's second language (L2) leads to loss of performance in one's first language (L1). Data are reviewed which indicate that a high level of reading skill in L2 may indeed be associated with slower reading in L1. The data presented here indicate, however, that this reduction in L1 reading speed does not reflect a loss or reduction of automatic processing in L1 word recognition; if anything, the highly skilled bilinguals (slower readers of L1) showed more, not less, automaticity in L1 word recognition than did a group of less skilled bilinguals. The data also indicated that these highly skilled bilinguals are slower at controlled (strategic) processing in their L1. Thus, automatic L1 word recognition appears to be unaffected by advanced skill in L2 whereas controlled processing of words may be.
Interference and Contemporary Phonological Theory*
Authors: Singh Rajendra
Published: October 2006

Whereas some rules of L1 never cause interference, others almost always do. This paper examines, in detail, the accounts that contemporary theories of phonology provide of this state of affairs and argues for the hypothesis that only a theory that not only clearly separates morphologically dependent alternations from morphologically independent ones, but also incorporates the former directly into morphology (contra Chomsky & Halle, 1968; Hooper, 1976, Kiparsky, 1982), is up to the task. A large and representative body of data, available from previous studies, is examined and analyzed to support that hypothesis.
Predicting Minority Children's Bilingual Proficiency: Child, Family, and Institutional Factors*
Authors: Verhoeven Ludo T.
Published: October 2006

The purpose of the present study was to identify factors that predict the first‐and second‐language proficiency of ethnic minority children at the age of 6 years. A sample of 72 six‐year‐old Turkish children, living in The Netherlands since their infant years, was identified prior to their entrance into the first grade of primary school. Predictor measures originating from the child, his or her family, and the institutional care the child had gone through were collected, along with direct and indirect first‐ and second‐language proficiency measures. The results of the study make clear that two dimensions underlie the children's proficiency in either language: communicative skills versus cognitive/academic skills. Measures of the cultural orientation of the children and their parents turned out to be related to all of the proficiency levels under consideration. The extent of caretaker interaction in the first language was al so positively related to the children's bilingual proficiency level. Moreover, there was evidence for the notion of interdependency in bilingual development in that cognitive/academic abilities in the second language could be predicted from similar abilities in the first language.
Evidence for Multicompetence
Authors: Cook Vivian J.
Published: October 2006

The term multicompetence describes “the compound state of a mind with two grammars” (Cook, 1991a, p. 112). This paper reviews evidence addressing two questions:

1. Do people who know two languages differ from people who know only one in other respects than simply knowledge of an L2? L2 users differ from monolinguals in L1 knowledge; advanced L2 users differ from monolinguals in L2 knowledge; L2 usershave a different metalinguistic awareness from monolinguals; L2 users have different cognitive processes. These subtle differences consistently suggest that people with multicompetence are not simply equivalent to two monolinguals but are a unique combination.

2. Do people who know two languages have a merged language system rather than two separate systems? The L1 and L2 share the same mentallexicon; L2 users codeswitch readily; L2 processing cannot be cut off from LI; both languages are stored in the same areas of the brain; L2 proficiency relates to L1 proficiency. This evidence suggests merged systems at some level in some areas, even if some of it is open to other interpretations.

A final section discusses more general issues. Much SLA research is biased by adopting the monolingual as a norm rather than the multicompetent speaker. Multicompetence distinguishes diachronic transfer during the learner's acquisition from synchronic transfer between the two languages at a single moment of time. Multicompetence starts when there is systematic knowledge of an L2 that is not assimilated to the L1. Holistic multicompetence is seen as an offshoot of polylectal grammar theory applied to monolinguals. Language teaching should try to produce multicompetent individuals not ersatz native speakers.
The Evaluation of Accent in the English of Dutchmen
Authors: Koster Cor J. , Koet Ton
Published: October 2006

English native speakers and Dutch teachers of English were asked to judge the English pronunciation of two Dutchmen. Although there was a fairly large consensus between the English and Dutch judges, the former were more tolerant. The English native speakers found more fault with consonants, whereas the Dutch judges objected more to incorrectly realized vowels.

In a second experiment, native speakers of English as well as experienced and inexperienced Dutch speakers of English (teachers and students, respectively) were asked to indicate on five 7‐point scales whether they found the English of Dutch people ugly or beautiful, monotonous or melodious, etc. There was considerable agreement in the global assessment of pronunciation. British listeners, again, showed themselves more tolerant in finding the pronunciation of Dutch speakers more pleasant and less ugly than did Dutch teachers of English, a finding ascribed to the Dutch teachers' undue fastidiousness.
On the Value of a Vygotskian Framework for SLA Theory and Research
Authors: Schinke‐Llano Linda
Published: October 2006

This paper argues that Vygotskian psycholinguistics is not only compatible with current second language acquisition theory but also extremely useful as a productive paradigm within which to conduct research and theory building. These claims are supported through three sections of the paper: (a) a brief overview of Vygotskian concepts of particular relevance to SLA, (b) a summary of selected Vygotskybased SLA research, and (c) a discussion of areas of research in which a Vygotskian framework appears particularly promising.
Relationships Among Second Language Proficiency, Foreign Language Aptitude, and Intelligence: A Protocol Analysis
Authors: Sasaki Miyuki
Published: October 2006

The present protocol analysis supplements Sasaki's(1993) study, which used structural equation modeling to investigate the relationships among measures of second language proficiency (SLP), foreign language aptitude, and two types of intelligence (verbal intelligence and reasoning). In the present study, 6 participants randomly selected from the same subject pool took different types of SLP tests, a foreign language aptitude battery, and an intelligence test. The researcher attempted (a) to test Bachman and Palmer's (1982) hypothesis that a general SLP factor is related to the amount of information processing required for solving a given item, (b) to compare cognitive processes and strategies employed for different types of aptitude/intelligence tests, and (c) to compare the quality and quantity of test‐taking processes employed by students with different levels of SLP.

The results provided important information not captured in the previous product‐oriented psychometric study (Sasaki, 1993). First, Bachman and Palmer's (1982) hypothesis only partly supported the data. The size of the general second language proficiency (SLP) factor effect on test scores did not completely correspond to the amount of information processing required by these tests. Second, the protocol analysis helped to check the validity of the tests. Most of the tests appeared to measure what they were supposed to measure. Lastly, the results revealed differences in information processing between the high and low SLP groups. The high SLP group differed from the low SLP group in assessment, planning, and execution of problem solving processes.
Motivation, Self‐confidence, and Group Cohesion in the Foreign Language Classroom
Authors: Clément Richard , Dörnyei Zoltán , Noels Kimberly A.
Published: October 2006

Defining the motivational basis of second and foreign language acquisition has been at the center of much research and controversy for many years. The present study applied social psychological constructs to the acquisition of English in the unicultural Hungarian setting. A total of 301 Grade 11 students from the region of Budapest answered a questionnaire assessing their attitude, anxiety, and motivation toward learning English, as well as their perception of classroom atmosphere and cohesion. In addition, their teachers rated each of the students on proficiency and a number of classroom behaviors and evaluated the relative cohesion of each class group. Factor and correlational analyses of the results revealed that xenophilic (M=4.22on a 1–6 scale), sociocultural (M=3.96), instrumental (M=3.78), and media‐use reasons (M=3.79) were most strongly endorsed by the students whereas an identification orientation (M=1.8l)was rejected. Factor analysis of the attitude, anxiety, and motivation scales confirmed the existence of attitude‐based (integrative motive) and self‐confidence motivational subprocesses and revealed the presence of a relatively independent class‐ room based subprocess, characterized by classroom cohesion and evaluation. Correlational analyses of these clusters further revealed that, while all subprocesses were associated with achievement, self‐confidenceand anxiety showed no relationship to classroom atmosphere. We discuss these findings in the context of current theories of second and foreign language acquisition and with reference to their applied implications.
Translation Recognition and Translation Production: Comparing a New and an Old Tool in the Study of Bilingualism
Authors: de Groot Annette M. B. , Comijs Hannie
Published: October 2006

This study explored the “translation‐recognition” task. Each trial in this task presents a word pair, one word in L1, the second in L2. The participant has to decide whether or not the words within a pair are translations of one another. Performance is compared with that in translation production, where on each trial the participant has to come up with the translation of the presented word. The results of two experiments, one for 40 adult Dutch learners of English and the second for 80 people from the same population, suggest that translation recognition and translation production generally respond to the same manipulations. An exception to this pattern emerges when cognates and noncognates are focused on separately. With noncognate materials translation production from L1 to L2 shows a larger role of semantic variables than both translation production from L2 to L1 and translation recognition. Whether within the recognition task cognates and noncognates are presented mixed or blocked, and whether the nontranslation pairs consist of perceptually similar or dissimilar words, or both, do not affect the actual translation‐retrieval process.
Review
Authors: So Sufumi
Published: October 2006

Book reviewed in this article:

Thinking in a Foreign Language: An Investigation into Essay Writing and Translation by L2 Learners. Veronica Smith.
Analyzing Talk in ESL Peer Response Groups: Stances, Functions, and Content
Authors: Lockhart Charles , Ng Peggy
Published: October 2006

This study analyzes the interaction during peer response as it occurs in an authentic writing class. Transcripts of 27 response groups are analyzed using the constant comparative method (Glaser & Strauss, 1967) to identify reader stances and determine the characteristics of these stances. We identified four categories of reader stances—authoritative, interpretive, probing, and collaborative. We then analyzed the language functions and topics discussed during the response sessions. This analysis reveals interesting differences across the four stances in five function categories (Summarize Essay, Express Intention, Give Suggestion, Give Opinion, and Give Information) and in three content categories (Writing Process, Ideas, and Audience and Purpose). We conclude that interactive peer response offers benefits to the students. However, in the probing and collaborative stances, the writer is encouraged to articulate the intended meaning of the text, thereby clarifying, expanding, and shaping meaning. These two stances therefore engage students in a fuller understanding of the writing process.
The Case Against Grammar Correction in L2 Writing Classes
Authors: Truscott John
Published: October 2006

The paper argues that grammar correction in L2 writing classes should be abandoned, for the following reasons: (a) Substantial research shows it to be ineffective and none shows it to be helpful in any interesting sense; (b) for both theoretical and practical reasons, one can expect it to be ineffective; and (c) it has harmful effects. I also consider and reject a number of arguments previously offered in favor of grammar correction.
The Psycholinguistics of the Output Hypothesis
Authors: de Bot Kees
Published: October 2006

In this article I attempt to elucidate the psycholinguistic mechanics of Swain's “output hypothesis”. Taking the information processing approach as a starting point and relating that to Levelt's model of language production and Anderson's learning theory, I argue that output serves an important role in second language acquisition, in particular because it generates highly specific input the cognitive system needs to build up a coherent set of knowledge. Output also plays a direct role in enhancing fluency by turning declarative knowledge into procedural knowledge. Output can also play an indirect role in the acquisition of declarative knowledge by triggering input that the learner can use for the generation of new declarative knowledge. On the basis of an analysis of think‐aloud protocols, I hypothesize that the locus of the effect of output is in the transition of declarative to procedural knowledge.
The Differential Role of Comprehension and Production Practice
Authors: DeKeyser Robert M. , Sokalski Karl J.
Published: October 2006

This article presents a replication of experiments by VanPatten and Cadierno (1993a, 1993b), which found that input practice is better than output practice for comprehension skills and no worse than output practice for production skills in a second language (Spanish). We argue that VanPatten and Cadierno's findings are at variance with predictions of skill acquisition theory, and that their results may be due to the specific second language structures used as well as to some imperfections in their research design. Our results with 82 first‐year Spanish as a second language students indicate that the relative effectiveness of production versus comprehension practice depends on the morphosyntactic complexity of the structure in question as well as on the delay between practice and testing. The findings basically reflect the predictions of skill acquisition theory that input practice is better for comprehension skills, and output practice for production skills, but these patterns are obscured when both testing time and the morphosyntactic nature of the structure in question favor one skill or the other.
MACROECONOMIC POLICY EVALUATION AND OPTIMAL CONTROL THEORY: A CRITICAL REVIEW OF SOME RECENT DEVELOPMENTS
Authors: Blackburn Keith
Published: October 2006

Abstract. This survey addresses the recent literature on the application of optimal control theory and game theory to macroeconomic policy evaluation and design. This literature focuses on strategic interactions between governments and private agents engaged in dynamic non‐cooperative games and emphasizes such issues as precommitment, credibility and reputation as important and endemic aspects of optimal policy design. A dominant theme is the problem of dynamic inconsistency and the inferiority of an equilibrium in single‐stage full‐information games without commitment. This may be alleviated in repeated games involving reputation effects and threat strategies designed to coerce rivals into pursuing particular strategies and to sustain a sequential equilibrium. The type and characteristics of a sequential equilibrium also depend importantly upon the information structure conditioning players’beliefs under uncertainty. Included here are separating and pooling equilibria, involving notions of learning, signalling and information revelation. Additional dimensions exist in stochastic systems which introduce other forms of uncertainty. Optimal control and game theory have also been applied to international macroeconomic policy design, with emphasis on the potential costs and benefits of non‐cooperative and cooperative behaviour between countries and problems of international policy coordination.
META‐REGRESSION ANALYSIS: A QUANTITATIVE METHOD OF LITERATURE SURVEYS
Authors: Stanley T. D. , Jarrell Stephen B.
Published: October 2006

Abstract.Pedagogically, literature reviews are instrumental. They summarize the large literature written on a particular topic, give coherence to the complex, often disparate, views expressed about an issue, and serve as a springboard for new ideas. However, literature surveys rarely establish anything approximating unanimous consensus. Ironically, this is just as true for the empirical economic literature. To harmonize this dissonance, we offer a quantitative methodology for reviewing the empirical economic literature. Meta‐regression analysis (MRA) is the regression analysis of regression analyses. MRA tends to objectify the review process. It studies the processes that produce empirical economic results as though they were any other social scientific phenomenon. MRA provides a framework for replication and offers a sensitivity analysis for model specification. In this brief essay, we propose a new method of reviewing economic literature, MRA, and discuss its potential.
THE ECONOMICS OF VOLUNTARY EXPORT RESTRAINT AGREEMENTS
Authors: Pomfret Richard
Published: October 2006

Abstract. The three substantive sections of this survey deal with the economic consequences of voluntary export restraint agreements (VERs), e.g. the Multi‐Fibre Arrangement and VERs on Japanese auto exports. Section 2 focuses on the disposition of quota rents under the assumptions of perfectly competitive markets and the absence of substitute suppliers. Section 3 considers imperfect competition and the role of VERs as cartelization instruments, facilitating collusion. Section 4 analyzes the discriminatory effects of VERs when there are third country suppliers. A broad conclusion is that the economic consequences of VERs are more complex than the standard trade policy analysis based on tariffs because of the issues discussed in Sections 3 and 4.
VALUING NON‐MARKET GOODS USING CONTINGENT VALUATION
Authors: Hanley N. D.
Published: October 2006

Abstract. Contingent valuation is a technique being developed by economists for the valuation of environmental commodities not traded in markets. This paper discusses the major problem areas associated with this method of value estimation. These comprise bias (strategic, hypothetical and design biases); the discrepancy between willingness‐to‐pay and compensation demanded; the aggregation procedure; the choice of question format; and non‐use values. Some evidence from comparative studies is reported, and comments made on the accuracy of contingent valuation answers, Finally, the conditions under which contingent valuation seems to operate best are set out.
INTRA‐FIRM TRADE
Authors: Gilroy Bernard Michael
Published: October 2006

Abstract. The study analyses intra‐firm trade, that is the estimated one‐third of world trade which is transacted between affiliated parties. As firms realize the increasing potential for integrating their operations throughout the world, they are contributing to significant shifts in the patterns of interntional trade and industrial development. As emphasized here, international trade is inextricably linked to the growing and substantial share of transactions between affiliated parties conveyed through multinational enterprises.
MACROECONOMIC THEORY AND POLICY
Authors: Sayer Stuart
Published: October 2006

Books reviewed in this article:

Olivier Jean Blanchard and Stanley Fischer (1989) Lectures on Macroeconomics.

Keith Cuthbertson and Mark P. Taylor (1987) Macroeconomic Systems.

Andrew Stevenson, Vinantonio Muscatelli and Mary Gregory (1988) Macroeconomic Theory and Stabilisation Policy.
THEORETICAL FOUNDATIONS FOR STICKY WAGES
Authors: Haley James
Published: October 2006

Abstract. The paper compares three different types of theoretical explanation of ‘sticky’wages. They are implicit contracts, efficiency wage models and insider/outsider models. It then reconsiders Keynes’rationale for sticky wages, which focuses on relative wage issues. Finally, the paper considers possible directions for future research.
INSTABILITY OF THE U.S. MONEY DEMAND FUNCTION
Authors: Leventakis John A. , Brissimis Sophocles N.
Published: October 2006

Abstract.The paper surveys the two major episodes of instability of the U.S. money demand function known respectively as ‘the mystery of missing money’ and ‘the great velocity decline’. It also assesses the recent literature on open economy money demand models and their usefulness in explaining the puzzling behaviour of money demand manifested shortly after the transition to floating exchange rates.
NONLINEAR TIME SERIES MODELS IN ECONOMICS
Authors: Mills Terence C.
Published: October 2006

Abstract.In recent years there has been great interest in developing nonlinear extensions to the basic Autoregressive Integrated Moving Average model popularised by Box and Jenkins. Many of these have been in response to observed nonlinear behaviour in scientific areas such as electronic engineering, geology and oceanography and, as a consequence, have found little application in economics. Economic time series have features peculiar to themselves, and thus often require models to be developed in response to their own special nonlinear character. This paper therefore surveys those nonlinear time series models that have been developed in other disciplines and which have found to be useful for analysing economic time series, such as power transformations, fractional integration and deterministic chaos, and those that have been developed directly in response to nonlinear economic behaviour: for example, logistic transformations, asymmetric models, Markov models for business cycles and time deformation models. Also discussed are various tests for the presence of nonlinearity in time series and the evidence concerning the prevalence of such nonlinearity in economic time series is surveyed.
THEORETICAL APPROACHES TO MONETARY DISINFLATION
Authors: Dalziel Paul C.
Published: October 2006

Abstract. During the 1980s many countries adopted tight monetary policies to reduce high inflation rates which were the legacy of the 1970s. As inflation threatens to rise at the beginning of this decade, this paper provides a survey of the 1980s literature which sought to provide theoretical understandings of how monetary disinflation is achieved. Four models are presented—monetarist, neo‐Keynesian, new classical and post‐Keynesian. Each model's explanation of the recession which accompanies the monetary disinflation is outlined, as well as possible policy measures to reduce the extent of the recession and to hasten the return to full employment.
COINTEGRATION AND DYNAMIC TIME SERIES MODELS
Authors: Muscatelli Vito Antonio , Hurn Stan
Published: October 2006

ABSTRACT. This paper provides a survey of some of the recent developments in the field of econometric modelling with cointegrated time series. In particular, we describe the testing and estimation procedures which have become increasingly popular in the recent applied literature. In addition to the ‘two‐stage’ procedure proposed by Engle and Granger, we consider extensions to the modelling of dynamic models with cointegrated variables, such as the estimation of models with multiple cointegration vectors, simultaneous systems, models with seasonally integrated and cointegrated variables. Furthermore, we illustrate the practical application of the techniques describes in the paper by means of a tutorial data set.
SPECULATIVE CURRENCY ATTACKS AND BALANCE OF PAYMENTS CRISES
Authors: Blackburn Keith , Sola Martin
Published: October 2006

Abstract. This paper reviews the recent theoretical literature on collapsing exchange rate regimes. Using a combination of technique, intuition and realworld observation, we discuss the literature's main insights, point out some unresolved questions and offer suggestions for future research. The survey should be of interest to both specialists and non‐specialists in the field of international macroeconomics.
STABILIZATION WITH WAGE INDEXATION AND EXCHANGE RATE FLEXIBILITY
Authors: Van Gompel J.
Published: October 2006

Abstract.This survey examines the role ofwage indexationandexchange rate policyin dampening fluctuations in output around its target level. It is demonstrated that the appropriate choice for wage indexation and exchange rate flexibility is highly sensitive to the nature and the relative importance of the shocks impinging upon the economy, as well as to the relevant parameters in the economy. Moreover, the question of the desired flexibility of the exchange rate should be studied in the context of wage indexation, and vice versa. This interdependence raises the possibility of both policies being complements or substitutes to each other depending on the number of shocks that perturb the economy.
INSTITUTIONS AND (SHORT‐RUN) MACROECONOMIC PERFORMANCE
Authors: Hargreaves Heap Shaun P.
Published: October 2006

Abstract. This paper reviews the growing interest in institutions. It argues that the explanation for this interest is a fresh awareness of how institutions affect economic performance. This connection arises because many economic interaction take the form of one or other of three ‘classic’ games (prisoners' dilemma, coordination and chicken) and the outcome in these games (and hence performance of the economy) is influenced by the institutional context of these interactions. The paper provides a detailed illustration of this argument with a survey of the literature which relates unemployment performances to the institutions of wage setting in OECD countries.
EVENT STUDY METHODS AND EVIDENCE ON THEIR PERFORMANCE
Authors: Armitage Seth
Published: October 2006

Abstract. The paper outlines widely used methods of estimating abnormal returns and testing their significance, highlights respects in which they differ conceptually, and reviews research comparing results they produce in various empirical contexts. Direct evidence on the performance of different methods is available from simulation experiments in which known levels of abnormal return are added. The market model is most commonly used to generate expected returns and no better alternative has yet been found despite the weak relationship between beta and actual returns. Choice of procedure for significance testing depends on the characteristics of the data. The evidence indicates that in many cases the best procedure is to standardise market model abnormal returns by their time series standard errors of regression and use the t‐test. Alternatively a rank test appears to be at least as powerful. If errors are cross‐correlated or increase in variance during the test period, other methods discussed should be used.
THE THEORY AND ESTIMATION OF INDIVIDUAL AND SOCIAL WELFARE MEASURES
Authors: Becht Marco
Published: October 2006

Abstract. The most widespread measure of individual welfare is consumer surplus (cs). If consumer surplus is to represent underlying preferences, very restrictive assumptions must be imposed and, worse, the resulting measures completely ignore distributional issues. Applied economists often argue that consumer surplus is a good approximation to the theoretically correct measures and the only feasible choice in practice. This is no longer true; recent advances in estimation techniques have made it possible to determine the approximate values of the correct measures quite satisfactorily. The theory and estimation of social welfare measures automatically involves ethical and distributional judgements. Often, these are difficult to incorporate in intuitive summary indicators that are easy to estimate. A range of money metric measures is presented that provide a more desirable, albeit still problematic alternative. Subject to severe data limitations, the theoretically correct welfare measures can be estimated for a wide range of modelling situations using parametric and nonparametric techniques.
RANDOM COEFFICIENT MODELS: THEORY AND APPLICATIONS
Authors: Swamy P. A. V. B. , Tavlas George S.
Published: October 2006

Abstract.This paper provides an overview of the rationale behind, and the implementation, and uses of, the random coefficient approach to econometric modelling. A simple random coefficient model is presented, and methods for estimating, testing, and validating such a model are described. A more general model is then presented. The general model is shown to include several fixed‐coefficient models as special cases and can be estimated incorporating a variety of judgements concerning simplification. Finally, the paper reviews recent applications of random coefficient estimation.
A COMPARISON OF SOME INTRODUCTORY AND UNDERGRADUATE ECONOMETRIC TEXTBOOKS
Authors: Harris Mark N. , Macquarie Lachlan R.
Published: October 2006

Books reviewed in this article:

William H. Greene (1993) Econometric Analysis (Second Edition)

William E. Griffiths, R. Carter Hill and George G. Judge (1993) Learning and Practicing Econometrics

George G. Judge, R. Carter Hill, William E. Griffiths, Helmut Lütkepohl and Tsoung‐Chao Lee (1988) Introduction to the Theory and Practice of Econometrics (Second Edition)

G. S. Maddala (1992) Introduction to the Theory and Practice of Econometrics (Second Edition)
EXPERIMENTAL ASSET MARKETS WITHIN FINANCE
Authors: Duxbury Darren
Published: October 2006

Abstract. This paper addresses the concept of market efficiency, presenting a critical review of the conventional tests in the area, which in turn provides the justification for employing an experimental methodology. The literature on experimental asset markets within finance is then reviewed and evaluated.
GENDER AND POVERTY: ISSUES AND POLICIES WITH SPECIAL REFERENCE TO ASIAN DEVELOPING COUNTRIES
Authors: Quibria M.G.
Published: October 2006

Abstract. Recent years saw the outpouring of a theoretical and empirical literature, exploring the nexus between gender and poverty in developing countries. This paper, which provides a critical review of the literature, examines the conceptual basis for a gender‐focused approach to poverty alleviation; reviews the relevant empirical studies and data, drawn principally, but not exclusively, from Asian developing countries; and explores the role of public policies to redress gender disparity. The present review argues that the conceptual basis for many gender‐focused policies is far from well‐established. The empirical foundations of many conventional wisdoms as well as of popular policies remain fragile due to the dearth of reliable gender‐segregated data and rigorous empirical studies. The paper underscores the need for more careful empirical analyses as an input to formulating sound public policy with regard to gender and poverty.
PLAYING FAIR WITH FAIRNESS (A COMMENT ON ARNSPERGER'S ‘ENVY‐FREENESS AND DISTRIBUTIVE JUSTICE’)
Authors: Kolm Serge‐Christophe
Published: October 2006

Abstract. The principle that ‘no individual prefers another's allocation to his own’is central in the analysis of Economic Justice mainly because of its identity with the basic case of equality of liberty, rather than for its indirect relation with the sentiment of envy. The various reproaches which have been addressed to this principle, gathered by Arnsperger, either are misconceived, or have been answered by rational (justified) extensions or specifications of the principle.
A Question of History: John Berger's Labours
Authors: KAYE HARVÉY J.
Published: October 2006

Abstract
John Berger's work of the past dozen years, bearing witness to the disappearance of the European peasantry and seeking to rescue the practice of storytelling that it might be renewed and turned against the cultural amnesia of both industrial capitalism and State socialism, has represented a further articulation of his commitment to the necessity of critical historical thought and consciousness. This essay reviews Berger's earlier work and considers his most recent writings in terms of his commitment to historical remembrance and imagination. Though Berger's project is still found to be extremely compelling, the author finds Berger's formulation of the question of 'survival’ as the central question of contemporary history problematic.
‘Are we not [Civilized] Men?’: The Formation and Devolution of Community in Northern Mexico
Authors: NUGENT DANIEL
Published: October 2006

Abstract
The paper engages several of the issues raised by Cohn and Dirks’ statement on The Nation State, Colonialism and the Technologies of Power’ (“Beyond the Fringe’1988). It presents an account of the relationship between a community of armed peasants and the state in northern Mexico. The argument is that despite cyclic periods of coincidence and antagonism between the politico‐ideological projects of state and community, an historical analysis of the experience of the people and town of Namiquipa, Chihuahua, reveals certain continuities in the forging of an alternative political‐cultural space, regardless of the character of the community's relationship to the state at any time.

In Mexico ‐ as everywhere ‐ the function of the State is the maintenance of the existing order, i.e. the maintenance of social inequality. A task for the social scientist is to document and analyse the regional strategies of the State, through the study of both the federal government and the actors who receive delegated power from it…. [T]he State apparatus is also in charge of distributing differential benefits among the population. The logic of this distribution transcends rural aspects and regional boundaries and refers to the historical dynamics of the Mexican nation, which manifests itself in the configuration of the State at different periods of time and is conditioned by the existing correlation among international forces. But from such macro‐political panorama one must descend to its implications for regional development (Guillermo de la Pefia 1981: 259–260).

Neither the peasants nor the State is an autonomous entity. Both are associated with other complex dependencies, with other forces and pressures. Both are stratified within and divided by interests that often contradict each other. The contradiction between the peasants and the State is not the only one in the country, and thanks to a coalition of many interests, it is not even the most apparent. However, it is the essential one in the sense that the changes that would radically and basically affect the entire situation can only be generated within it (Arturo Warman 1980:7).