Children’s Judgments of Cultural Expertise: The Influence of Cultural Status and Learning Method

The authors investigated children’s use of cultural status (i.e., foreign vs. American) and learning method to evaluate informants’ expertise in novel cultural practices. Ninety-six 6- to 9-year-olds heard about a foreign informant (i.e., member of an unfamiliar out-group) and an American informant (i.e., member of the participant’s in-group) who each learned about a novel cultural practice differently (i.e., from a person vs. from a book). Participants decided which informant executed the cultural practice better, which informant they would prefer to learn from, and which learning method they would want to use themselves (i.e., learning method preference). Overall, participants endorsed foreign informants over American informants and foreign informants who learned from a person were generally viewed as the preferred option for imparting information in this context. These findings suggest that during the transition to middle childhood, learning context is an important influence on children’s evaluations of cultural identity and learning methods.     

Should We Have Children? A Decision-Making Group for Couples

The authors designed and conducted a group for couples deciding whether to have children or remain childfree. Four couples participated in various group exercises and activities. The group experience was positive for most members; in relation to this decision they gained an understanding of their own needs and attitudes, of their spouses' positions, and of the issues involved. Outcomes varied: One couple decided to wait to make the decision, two decided to have children later, and one decided to probably remain childfree.     

The Outcome of Parenting: What Do We Really Know?

Lykken's proposal that people should be required to apply for a license before they can become parents is based on his belief that the increase in crime over the past 40 years is due largely to the increase in the number of children reared in fatherless homes. I argue that the absence of a father is a correlate of criminal behavior in the offspring but not its cause. Other correlations that are usually interpreted as the effects of good or bad child-rearing practices are similarly ambiguous and subject to other explanations. I conclude that the increase in crime over the past 40 years cannot be blamed on the absence of fathers or inept child rearing, and offer two alternative hypotheses.     

The Influence of Individual Attachment Styles on Group Members’ Experience of Therapist Transitions

Abstract

Attachment theory has recently been applied to clinical practice in an effort to improve understanding and treatment of the maladaptive relational patterns clients bring to therapy. While most of this research has focused on individual therapy, interest in the application of attachment theory to group psychotherapy is growing. This paper will explore the impact of clients’ attachment styles on their experiences of co-therapist transition in an ongoing psychodynamic therapy group. This discussion will elucidate how knowledge of attachment theory and an understanding of clients’ individual attachment styles can be useful in predicting responses to therapist-initiated terminations and transitions.     

The Value of Knowledge/Rationality or the Knowledge/Rationality of Value?: Implications for Education

This paper reviews and augments important work in philosophy of education on intrinsic aims for education, of knowledge, of knowledge of values, and of rationality. A contemporary conception of knowledge as ``rationality's `data-base' is proposed and an in-depth section on the intrinsic value of rationality is incorporated.     

Why Do So Many Children of Immigrants Attend University? Evidence for Canada

The children of Canadian immigrants from some source regions, Asia, Africa and China in particular, attend university at extraordinarily high rates. Most others participate at lower rates, but still compare favourably with non-immigrant Canadians. In this paper, the Youth in Transition Survey is used to analyse the role of various background factors on these outcomes, including parental education, family income, parental expectations, high school grades and PISA test scores. To some degree, the children of immigrants go to a university because they have higher levels of the background attributes associated with university attendance, parental education in particular. But by allowing these effects to vary by immigrant group, this research finds that the high immigrant university participation rates are largely driven by those possessing “unfavourable” characteristics (low levels of parental education in particular) attending university in spite of these apparent disadvantages.     

Do Parent and Teacher Report of ADHD Symptoms in Children Differ by SES and Racial Status?

Parent and teacher reports of symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in children often differ from each other. These informant report differences may occur in systematic ways that vary by child socioeconomic status (SES) and race, but little is known about how SES and race together relate to parent and teacher report of ADHD symptoms in school-aged children. We examined the relationship between child SES, child race and parent and teacher reports of ADHD symptoms in two samples of school-aged Caucasian and African American children being evaluated for ADHD (N = 1056; N = 317). Multivariate regression was used to predict parent and teacher reports of ADHD symptoms from child SES, race, age, gender and interaction terms. The Wald test of parameter constraints was used to test the contrast between the predictors of interest and parent and teacher report of symptoms. In the second sample, we also examined observer report measures of ADHD symptoms during one-to-one testing and in the classroom. In both samples, lower SES was associated with higher levels of inattention symptoms, as reported by teachers, but not by parents. Lower SES was also associated with higher levels of hyperactivity/impulsivity symptoms, as reported by both teachers and parents. African American race was associated with higher levels of inattention and hyperactivity/impulsivity symptoms reported by teachers than reported by parents. Observer report measures showed a different pattern of associations with SES and race. Investigating how children’s SES and race influence cross-informant agreement on ratings of children’s behavior might lead to the development of better assessment practices and more accurate diagnoses for diverse child populations.     

What Do We Mean by “The Biology of Menopause”?

Most commonly, the biology of menopause is equated with the biomedical model of menopause. The biomedical model emphasizes the central importance of estrogen and has an overriding focus on disease. A broader-biological model is presented, which emphasizes the role of hormones in healthy functioning. Hormones are team players in complex, multidetermined systems that have a purpose. Hormones act in concert with other physiological systems and with sensory and social inputs. Human biology is both similar to and different from that of other animals. The implications of these assumptions for understanding menopause are discussed, especially the kinds of questions that are asked and the kinds of evidence needed before conclusions are drawn with regard to clinically significant areas. A broader-biological model of menopause provides a framework within which health-related issues can be considered from a perspective that is, on the one hand, more holistic, and on the other hand, more attentive to individual differences.     

What Can Feminist Epistemology Do for Surgery?

Surgery is an important part of contemporary health care, but currently much of surgery lacks a strong evidence base. Uptake of evidence‐based medicine (EBM) methods within surgical research and among practitioners has been slow compared with other areas of medicine. Although this is often viewed as arising from practical and cultural barriers, it also reflects a lack of epistemic fit between EBM research methods and surgical practice. In this paper we discuss some epistemic challenges in surgery relating to this lack of fit, and investigate how resources from feminist epistemology can help to characterize them. We point to ways in which these epistemic challenges may be addressed by gathering and disseminating evidence about what works in surgery using methods that are contextual, pluralistic, and sensitive to hierarchies.     

What Can Armstrongian Universals Do for Induction?

Philosophia - David Armstrong (1983) argues that necessitation relations among universals are the best explanation of some of our observations. If we consequently accept them into our ontologies,...     

Why Do Women Do the Lion’s Share of Housework? A Decade of Research

The body of recent American research indicates that women continue to perform the vast majority of household labor. Understanding the conditions under which couples can achieve an egalitarian division of household labor constitutes one of the first steps in attaining gender equity in the private and public spheres. This article discusses the state of research on the division of household labor published between 2000 and 2009. After a discussion of conceptualization and methodological issues, we review empirical findings that support or challenge the micro- and macro-level perspectives (focusing on individual characteristics and national contexts, respectively) that have been proposed to explain the gendered allocation of labor. We then review studies focusing on the interplay between these two prominent perspectives.     

Exploring the Toolkit of Emotion: What Do Sadness and Anger Do for Us?

What do negative emotions do for people? We present a framework that defines the function of emotions as the degree to which discrete emotions result in better outcomes in particular types of situations. Focusing on sadness and anger, we review evidence related to the situations that elicit these emotions; the cognitive, physiological, and behavioral changes associated with the emotions; and the extent to which these changes result in demonstrably better outcomes in the type of situation that elicits the emotion. Sadness is elicited by perceived goal loss without possibility of restoration given current abilities and is associated with deliberative reasoning, reduced physiological activity, and behavioral expression. There is preliminary evidence suggesting that sadness can permit coping with loss, and that expression of sadness can recruit others to assist in goal attainment. Anger is elicited by perceived goal loss that can be prevented if an obstacle is overcome and is associated with heuristic reasoning, increased physiological activity, and behavioral expression. There is evidence that expression of anger prompts others to remove themselves as obstacles, and preliminary evidence that anger can promote overcoming obstacles and goal attainment. Like precision tools, specific emotions are best utilized to resolve particular problems.     

The Cognitive Status of Older Adults: Do Reduced Time Constraints Enhance Sequence Learning?

Abstract

Research has indicated that older adults perform movement sequences more slowly than young adults. The purpose of the present experiment was to compare movement sequence learning in young and older adults when the time to perform the sequence was extended, and how the elderly’s cognitive status (Montreal Cognitive Assessment [MoCA]) interacted with sequence learning. The task was to minimize the difference between a target sequence pattern and the sequence produced by elbow extension-flexion movements. On Day 1, participants (28 young adults; 28 older adults) practiced the sequence under two time windows: 1300?ms or 2000?ms. On Day 2, retention performance and the cognitive status were assessed. The results demonstrated that young adults performed superior compared to older adults. Additional time to perform the sequence did not improve retention performance for the older adults. The correlation between the error score and the MoCA score of r = –.38 (p < .05) in older adults indicated that a better cognitive status was associated with performance advantages in sequence learning.     

Do Mixed Unions Foster Integration? The Educational Outcomes of Mixed-Parentage Children in Italy

We investigate the nexus between intermarriage and immigrant integration by analyzing mixed-parentage children’s educational outcomes. We use Italian Labor Force Survey data to compare the upper secondary school participation of children of different types of mixed unions with that of children of two native and two migrant couples. Our results show that mixed-parentage children perform halfway between natives and immigrants, but their educational careers are highly heterogeneous. Among families with non-Western origins, mixed-parentage children improve substantially with respect to their peers with two migrant parents. But if the mother was born abroad, the children still exhibit higher dropout risks and lower general school enrolment as compared to children of natives and all other mixed-parentage children. A pivotal role in accounting for this educational disadvantage is played by the higher incidence in this specific type of union of nonstandard family dynamics and household fragilities that may give rise to less parental monitoring and lower educational performance. This finding is consistent with a prediction based on the status exchange theory, according to which such unions are more likely affected by instability and conflict.     

How Do Athletic Status and Disability Status Affect the Five-Factor Model of Personality?

This article addresses the issue of whether athletic status and disability status affect the Big Five personality dimensions (Surgency, Agreeableness, Conscientiousness, Emotional Stability, and Intellect/Openness to Experience). Scores were compared between groups of athletes and nonathletes who either did or did not have disabilities. Individuals with disabilities had higher scores for Emotional Stability and Conscien- tiousness and lower scores for Extraversion than did fully able respondents. Athletic status did not affect scores, although the time of onset of impairment had significant effects on scale scores. The personality model's internal psychometric properties (reliabilities, means, variances, correlational structure) among people with disabilities did not differ appreciably from fully able respondents. Implications are discussed.     

The Iatrogenic Effects of Group Intervention for Antisocial Youth: Premature Extrapolations?

Group intervention for antisocial youth has received harsh criticism in recent years. This paper reviews relevant research focused on the influence of contact with delinquent peers on the development of antisocial activity. Also reviewed are studies reporting outcomes of group intervention for antisocial youth. Although a few studies have found iatrogenic effects for group intervention with antisocial youth, the majority have not. Well-developed models of group intervention have produced substantial reductions in youth antisocial activity. We describe one such program, a family-style residential program based on behavioral learning principles, and review outcomes of this program. We conclude that treatment of antisocial youth in groups is feasible and can be effective in reducing delinquent behavior.     

What Facilitates Cultural Entrepreneurship? – A Study of Indian Cultural Entrepreneurs

The importance of a ‘cultural industry’ to a national economy and the development of a “creative society” has grown increasingly. However, research on cultural entrepreneurship is in its early stages and is yet to catch the attention of mainstream entrepreneurship and creativity scholars. In this article the objective is to enhance our knowledge and understanding of the key aspects that cultural entrepreneurs find facilitating their entrepreneurship. Studying Indian cultural entrepreneurs and applying a qualitative method, this paper identifies seven such aspects: cultural value creation, intrinsic motivation and external recognition, minimized risk, contextual understanding, innovation and learning, perseverance and ethical pursuit of cultural activity, and social networks.     

Does Group CBT for Depression Do What It Says on the Tin? A Systemic Review and Meta-analysis of Group CBT for Depressed Adults (2000–2016)

The present study aimed to update previous meta-analyses of gCBT, and focus specifically on recent studies in which the Beck Depression Inventory (BDI) was used to assess outcome. PsycINFO, PubMed, EMBASE, and Cochrane were searched for eligible studies. Both randomized controlled trials (RTC, k = 9) and non-RTCs (k = 1) published since 2000 were included. On the BDI large significant effect sizes were found for gCBT compared with treatment as usual (TAU, d = 4.64), wailing list controls (WLC, d = 1.20), and both of these comparison conditions combined with studies of well-defined alternative treatments (ALT, d = 1.61). On the BDI a moderate effect size (d = 0.53) was found for comparisons of gCBT and ALT groups. gCBT also had large and significant effects on depressive cognition assessed with the Automatic Thoughts Questionnaire and the Dysfunctional Attitudes Scale compared with WLC and ALT comparison groups (d = 2.66). This meta-analysis shows that gCBT is a robust intervention for depression in adults.     

When Do Leaders Initiate Changes? The Roles of Coping Style and Organization Members’ Stability-Emphasizing Values

We explore the roles of leaders’ coping style and organization members’ emphasis on stability in predicting leaders’ initiation of changes in their organizations. Specifically, we hypothesized that leaders’ problem-focused style will be positively, and emotion-focused style negatively, related to the initiation of change. We further proposed that organization members' emphasis on stability will moderate the effect of leaders’ problem-focused style. We tested our model using time-lagged data from 75 school principals and 495/409 (Time 1/Time 2) teachers. Our results support the moderating role that the emphasis on stability has on the effect of problem-focused coping on leaders’ initiation of changes and provide some support for the negative effect of emotion-focused coping. Our findings complement the psychological literature on recipients of change with psychological insights about the factors that make leaders become change agents.