Does the cue help? Children's understanding of multiplicative concepts in different problem contexts

Background: Understanding arithmetical principles is a key part of a conceptual understanding of mathematics. However, very little attention has been paid to children's understanding of multiplicative, as compared to additive, principles. Aims: This study investigated(a) children's ability to use commutative and distributive cues to solve multiplication problems, (b) whether their ability to use these cues depends on the problem context, and(c) whether separate mechanisms might underlie children's understanding of commutativity and distributivity. Sample: Twenty‐seven 9‐year‐olds (Year 5) and thirty‐two 10‐year‐olds (Year 6). Methods: Forty‐eight multiplication problems (with a multiple‐choice response format) were presented to children. There were four types of problem: Commutative, Distributive, Combined commutative‐distributive(all preceded by a cue) and No cue problems. Each type of problem was presented in three different contexts: Isomorphism of measures, Area, and Cartesian product. Results: Children demonstrated a good understanding of commutativity but a very poor understanding of distributivity. A common mistake in the distributive problems was to select the number that was one more, or one less, than the answer in the cue. Children's understanding of distributivity (butnot commutativity) seemed to depend on the problem context. Factor analysis suggested that separate factors underlie the ability to solve commutative and distributive problems. Conclusions: Nine‐ and 10‐year‐olds understand commutativity, but are unable to use the distributive principle in multiplication. Their errors suggest that they may confuse some of the principles of multiplication with those of addition. When children do begin to understand the principle of distributivity, they most easily apply it in the context of Isomorphism of measures multiplication problems. The implications for mathematical education are discussed.     

Family background and academic achievement: does self-efficacy mediate outcomes?

Research indicates both family background and self-efficacy influence academic outcomes; however, family background also impacts self-efficacy development. The purpose of the current study was to establish whether self-efficacy mediates the relationship between family background and academic achievement. Results indicated family background features were not robust predictors of academic achievement in the current sample, which limited testable mediation pathways. Evidence was found that self-efficacy does mediate the relationship between parental involvement and expectations of academic success. Results also indicated self-efficacy is a strong and consistent predictor of grade point average and expectations of academic success. Based on these findings, it is recommended educators utilize previously developed classroom strategies which have been shown to enhance students’ self-efficacy levels.     

Will people work hard on a task they choose? Social-eyes priming in different cultural contexts

Although previous work shows that people are strongly motivated to work on a task they choose, little is known on the boundary conditions for this effect. Here, we hypothesized that European Americans work hard on a task they choose in private so as to achieve their independence. In support of this hypothesis, we found that performance in an alleged IQ test increased when the test was chosen in the absence of social-eyes priming for European Americans and, moreover, this effect was more pronounced for independently oriented individuals. We also hypothesized that Asians work hard on a task they choose in public so as to establish their interdependence. In support of this hypothesis, we found that performance in the IQ test increased when the choice was made in the presence of the social-eyes priming for Asians and, moreover, this effect tended to be more pronounced for interdependently oriented individuals. Implications for theories of culture and motivation are discussed.     

Consultant choice across decision contexts: are abortion decisions different?

A survey conducted among college students in the midwestern US indicated that abortion decision-making consultation patterns differ substantially from those associated with other types of decisions. Surveyed were 169 predominantly White, middle-income students (68 males and 101 females) 18-20 years of age recruited from an introductory psychology class. Participants were presented with vignettes that pertained to four types of decisions: abortion (unplanned pregnancy), medical (cancer treatment type), future (career move), and interpersonal (crisis with a friend). For each decision, students were asked who they would consult (specific family members, significant others, friends, various professionals) and the order in which they would consult them. The mean number of consultants selected was 3.72 for abortion, 5.54 for medical, 4.90 for future-oriented, and 2.41 for interpersonal decisions. Significant others were selected most often for all decision scenarios; however, the highest frequency of consultation and lowest mean rank order for the significant other was on the abortion decision. The next most important consultant for abortion decisions was friends, then family members, and, finally, professionals. The only gender difference was a greater tendency for females to consult their mothers. For every category of consultant (except best friend), the pattern differed depending on the type of decision. These findings underscore the importance of considering context and multifaceted approaches in the design of programs aimed at enhancing adolescents' decision-making skills.     

Are ethics different in different settings?

Practicing counselors may interpret ethical obligations differently according to their work settings. These differences are related to: (a) the relative strength of the professional identification of counselors in various settings, and (b) differences in the support for or pressures against ethical practice in different settings. This article focuses on one of the problems related to the nature of the client population and the counseling setting: What rights of confidentiality do minors have against disclosure to their parents?     

Adaptation and validation to Spanish of the Psychological Capital Questionnaire–12 (PCQ–12) in academic contexts

Current Psychology - Psychological Capital is a construct that is experiencing strong growth within the framework of Positive Psychology. In work contexts, it has been related to employee...     

Turning the gender tables: evidence of students’ awareness of a reversal in gender status between academic and occupational contexts

Social Psychology of Education - This study investigates young people’s awareness of gender differences in achievement and their reversal between educational and occupational contexts. Girls...     

Do social comparisons in academic settings relate to gender and academic self-confidence?

This paper reports the development of an Academic Social Comparison Scale (ASCS) to measure students’ tendencies to socially compare themselves with other students in an educational setting. The 27-item ASCS was then measured in relation to academic self-confidence in a sample of University students, using the Individual Learning Profile (ILP) scale. The study found that making downward academic social comparisons was not very commonly reported and did not relate to academic confidence in any domain measured. Confidence in numeracy, speaking, and hard IT were, however, significantly lower in those students who tended to make more upward social comparisons. The results also showed that the less students reported that they socially compared in general, the more confident they were in reading, writing, and time management. All three subscales of the ASCS showed good reliability when tested 6–9 weeks later. The ASCS showed that female students tended to make more upward academic social comparisons and less downward academic comparisons than male students. In domains such as reading and writing people’s confidence was higher if they made fewer academic social comparisons (irrespective of direction), and gender was not an important factor. Results also showed that academic confidence was neither higher nor lower in students who reported making more downwards academic comparisons. This study demonstrates the negative impact on confidence of upward social comparisons, and introduces a social comparison questionnaire specifically tailored for measuring people’s tendencies to make social comparisons in the academic domain.     

The Gärdenfors impossibility theorem in non-monotonic contexts

Gärdenfors' impossibility theorem draws attention to certain formal difficulties in defining a conditional connective from a notion of theory revision, via the Ramsey test. We show that these difficulties are not avoided by taking the background inference operation to be non-monotonic.     

How do students implement collaborative testing in real-world contexts?

Recent research has explored the effects of collaborative testing, showing costs and benefits during learning and for subsequent memory. However, no prior research is informative about whether and how students use collaborative testing in real-world contexts. Accordingly, the primary purpose of the current research was to explore the extent to which students use collaborative testing during self-regulated learning. We conducted three surveys (n = 692 across three samples) asking students about their use of collaborative testing, with a particular interest in conditions under which students report implementing collaborative testing. Among the key outcomes, a majority of students reported using collaborative testing when studying in a group. Additionally, students reported that key term definitions are the material most often used during collaborative testing. Students are also more motivated to use testing and believe testing is more effective and more fun when implemented in a group versus alone. Outcomes also shed light on metacognitive components of collaborative testing, with the student asking (versus answering) the question making the monitoring judgement whereas both students make the control decision about when to terminate practice. We discuss ways in which the collaborative memory literature can be extended to support more successful student learning.     

Burger or yogurt? Indulgent consumption in impression management contexts

We conducted three studies to investigate indulgent choice in settings with and without impression management by public–private manipulation with evaluation. Study 1 showed that the participants were less indulgent under public scrutiny due to the employment of impression management. Study 2 focused on the impression management context to test the moderate effect of self‐consciousness in two impression managed contexts. Study 3 focused on context without impression management to test the moderate effects of self‐awareness on choices. We found that depending on differences in primed personality, individuals tended to make choices other than those they favoured privately when anticipating that others might form impressions of them based on the decisions made. The findings of all three studies support our basic prediction that people are less indulgent under impression management and suggest that people tend to manage their impression by eating healthier (less indulgently) in public.     

The altruistic personality: in what contexts is it apparent?

Hypotheses concerning the specific contexts in which an altruistic personality might be most apparent were investigated. College students completed questionnaires tapping components of an altruistic personality, emotionality, and social desirability. At a 2nd session, the emotional evocativeness and ease of escape from the helping situation were experimentally manipulated. Ss were exposed to a distressed woman, completed state sympathy and personal distress indexes, and were given an opportunity to assist the woman. High scorers on dispositional altruism were expected to assist most when escape was easy, particularly when the distress cues were obvious. Altruistic and emotionally reactive persons were also expected to help most in a psychologically "weak" environment. Both predictions were supported. The relations between helping and the other predictors were also examined.     

Repetition blindness in sentence contexts: Not just an attribution?

Selective "blindness" to repeated words in rapid serial visual presentation (RSVP) occurs even when omitting these words compromises sentence syntax and meaning. The contributions of lexical and contextual factors to this repetition blindness (RB) phenomenon were evaluated using three tasks that combined RB and ambiguity resolution paradigms. During an RSVP sentence, a repeated word and matched but incongruous control were presented simultaneously, and participants were asked to report the entire sentence, including only the appropriate word. Substantial RB was evident in impaired report of repeated targets, whereas report of nonrepeated targets was enhanced when the distractor was a repeat. Experiment 2 confirmed these results with reduced reporting requirements, and Experiment 3 demonstrated the independence of repetition and sentence congruity effects. Results across all contexts support a lexical account of RB, which assumes that reactivation and identification of rapidly repeated words are impaired due to the refractory nature of lexical representations.     

Humor in romantic contexts: do men participate and women evaluate?

Several lines of research illustrate that humor plays a pivotal role in relationship initiation. The current article applies sexual selection theory to argue that humor production is a fitness indicator, allowing men to transmit information tacitly about their underlying qualities. And whereas prior research has emphasized women's appreciation of humor as a signal of interest, the focus here is on how women evaluate prospective suitors' humorous offerings. Two studies, including an ecologically valid study of online dating advertisements, provided evidence for men's production and women's evaluation of humor in romantic contexts. A third study revealed that women's evaluations of potential mates' humor are predictive of their romantic interest. Moreover, this article shows that preferences for and perceptions of humor are associated with preferences for and perceptions of intelligence and warmth, consistent with the argument that one function of humor is as a fitness indicator that provides information about underlying mate quality.     

Transposed-letter priming effect in Hebrew in the same–different task

We investigated the interaction between morphological structure and transposed-letter priming using the same–different task with Hebrew, a Semitic language in which morphology has been shown to play a key role in visual word recognition. In contrast to the results observed with lexical decision (e.g., Velan & Frost, 2009, 2011), a transposed-letter priming effect was observed irrespective of the morphological structure of the words. We take these results to suggest that morphological decomposition occurs only in the service of lexical access. We discuss further a unique feature of written Arabic, another Semitic language, to explain the apparent conflict between our findings and those reported by Perea, Abu Mallouh, García-Orza, and Carreiras (2010).     

Evolutionary policy contexts and policies in preparation for the twenty‐first century

The importance of preparing now for the next century is emphasized. The author's field and Kondratiev theories as a basis for long‐range policymaking over periods of dynamic, recon‐figurational change are briefly reviewed, and a number of assumptions relevant to this kind of policymaking are provided.. Equilibrium and nonequilibrium structures and thinking are contrasted. Limitations to control associated with limits to knowledge and knowability are discussed. The possibility is considered that continuation of present policies and practices may accelerate movement along a trajectory to nowhere. Problem solutions are considered within the context of what is meant by a civilized society, and some 15 characteristics of a civilized society are proposed. The theoretical basis for preparation for the Twenty‐First Century is advanced. Deficiencies in the present dominant politicoeconomic theories of Western Capitalistic Democracy and Marxism are discussed, and the need for a new set of “founding fathers” is proposed. The importance of developing and implementing a replacement theory of similar magnitude to present theories is emphasized, and the nature of this theory is briefly sketched. Some recommendations for guided paradigm change are offered.     

Response patterns of young children from two contrasting SES contexts to different numerical tasks with numbers 1–5

This study contributes to a multifaceted picture of young children’s emergent number knowledge by focusing on the variety of ways in which children express and use quantitative information. The authors’ aims are to (a) explore the extent to which quantifying collections 1–5 and using that information pose different levels of difficulty to children from 33 to 47?months old, (b) identify intra- and intertask response patterns, and (c) analyze the influence of socioeconomic status and age on these response patterns. Sixty-six children from two contrasting socioeconomic status groups (very low and middle) were asked to solve tasks with 1–5 elements in the context of a game. Using quantitative information turned out to be more complex than quantification. Intra- and intertask response patterns showed that children gradually come to understand the first five numerical values according to the numerical sequence in a much less strict way than that proposed by the cardinal-knowers model that posits that children progress in an orderly way in their number knowledge. Children in different ages and socioeconomic status groups were found to be more similar to each other when the whole arc of responses provided was considered than when solely correct performance was measured.     

Can pupillometry index auditory attentional capture in contexts of active visual processing?

The rare presentation of a sound that deviates from the auditory background tends to capture attention, which is known to impede cognitive functioning. Such disruption is usually measured using performance on a concurrent visual task. Growing evidence recently showed that the pupillary dilation response (PDR) could index the attentional response triggered by a deviant sound. Given that the pupil diameter is sensitive to several vision-related factors, it is unclear whether the PDR could serve to study attentional capture in such contexts. Hence, the present study aimed at verifying whether the PDR can be used as a proxy for auditory attentional capture while a visual serial recall task (Experiment 1) or a reading comprehension task (Experiment 2) – respectively producing changes in luminance and gaze position – is being performed. Results showed that presenting a deviant sound within steady-state standard sounds elicited larger PDRs than a standard sound. Moreover, the magnitude of these PDRs was positively related to the amount of performance disruption produced by deviant sounds in Experiment 1. Performance remained unaffected by the deviants in Experiment 2, thereby implying that the PDR may be a more sensitive attention-capture index than behavioural measures. These results suggest that the PDR can be used to assess attentional capture by a deviant sound in contexts where the pupil diameter can be modulated by the visual environment.     

“When you're coming from the reserve you're not supposed to make it”: Stories of Aboriginal athletes pursuing sport and academic careers in “mainstream” cultural contexts

ObjectivesThis project responds to the call for athletic career development and transitions research that centralizes the constitutive role of culture in athletes' experiences (Stambulova & Alfermann, 2009; Stambulova & Ryba, 2014). Within, we explore the cultural transitions of Aboriginal hockey players (14–22 years old) relocated into “mainstream” (Euro-Canadian) cultural contexts to pursue dual careers as students and athletes.DesignThe research was framed as a cultural sport psychology initiative. The project was rooted in a local Indigenous decolonizing methodology, which was brought forward via a participatory action research approach.MethodsMandala drawings and conversational interviews were employed as open-ended data collection processes that enabled the participants to share their stories and meanings through their own cultural perspectives. Vignettes were then used to present their accounts.ResultsThe participants' careers as athletes and students were precariously navigated within larger cultural tensions to: (a) deal with a loss of belonging in the Aboriginal community; (b) break down negative stereotypes and attitudes that Aboriginal people are not able to “make it”; and (c) give back to the Aboriginal communities they relocated away from.ConclusionsThrough a culturally resonant mode of knowledge production, the research uncovers contextual understandings of the cultural transitions experienced by Aboriginal athletes, revealing how this transition intersects with and shapes their dual careers. The project offers insight into the central role of culture in shaping athletes' dual careers, and provides impetus for more idiosyncratic approaches to be adopted in future research.     

Inferences about actions performed in constraining contexts: Correspondence bias or correspondent inference?

Prior studies of the correspondence bias reveal a tendency for people to base inferences on behaviors they observe, even when these behaviors are highly constrained by the social context in which they occur. Three processes may combine to sustain this effect: (a) an insufficient adjustment of initial estimates caused by the fundamental attribution error (FAE); (b) the reliance on intuitive estimates of the prevalence of traits, attitudes, and other dispositional characteristics in the general population; and (c) the assumption that few situations are so coercive that they negate all freedom of choice. These processes were differentiated in a modification of the Jones-Harris paradigm. Participants estimated a particular attitude's prevalence in the general population before reading an essay written under either high or low choice conditions and taking a probable or improbable position. Inferences were consistent with prior probabilities when the essay expressed a highly probable opinion and consistent with behavior when the essay expressed an unlikely opinion. These results suggest that perceivers make inferences by estimating the probability that the observed behavior reflects a dispositional characteristic and then revising their prior estimates of the probability of that characteristic accordingly. Thanks are extended to William R. Pope for his assistance in all phases of this research, and to Karl Kelley, Joel Cohen, Catherine Lewis, Chris Wetzel, and several anonymous reviewers for their helpful comments and suggestions.