Religious Character in Church of England Schools: The Relationship Between a Religious Tradition and Its Educational Institutions

Research into the relationship between the Anglican tradition and its schools is relatively undeveloped in England. The research reported here draws on Benne's (2001 Benne , R. ( 2001 ). Quality with soul: How six premier colleges and universities keep faith with their religious traditions . Cambridge , UK : Eerdmans . [Google Scholar]) significant components of the relationship between educational institutions and their founding religious tradition to examine whether these components are a helpful way of describing religious character in Anglican schools. While school leaders and staff are committed to the Christian faith and seek to establish an ethos informed by Christian beliefs and practices, they are less able to articulate a distinctive philosophy of education particularly with respect to teaching, learning and the curriculum; some reasons for this are discussed.     

Moral Politics in the 2008 Presidential Convention Acceptance Speeches

This study examines the 2008 presidential party convention acceptance speeches from the perspective of George Lakoff's (1996 Lakoff , G. ( 1996 ). Moral politics: What conservatives know that liberals don't . Chicago , IL : University of Chicago Press . [Google Scholar], 2002 Lakoff , G. ( 2002 ). Moral politics: How liberals and conservatives think . Chicago , IL : University of Chicago Press .[Crossref] , [Google Scholar]) theory of moral politics, which argues that a metaphor of the nation as a family guides the adoption of a political ideology and facilitates persuasion. We coded speeches for instantiations of Strict Father and Nurturant Parent morality and for the social and political issues they contained. We found, as expected, that Democrats referenced more Nurturant Parent themes than Strict Father themes but that Republicans used instantiations from both moral worldviews at similar rates. Democrats, but not Republicans, framed party-owned issues in terms of their corresponding moral worldview. We discuss implications for Lakoff's theory and avenues for future research.     

Thinking Levels of Questions in Christian Reading Textbooks

If Christian schools desire students to achieve higher-level thinking, then the textbooks that teachers use should reflect such thinking. Using Risner's (1987 Risner, G. P. (1987). Cognitive levels of questioning demonstrated by test items that accompany selected fifth-grade science textbooks (Doctoral dissertation). Vanderbilt University, Nashville, TN. [Google Scholar]) methodology, raters classified questions from two Christian publishers’ fifth grade reading textbooks based on the revised Bloom's taxonomy (Anderson et al., 2001 Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrick, P. R., … Wittrock, M. C. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York, NY: Addison Wesley Longman. [Google Scholar]). The questions in the A Beka Book textbook contained 57.6% lower-level and 42.4% higher-level thinking; the questions in the Bob Jones University Press textbook contained 45.8% lower-level and 54.2% higher-level thinking. Analysis revealed a statistically significant difference between the percentages of thinking in the two publishers (p < .05).     

Assessing Reflective Parenting in Interaction With School-Aged Children

The aim of this study was to examine whether it was possible to develop a reliable and valid assessment of reflective parenting implicit in interaction with school-aged children using an adaptation of the Squiggle paradigm developed by Winnicott (1968 Winnicott, D. W. (1968). Playing: Its theoretical status in the clinical situation. International Journal of Psycho-Analysis, 49, 591–599.[PubMed], [Web of Science ®] , [Google Scholar]) and a manualized coding system (Normandin, Leroux, Ensink, Terradas, &; Fonagy, 2015 Normandin, L., Leroux, A., Ensink, K., Terradas, M. M., &; Fonagy, P. (2015). Reflective Parenting Assessment coding manual (Unpublished manual). University Laval, Québec City, QC, Canada. [Google Scholar]). A total of 158 mother–child dyads participated when children were age 5 to 12. Of this group, 89 children had experienced sexual abuse. Interrater reliability using the manualized coding system was excellent. The factor analysis identified a reflective parenting stance factor, in addition to an affectionate support factor and a negative parenting factor. Furthermore, there was a medium strength relationship between the mother's reflective parenting stance evident in her interactions with her child and parental reflective functioning assessed using the Parent Development Interview (Slade, Aber, Bresgi, Berger, &; Kaplan, 2004 Slade, A., Aber, J. L., Bresgi, I., Berger, B., &; Kaplan, M. (2004). The Parent Development Interview–Revised (Unpublished protocol). The City University of New York, New York, NY. [Google Scholar]), suggesting the parental reflective stance is a good indicator of parental reflective functioning in interaction. With regard to parent reports of child internalizing and externalizing behaviors, the reflective parenting stance was the only predictor of internalizing difficulties and a significant predictor of externalizing difficulties in addition to sexual abuse.     

The Relationships Among Sensory Processing Styles,Personality Traits,and Body Mass Index: A Pilot Study

The purpose of the authors in this study is to explore the possible relationships among sensory processing styles, possible sensory processing disorders, personality traits, and body mass index. There is research on the relationship between obesity as defined by body mass index and temperament, and sensory processing and temperament; however, no information could be found on the relationship between body mass index and sensory processing styles, or the role that temperament and personality styles may play in these relationships. The 50 female participants were recruited from the University of New England community. The sample included women between the ages of 19 and 59 years, and of various weights. None of the participants had a history of thyroid problems, diabetes, or any physical disabilities that would limit daily physical activity. None had been diagnosed with sensory processing disorder. All participants filled out two self-reports and a demographic questionnaire. The Adult/Adolescent Sensory Profile (Brown &; Dunn, 2002 Brown , C. E. , &; Dunn , W. ( 2002 ). Adult/Adolescent Sensory Profile . San Antonio , TX : The Psychological Corporation . [Google Scholar]) determines a person's sensory processing style and possible sensory processing disorder, and the Basic Personality Inventory (Jackson, 1996 Jackson , D. N. ( 1996 ). Basic Personality Inventory Manual , (2nd ed.) . Port Huron , MI : Sigma Assessment  [Google Scholar]) focuses on everyday behaviors to describe temperament and “adult behavioral syndromes” (p. 5). Through this study the authors show only tentative relationships between body mass index and sensory processing styles and personality traits. The data could be interpreted to support both discriminant and convergent validity between the Adult/Adolescent Sensory Profile and the Basic Personality Inventory. There were, however, significant correlations between aspects of sensory processing and aspects of personality that appeared to strengthen the idea that differences in sensory processing result in predictable types of behavior, indicating that sensory processing disorders are a separate diagnostic category.     

Heidegger's Contrasting Notion of Worldview in the Early,Middle, and Later Writings

Heidegger sharply distinguishes philosophy from worldview. In this he was quite unlike Hegel, Dilthey, Nietzsche, and Jaspers, who more or less equated the two, but instead followed the lead of Husserl. Nevertheless, Heidegger did not accept Husserl's unqualified reduction of philosophy to science. Early on, 1919–1922, Heidegger's concern for facticity was tied to a thinking of worldview. Conversely, Heidegger's Being and Time (1933–34/2010a Heidegger, M. (2010a). Being and truth (G. Fried and R. Polt Trans.). Bloomington, IN: Indiana University Press. (Original work published 1933–34) [Google Scholar]) considered worldview to be a fixed interpretation of the universe of beings, as opposed to philosophy as the study of Being, and suggested that fundamental ontology could demonstrate the condition of possibility for something like worldview. Later, Heidegger extended his historico-ontological critique of the Western philosophical tradition to include worldview. Worldview was now the notional equivalent of the modern subject's picturing or representing of beings as a whole to herself/himself, a fallout of the technological understanding of being. This article provides a historical précis of the notion of worldview in Heidegger's thinking and, at the same time, argues that philosophy cannot be absolutely separated from worldview in Heidegger's works.     

Change Over Time: Conducting Longitudinal Studies of Children's Cognitive Development

Developmental scientists have argued that the implementation of longitudinal methods is necessary for obtaining an accurate picture of the nature and sources of developmental change (Magnusson & Stattin, 2006 Magnusson , D. , & Stattin , H. ( 2006 ). The person in context: A holistic-interactionistic approach . In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development ( , 6th ed. , pp. 400 – 464 ). Hoboken , NJ : John Wiley & Sons . [Google Scholar]; Morrison & Ornstein, 1996 Morrison , F. J. , & Ornstein , P. A. ( 1996 ). Cognitive development . In R. B. Cairns , G. R. Elder & E. Costello (Eds.), Developmental science (pp. 121 – 134 ). New York , NY : Cambridge University Press . [Google Scholar]). Developmentalists studying cognition have been relatively slow to embrace longitudinal research, and thus, few exemplar studies have tracked individual children's cognitive performance over time and even fewer have examined contexts that are associated with this growth. In this article, we first outline some of the benefits of implementing longitudinal designs. Using illustrations from existing studies of children's basic cognitive development and of their school-based academic performance, we discuss when it may be appropriate to employ longitudinal (vs. other) methods. We then outline methods for integrating longitudinal data into one's research portfolio and contrast the leveraging of existing longitudinal data sets with the launching of new longitudinal studies to address specific questions concerning cognitive development. Finally, for those who are interested in conducting longitudinal investigations of their own, we provide practical on-the-ground guidelines for designing and carrying out such studies of cognitive development.     

Development and Initial Psychometric Evaluation of the Semi-Structured Emotion Regulation Interview

Emotion regulation (ER) strategy use has been identified as a transdiagnostic predictor of the development, maintenance, and recovery from several forms of psychopathology. However, the ER strategy use literature relies primarily on self-report measures that have several important limitations. This article describes the development and initial psychometric evaluation of a novel clinician-administered measure of ER strategy use, the Semi-Structured Emotion Regulation Interview (SERI; Lee, Weathers, &; Sloan, 2016 Lee, D. J., Weathers, F. W., &; Sloan, D. M. (2016). The Semi-Structured Emotion Regulation Interview (SERI). Unpublished instrument. [Google Scholar]). The SERI was developed in a construct validation framework with emphasis on a multistage content validity process. The SERI assesses frequency and efficacy (i.e., proximal change in the targeted emotion) of 9 strategies in regulation of a specified emotion type and intensity (e.g., severe anxiety) during the past 30 days. Undergraduates (N = 68) completed a battery of self-report measures and a subsequent interview. Frequency and efficacy of each strategy was assessed separately with respect to regulation of moderate and severe anxiety and anger. Each of the assessed strategies demonstrated excellent discriminant validity. Associations between SERI and self-report measures of ER strategy use varied by target emotion type and intensity for some strategies, but not others. Implications and suggestions for future research are described.     

Adrian van Kaam, (1920–2007)

On the 10th anniversary of her doctoral dissertation on the psychology of fame and celebrity, Donna Rockwell shares a journal entry from that time related to working with her qualitative data. Donna was mentored by the late Clark Moustakas, Ph.D., at the Center for Humanistic Studies (now the Michigan School of Professional Psychology), in both Heuristic and Transcendental Phenomenological research methods (Moustakas, 1990 Moustakas , C. ( 1990 ). Heuristic research. Design, methodology, and applications . Newbury Park , CA : Sage .[Crossref] , [Google Scholar], 1994 Moustakas , C. ( 1994 ). Phenomenological research methods . Thousand Oaks , CA : Sage .[Crossref] , [Google Scholar]). Exploring the mysteries of human experience as sacred ground, Donna describes her way of being-with the lived-world of her research participants.     

Mutual Suppression: Comment on Paulhus et al. (2004)

Paulhus, Robins, Trzesniewski, and Tracy (Multivariate Behavioral Research, 2004 Paulhus, D. L., Robins, R. W., Trzesniewski, K. H. and Tracy, J. L. 2004. Two replicable suppressor situations in personality research. Multivariate Behavioral Research, 39: 303–328. [Taylor &; Francis Online], [Web of Science ®] , [Google Scholar], 39, 305–328) suggested that the three types of two-predictor suppression situations—classical suppression, cooperative suppression, and net suppression—-can all be considered special cases of mutual suppression, in that the magnitude of each of the two standardized partial regression coefficients exceeds the magnitude of its corresponding standardized bivariate regression coefficient. Classical suppression and cooperative suppression can be considered mutual suppression, but net suppression cannot. Hypothetical and empirical examples of net suppression in which the magnitude of the standardized partial regression coefficient for the suppressor variable is greater than, equal to, and less than the magnitude of its standardized bivariate regression coefficient are provided. The empirical examples were drawn from the social psychology literature relating psychological well-being outcomes to life aspirations.     

Christian Nurture of Children in the Writings of Horace Bushnell and Ellen G. White

Until the 20th century, the spiritual nurture of children was not a high priority for the Christian church. In fact, for most of Christian history, reflection on the nature of children and their faith formation was often considered “beneath” the work of theologians. Two 19th-century American Christian writers, however, stand in sharp contrast to this trend: Horace Bushnell (1802–1876) and Ellen G. White (1827–1915 White, E. G. (1915). Life sketches of Ellen G. White. Mountain View, CA: Pacific Press. [Google Scholar]). This article examines, compares, and contrasts the thoughts of these two thinkers on Christian nurture within the context of their lives and theologies of human nature and salvation.     

Development of Mathematical Knowledge in Young Children: Attentional Skill and the Use of Inversion

The principle of inversion, that a + b ? b must equal a, is a fundamental property of arithmetic, but many children fail to apply it in symbolic contexts through 10 years of age. We explore three hypotheses relating to the use of inversion that stem from a model proposed by Siegler and Araya (2005 Siegler , R. S. , &; Araya , R. ( 2005 ). A computational model of conscious and unconscious strategy discovery . In R. V. Kail (Ed.), Advances in child development and behavior (pp. 1 – 42 ). New York , NY : Elsevier .[Crossref] , [Google Scholar]). Hypothesis 1 is that greater calculational skill is related to greater use of inversion. Hypothesis 2 is that greater attentional skill is related to greater use of inversion. Hypothesis 3 is that the relation between attentional skill and the use of inversion is particularly strong among children with high skill in calculation. We found suggestive evidence for Hypothesis 2 and clear evidence for Hypothesis 3, indicating that for children who are strong at calculation, attentional flexibility is related to use of inversion.     

Constraints on the Acquisition of Social Category Concepts

Determining which dimensions of social classification are culturally significant is a developmental challenge. Some suggest this is accomplished by differentially privileging intrinsic visual cues over nonintrinsic cues (Atran, 1990 Atran , S. (1990). Cognitive foundations of natural history: Towards an anthropology of science . New York , NY : Cambridge University Press. [Google Scholar]; Gil-White, 2001 Gil-White , F. J. ( 2001 ). Are ethnic groups biological ‘species’ to the human brain? Essentialism in our cognition of some social categories . Current Anthropology , 42 , 515 – 554 .[Crossref], [Web of Science ®] , [Google Scholar]), whereas others point to the role of noun labels as more general promoters of kind-based reasoning (Bigler &; Liben, 2007 Bigler , R. S. , &; Liben , L. S. ( 2007 ). Developmental intergroup theory: Explaining and reducing children's social stereotyping and prejudice . Current Directions in Psychological Science , 16 , 162 – 166 .[Crossref], [Web of Science ®] , [Google Scholar]; Gelman, 2003 Gelman , S. A. ( 2003 ). The essential child: Origins of essentialism in everyday thought . New York , NY : Oxford University Press .[Crossref] , [Google Scholar]). A novel groups procedure was employed to examine the independent effects of noun labels and visual cues on social categorization. Experiment 1 demonstrated that in the absence of a visual cue, a noun label supported social categorization among 4-year-olds and 7-year-olds. Experiments 2 and 3 demonstrated that children and adults fail to differentiate between intrinsic and nonintrinsic visual cues to category membership, suggesting that this distinction is not central to the acquisition of social category concepts. Experiments 2 and 3 also showed that in the absence of a shared noun label, visual cues were not sufficient for younger children to form social categories. Experiment 4 ruled out a potential demand characteristic in the previous experiments. Together, these results reveal the primacy of verbal labels over visual cues for social categorization in young children and suggest a developmental change between ages 4 and 7 in the ability to construct new representations of social category concepts.     

Linguistic Styles of Eminent Writers Suffering From Unipolar and Bipolar Mood Disorder

Past research has shown that the styles of drawings by patients with unipolar and bipolar mood disorder differ, the latter expressing more positive and fewer negative emotions (Wadeson, 1980 Wadeson , H. ( 1980 ). Art psychotherapy . New York : Wiley . [Google Scholar]). In the first study presented here, it was expected that prose texts by eminent writers who suffered from unipolar versus bipolar mood disorder would show this same effect. One novel per writer was analyzed, using Pennebaker, Francis, and Booth's (2001 Pennebaker , J. W. , Francis , M. E. , & Booth , R. J. ( 2001 ). Linguistic inquiry and word count . Mahwah , NJ : Lawrence Erlbaum Associates, Inc . [Google Scholar]) Linguistic Inquiry and Word Count. Results disconfirmed the hypothesis, but indicated 3 other differences that were then replicated in Study 2, using a second set of novels by the same authors. Results indicated that: (a) Bipolar writers referred to death more than did unipolar writers; (b) unipolar writers referred to people other than themselves more than did control writers; (c) unipolar writers used more words describing cognitive mechanisms (e.g., understand, know) than did both other groups. The fact that the unipolar and bipolar groups did not differ from controls on measures related to emotions and feelings can be partially explained in terms of the therapeutic effect of writing (Pennebaker, 1997 Pennebaker , J. W. ( 1997 ). Writing about emotional experiences as a therapeutic process . Psychological Science , 8 , 162 – 166 .[Crossref], [Web of Science ®] , [Google Scholar]). The interest displayed by unipolar writers in cognitive mechanisms is consistent with Verhaeghen, Joorman, and Khan's (2005 Verhaeghen , P. , Joorman J. , Khan , R. ( 2005 ). Why we sing the blues: The relation between self-reflective rumination, mood and creativity . Emotion , 5 , 226 – 232 .[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) finding that rumination mediates the link between creativity and unipolar depression.     

Is overgeneral autobiographical memory an isolated memory phenomenon in major depression?

The present study explored the relation between overgeneral autobiographical memory (AM) and other aspects of memory functioning in depression. A total of 26 patients with major depressive disorder completed a set of memory tasks measuring AM specificity (AMT; Williams & Broadbent, 1986), working memory, semantic memory, verbal learning, delayed verbal recall, recognition memory, and source memory. Reduced specificity of AM was related to poor working memory (central executive functioning) and poor source memory. The former finding conforms to the idea that the voluntary retrieval of specific autobiographical memories (AMs) involves central executive processes (e.g., Conway & Pleydell-Pearce, 2000 Conway, M. A. and Pleydell-Pearce, C. W. 2000. The construction of autobiographical memories in the self-memory system. Psychological Review, 107: 261–288. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). The latter finding replicates and extends recent findings suggesting that overgeneral AM is part of a broader memory deficit in retrieving the specific details of the context in which information was acquired (Ramponi, Barnard, & Nimmo-Smith, 2004 Raes , F. , Hermans , D. , Williams , J. M. G. , Demyttenaere , K. , Sabbe , B. , Pieters , G . & Eelen , P. ( 2004 ). Reduced specificity of autobiographical memory: A mediator between rumination and ineffective social problem solving in major depression? Journal of affective disorders , 87 , 331 – 335  [Google Scholar]). Furthermore, in line with Ramponi et al. (2004 Raes , F. , Hermans , D. , Williams , J. M. G. , Demyttenaere , K. , Sabbe , B. , Pieters , G . & Eelen , P. ( 2004 ). Reduced specificity of autobiographical memory: A mediator between rumination and ineffective social problem solving in major depression? Journal of affective disorders , 87 , 331 – 335  [Google Scholar]), rumination was found to be related to both overgeneral AM and poor source memory.     

Who has an Artistic Temperament? Relationships Between Creativity and Temperament Among Artists and Bank Officers

In contrast to vast literature devoted to the relationships between creativity and personality, relatively few studies addressed the question of the creativity–temperament link. Temperament is conceptualized as the biologically rooted, mostly inborn, foundations for personality and other individual traits. Sixty artists and 60 bank officers participated in this study. Their psychometric creativity was measured with Urban and Jellen's (1986 Urban , K. K. , & Jellen , H. G. ( 1986 ). Assessing creative potential via drawing production: The Test for Creative Thinking—Drawing Production (TCT—DP) . In A. J. Cropley , K. K. Urban , H. Wagner & W. Wieczerkowski (Eds.), Giftedness: A continuing worldwide challenge (pp. 163 – 169 ). New York , NY : Trillium Press . [Google Scholar]) Test for Creative Thinking—Drawing Production (TCT—DP) and an experimental task that required word categorization. Temperamental traits were measured with Strelau's Formal Characteristics of Behavior—Temperament Inventory (FCB—TI, 1997 Strelau , J. , Zawadzki , B. , & Piotrowska , A. ( 1997 ). Modele temperamentu nawi?zuj?ce do teorii aktywacji i ich implikacje dla inteligencji [Models of temperament pertaining to the activation theory and their implications for intelligence] . Studia Psychologiczne , 35 , 165 – 201 . [Google Scholar]). It appeared that creativity was positively correlated with the temperamental trait of activity, and negatively with emotional reactivity, but only within the group of artists. Bank officers, who were generally less creative than artists, showed no relationships between creativity and temperament. These findings are interpreted in terms of the role of activity and emotional reactivity in development and expression of one's creative potential.     

Changes in Children's Pretend Play Over Two Decades

There is growing recognition that children have less time to engage in play, and, concurrently, recent evidence suggests a decrease in divergent thinking ability in young children. This study investigated changes in pretend play ability during a 23-year period. The same standardized measure of pretend play, the Affect in Play Scale (APS; Russ, 1993 Russ , S. W. ( 1993 ). Affect in creativity: The role of affect and play in the creative process . Hillsdale , NJ : Lawrence Erlbaum Associates . [Google Scholar]; 2004 Russ , S. W. ( 2004 ). Play in child development and psychotherapy: Toward empirically supported practice . Mahwah , NJ : Lawrence Erlbaum Associates Publishers . [Google Scholar]), was the measure of pretend play in all studies. This puppet play task is videotaped and scored from the tapes. Fourteen studies of children from 6 to 10 years of age in school-based samples from 1985–2008 were included in the analyses. A cross-temporal meta-analysis examined correlations between weighted mean scores and year of data collection. Main findings were that imagination in play and comfort with play significantly increased over time. There was no evidence of change in organization of the story or in overall expression of affect in play. When one outlier was removed, there was a significant decrease in negative affect expression in play. Even though children have less time to play, cognitive processes that occur in play are continuing to develop. Whether these pretend abilities are being transferred to creative production is a key question for future investigation.     

Three decades of lay epistemics: The why,how, and who of knowledge formation

A conceptual integration and review are presented of three separate research programmes informed by the theory of lay epistemics (Kruglanski, 1989 Kruglanski, A. W. 1989. Lay epistemics and human knowledge: Cognitive and motivational bases, New York: Plenum. [Crossref] , [Google Scholar]). They respectively address the “why”, “how”, and “who” questions about human knowledge formation. The “why” question is treated in work on the need for cognitive closure that propels epistemic behaviour and affects individual, interpersonal, and group phenomena. The “how” question is addressed in work on the unimodel (Kruglanski, Pierro, Mannetti, Erb, & Chun, 2007 Kruglanski, A. W., Pierro, A., Mannetti, L., Erb, H. P. and Chun, W. Y. 2007. “On the parameters of social judgement”. In Advances in experimental social psychology, Edited by: Zanna, M. P. Vol. 39, 255–296. New York: Academic Press.  [Google Scholar]) depicting the process of drawing conclusions from the “information given”. The “who” question is addressed in work on “epistemic authority” highlighting the centrality of source effects (including oneself as a source) in human epistemic behaviour. These separate research paradigms explore facets of epistemic behaviour that jointly produce human knowledge, of essential significance to people's’ individual and social functioning.     

Exploring Children's Induced Defensiveness to the Tell Me a Story Test (TEMAS)

This study examined the effect of inducing a defensive attitude (fake good) in children on their responses to the Tell Me a Story test (TEMAS; Costantino, Malgady, &; Rogler, 1988 Costantino, G., Malgady, R. G., &; Rogler, L. H. (1988). TEMAS (Tell-Me-A-Story) manual. Los Angeles, CA: Western Psychological Services. [Google Scholar]). Different story elicitation procedures were employed to explore their efficacy for inducing a defensive response style in children. Eighty-four Italian children aged 8 to 10 years old completed the TEMAS and the L scale of the Behavioral Assessment Scale for Children–2 (BASC–2; Reynolds &; Kamphaus, 2004 Reynolds, C. R., &; Kamphaus, R. W. (2004). BASC–2: Behavior Assessment System for Children (2nd ed.). Circle Pines, MN: American Guidance Service. [Google Scholar]), which were used to detect the adoption of a defensive attitude. Children completed the tests under 1 of 3 conditions: (a) honest condition, (b) fake good with verbal instructions, and (c) fake good with verbal instructions and visual stimuli illustrating what was verbally explained. Using simultaneous verbal instructions and visual stimuli facilitated children's understanding of the researcher's instructions compared to using verbal stimuli alone. Results showed that children instructed to fake good used less time to tell stories and tended to modify the simpler and more face valid aspects of their stories. Still, 29 out of 47 children failed to fake good on the BASC–2 L scale. More complex TEMAS variables showed no significant difference between story elicitation conditions.