Collaborative communication efficiency is linked to relationship satisfaction in dating couples

The speed, or efficiency, in which people communicate is linked to positive interpersonal outcomes. However, no studies of communication efficiency have examined romantic partners, making it unclear whether efficient communication is linked to relationship satisfaction above and beyond previously identified communication skills (e.g., problem‐solving). We recruited dating couples (N = 56) to attend a laboratory session to complete survey measures and a collaborative communication task. Multilevel models demonstrated that both task efficiency (β = ?.36, p = .04) and self‐reported problem‐solving communication skills (β = .28, p = .002) were associated with relationship satisfaction. Results suggest that communication task efficiency can be meaningfully applied to the study of romantic relationships and couple communication skills.     

A Bibliometric Analysis of Communication Journals from 2002 to 2005

Journal impact ratings are often used by authors, promotion/hiring committees, and grant review teams as a proxy for scholarship quality. Journal citation data (2002–2005) from Social Sciences Citation Index were used to rank journals in the field of communication. A journal relatedness algorithm was applied to ascertain the 19 semantically related journals in communication. The mean journal impact index was 0.77 (SD= 0.28). Human Communication Research (HCR), Personal Relationships, Journal of Communication (JOC), and Communication Research (CR) were ranked the top four journals for the study years examined. Network analysis was conducted on in‐degree (i.e., citations to journals) and out‐degree (i.e., citations from journals) data for the 19 communication journals for 2003–2005. The purpose of the network analysis was to study the citation patterns among journals in the field of communication. Data using degree centrality indicate that Communication Monographs, CR, HCR, and JOC (in alphabetical order) are the four most central journals in the field.     

Artificial grammer learning by infants: an auto‐associator perspective

This paper reviews a recent article suggesting that infants use a system of algebraic rules to learn an artificial grammar (Marcus, Vijayan, Bandi Rao & Vishton, Rule learning by seven‐month‐old infants. Science, 183(1999), 77–80). In three reported experiments, infants exhibited increased responding to auditory strings that violated the pattern of elements they were habituated to. We argue that a perceptual interpretation is more parsimonious, as well as more consistent with a broad array of habituation data, and we report successful neural network simulations that implement this lower‐level interpretation. In the discussion, we discuss how our model relates to other habituation research, and how it compares to other neural network models of habituation in general, and models of the Marcus et al. (1999) task specifically.     

A Psychometric Network Perspective on the Validity and Validation of Personality Trait Questionnaires

This article reviews the causal implications of latent variable and psychometric network models for the validation of personality trait questionnaires. These models imply different data generating mechanisms that have important consequences for the validity and validation of questionnaires. From this review, we formalize a framework for assessing the evidence for the validity of questionnaires from the psychometric network perspective. We focus specifically on the structural phase of validation, where items are assessed for redundancy, dimensionality, and internal structure. In this discussion, we underline the importance of identifying unique personality components (i.e. an item or set of items that share a unique common cause) and representing the breadth of each trait's domain in personality networks. After, we argue that psychometric network models have measures that are statistically equivalent to factor models but we suggest that their substantive interpretations differ. Finally, we provide a novel measure of structural consistency, which provides complementary information to internal consistency measures. We close with future directions for how external validation can be executed using psychometric network models. © 2020 European Association of Personality Psychology     

Family Communication Patterns and Relational Maintenance Behavior: Direct and Mediated Associations with Friendship Closeness

In this study, both face‐to‐face and online relational maintenance behaviors were tested as mediators of family communication patterns and closeness with a same‐sex friend. Participants included 417 young adults recruited from communication courses at a large university in the Midwestern United States. The obtained structural model demonstrated that family communication patterns are associated with friendship closeness though face‐to‐face and online maintenance behaviors fully mediate this association. Specifically, young adults from high–conversation‐orientation families engage in more face‐to‐face maintenance behaviors, which are positively associated with friendship closeness. These findings inform understanding of how family communication patterns influence extrafamilial relationships, suggesting that parents’ cognitions and communication behaviors are associated with children’s social well‐being.     

Performance‐Appraisal Beliefs of Chinese Employees in Hong Kong and the Pearl River Delta

Working adults from Hong Kong (HK; N=102) and the Pearl River Delta (PRD; N=96) participated in a Chinese‐language, 20‐item, structured interview. The interview addressed five topics: performance criteria, implementation of the appraisal, factors attributed to performance, methods of feedback, and concerns about the use of performance appraisal (PA) at work. Results indicated that most respondents believe that PA facilitates communication between superiors and subordinates, that effective performance is a function of each individual's internal attributes (which may include aspects external to the workplace), and that feedback should be direct and frank, communicated by someone with authority and power. These results are consistent with the beliefs of people living in societies characterized as high in Confucian dynamism. We discussed implications of the findings for the use of PA in Chinese enterprises in HK and PRD.     

Children's academic attainment is linked to the global organization of the white matter connectome

Literacy and numeracy are important skills that are typically learned during childhood, a time that coincides with considerable shifts in large‐scale brain organization. However, most studies emphasize focal brain contributions to literacy and numeracy development by employing case‐control designs and voxel‐by‐voxel statistical comparisons. This approach has been valuable, but may underestimate the contribution of overall brain network organization. The current study includes children (N = 133 children; 86 male; mean age = 9.42, SD = 1.715; age range = 5.92–13.75y) with a broad range of abilities, and uses whole‐brain structural connectomics based on diffusion‐weighted MRI data. The results indicate that academic attainment is associated with differences in structural brain organization, something not seen when focusing on the integrity of specific regions. Furthermore, simulated disruption of highly‐connected brain regions known as hubs suggests that the role of these regions for maintaining the architecture of the network may be more important than specific aspects of processing. Our findings indicate that distributed brain systems contribute to the etiology of difficulties with academic learning, which cannot be captured using a more traditional voxel‐wise statistical approach.     

The profile of abstract rule learning in infancy: Meta‐analytic and experimental evidence

Everyone agrees that infants possess general mechanisms for learning about the world, but the existence and operation of more specialized mechanisms is controversial. One mechanism—rule learning—has been proposed as potentially specific to speech, based on findings that 7‐month‐olds can learn abstract repetition rules from spoken syllables (e.g. ABB patterns: wo‐fe‐fe, ga‐tu‐tu…) but not from closely matched stimuli, such as tones. Subsequent work has shown that learning of abstract patterns is not simply specific to speech. However, we still lack a parsimonious explanation to tie together the diverse, messy, and occasionally contradictory findings in that literature. We took two routes to creating a new profile of rule learning: meta‐analysis of 20 prior reports on infants’ learning of abstract repetition rules (including 1,318 infants in 63 experiments total), and an experiment on learning of such rules from a natural, non‐speech communicative signal. These complementary approaches revealed that infants were most likely to learn abstract patterns from meaningful stimuli. We argue that the ability to detect and generalize simple patterns supports learning across domains in infancy but chiefly when the signal is meaningfully relevant to infants’ experience with sounds, objects, language, and people.     

Infants’ intentionally communicative vocalizations elicit responses from caregivers and are the best predictors of the transition to language: A longitudinal investigation of infants’ vocalizations,gestures and word production

What aspects of infants’ prelinguistic communication are most valuable for learning to speak, and why? We test whether early vocalizations and gestures drive the transition to word use because, in addition to indicating motoric readiness, they (a) are early instances of intentional communication and (b) elicit verbal responses from caregivers. In study 1, 11 month olds (N = 134) were observed to coordinate vocalizations and gestures with gaze to their caregiver's face at above chance rates, indicating that they are plausibly intentionally communicative. Study 2 tested whether those infant communicative acts that were gaze‐coordinated best predicted later expressive vocabulary. We report a novel procedure for predicting vocabulary via multi‐model inference over a comprehensive set of infant behaviours produced at 11 and 12 months (n = 58). This makes it possible to establish the relative predictive value of different behaviours that are hierarchically organized by level of granularity. Gaze‐coordinated vocalizations were the most valuable predictors of expressive vocabulary size up to 24 months. Study 3 established that caregivers were more likely to respond to gaze‐coordinated behaviours. Moreover, the dyadic combination of infant gaze‐coordinated vocalization and caregiver response was by far the best predictor of later vocabulary size. We conclude that practice with prelinguistic intentional communication facilitates the leap to symbol use. Learning is optimized when caregivers respond to intentional vocalizations with appropriate language.     

Remapping the cognitive and neural profiles of children who struggle at school

Our understanding of learning difficulties largely comes from children with specific diagnoses or individuals selected from community/clinical samples according to strict inclusion criteria. Applying strict exclusionary criteria overemphasizes within group homogeneity and between group differences, and fails to capture comorbidity. Here, we identify cognitive profiles in a large heterogeneous sample of struggling learners, using unsupervised machine learning in the form of an artificial neural network. Children were referred to the Centre for Attention Learning and Memory (CALM) by health and education professionals, irrespective of diagnosis or comorbidity, for problems in attention, memory, language, or poor school progress (n = 530). Children completed a battery of cognitive and learning assessments, underwent a structural MRI scan, and their parents completed behavior questionnaires. Within the network we could identify four groups of children: (a) children with broad cognitive difficulties, and severe reading, spelling and maths problems; (b) children with age‐typical cognitive abilities and learning profiles; (c) children with working memory problems; and (d) children with phonological difficulties. Despite their contrasting cognitive profiles, the learning profiles for the latter two groups did not differ: both were around 1 SD below age‐expected levels on all learning measures. Importantly a child's cognitive profile was not predicted by diagnosis or referral reason. We also constructed whole‐brain structural connectomes for children from these four groupings (n = 184), alongside an additional group of typically developing children (n = 36), and identified distinct patterns of brain organization for each group. This study represents a novel move toward identifying data‐driven neurocognitive dimensions underlying learning‐related difficulties in a representative sample of poor learners.     

Changing Me,Changing Us: Relationship Quality and Collective Efficacy as Major Outcomes in Systemic Couple Therapy

We examine the sensitivity to change in the Evaluation of Social Systems (EVOS) scale, which assesses relationship quality and collective efficacy. In Study 1 we conducted a waitlist‐control, short‐term couple therapy RCT study (N = 43 couples) with five systemic therapy sessions treating communication and partnership problems; our intent was to provide high external validity. Construct validity of EVOS was assessed by comparison with additionally applied scales (Family Scales; Outcome Questionnaire, OQ‐45.2). In Study 2, N = 332 individuals completed an experiment with high internal validity in order to verify sensitivity to change in three different social contexts. Results from Study 1 revealed a significant increase in relationship quality in the treatment group directly after treatment, as compared to the control group. Sensitivity to change was slightly better for EVOS than for other measures. While this positive change could not be fully sustained between posttreatment and a 4‐week follow‐up, EVOS score did not fall below baseline and pretreatment levels, supporting moderate‐to‐large sensitivity to change. Study 2 supported high sensitivity to change in EVOS for couple relations, family relations, and work‐team relationships. Therefore, EVOS can be used as an outcome measure to monitor the process of systemic interventions focusing on relationship quality and collective efficacy. Due to its sensitivity to change, EVOS can provide evidence for treatment success with regard to relationship aspects.     

Information from multiple modalities helps 5‐month‐olds learn abstract rules

By 7 months of age, infants are able to learn rules based on the abstract relationships between stimuli ( Marcus et al ., 1999 ), but they are better able to do so when exposed to speech than to some other classes of stimuli. In the current experiments we ask whether multimodal stimulus information will aid younger infants in identifying abstract rules. We habituated 5‐month‐olds to simple abstract patterns (ABA or ABB) instantiated in coordinated looming visual shapes and speech sounds (Experiment 1), shapes alone (Experiment 2), and speech sounds accompanied by uninformative but coordinated shapes (Experiment 3). Infants showed evidence of rule learning only in the presence of the informative multimodal cues. We hypothesize that the additional evidence present in these multimodal displays was responsible for the success of younger infants in learning rules, congruent with both a Bayesian account and with the Intersensory Redundancy Hypothesis.     

The Effect of Communication Change on Long‐term Reductions in Child Exposure to Conflict: Impact of the Promoting Strong African American Families (ProSAAF) Program

African American couples (n = 331) with children, 89% of whom were married, were assigned to either (a) a culturally sensitive couple‐ and parenting‐enhancement program (ProSAAF) or (b) an information‐only control condition in which couples received self‐help materials. Husbands averaged 41 years of age and wives averaged 39 years. We found significant effects of program participation in the short term on couple communication, which was targeted by the intervention, as well as over the long term, on self‐reported arguing in front of children. Long‐term parenting outcomes were fully mediated by changes in communication for wives, but not for husbands. For husbands, positive change depended on amount of wife reported change. We conclude that wives' changes in communication from baseline to posttest may be more pivotal for the couples' long‐term experience of decreased arguing in front of children than are husbands' changes, with wives' changes leading to changes in both partners' reports of arguments in front of children.     

Financial Commitment Within Federations of Small Groups: The Effect of Cell‐Based Congregational Structure on Individual Giving

According to available research, congregations with strict rules and dense social networks are better able to screen out free‐riders (“selection”) and encourage greater levels of commitment among members (“production”). Both selection and production raise levels of individual giving. Research testing these processes generally utilizes a measure of network density. This study examines whether organizations that are a “federation of small groups” are better able to monitor members and hold them accountable, thus assuring acceptable levels of commitment on the part of members. Results of multilevel modeling using data from the 2001 U.S. Congregational Life Survey indicate that cell‐based congregations elicit higher levels of financial giving among congregants, net of all other effects, including network density. Moreover, cross‐level interactions between the cell‐based congregation variable and theological exclusivity as well as attendance are significant and positive. Cell‐based congregations provide a context in which individual‐level predictors of giving become more robust.     

Counter‐intuitive moral judgement following traumatic brain injury

Several neurological patient populations, including traumatic brain injury (TBI), appear to produce an abnormally ‘utilitarian’ pattern of judgements to moral dilemmas; they tend to make judgements that maximize the welfare of the majority, rather than deontological judgements based on the following of moral rules (e.g., do not harm others). However, this patient research has always used extreme dilemmas with highly valued moral rules (e.g., do not kill). Data from healthy participants, however, suggest that when a wider range of dilemmas are employed, involving less valued moral rules (e.g., do not lie), moral judgements demonstrate sensitivity to the psychological intuitiveness of the judgements, rather than their deontological or utilitarian content (Kahane et al., Social Cognitive and Affective Neuroscience, 7, 2011, 393). We sought the moral judgements of 30 TBI participants and 30 controls on moral dilemmas where content (utilitarian/deontological) and intuition (intuitive/counter‐intuitive) were measured concurrently. Overall TBI participants made utilitarian judgements in equal proportions to controls; disproportionately favouring utilitarian judgements only when they were counter‐intuitive, and deontological judgements only when they were counter‐intuitive. These results speak against the view that TBI causes a specific utilitarian bias, suggesting instead that moral intuition is broadly disrupted following TBI.     

Mapping differential responses to cognitive training using machine learning

We used two simple unsupervised machine learning techniques to identify differential trajectories of change in children who undergo intensive working memory (WM) training. We used self‐organizing maps (SOMs)—a type of simple artificial neural network—to represent multivariate cognitive training data, and then tested whether the way tasks are represented changed as a result of training. The patterns of change we observed in the SOM weight matrices implied that the processes drawn upon to perform WM tasks changed following training. This was then combined with K‐means clustering to identify distinct groups of children who respond to the training in different ways. Firstly, the K‐means clustering was applied to an independent large sample (N = 616, M_age = 9.16 years, range = 5.16–17.91 years) to identify subgroups. We then allocated children who had been through cognitive training (N = 179, M_age = 9.00 years, range = 7.08–11.50 years) to these same four subgroups, both before and after their training. In doing so, we were able to map their improvement trajectories. Scores on a separate measure of fluid intelligence were predictive of a child's improvement trajectory. This paper provides an alternative approach to analysing cognitive training data that go beyond considering changes in individual tasks. This proof‐of‐principle demonstrates a potentially powerful way of distinguishing task‐specific from domain‐general changes following training and of establishing different profiles of response to training.     

Locke's Reply to the Skeptic

Given his representationalism how can Locke claim we have sensitive knowledge of the external world? We can see the skeptic as asking two different questions: how we can know the existence of external things, or more specifically how we can know inferentially of the existence of external things. Locke's account of sensitive knowledge, a form of non‐inferential knowledge, answers the first question. All we can achieve by inference is highly probable judgment. Because Locke's theory of knowledge includes both first order psychological and second order normative conditions, sensitive knowledge can be non‐inferential and less certain than intuitive and demonstrative knowledge.     

Sensitivity to auditory‐tactile colocation in early infancy

An ability to detect the common location of multisensory stimulation is essential for us to perceive a coherent environment, to represent the interface between the body and the external world, and to act on sensory information. Regarding the tactile environment “at hand”, we need to represent somatosensory stimuli impinging on the skin surface in the same spatial reference frame as distal stimuli, such as those transduced by vision and audition. Across two experiments we investigated whether 6‐ (n = 14; Experiment 1) and 4‐month‐old (n = 14; Experiment 2) infants were sensitive to the colocation of tactile and auditory signals delivered to the hands. We recorded infants’ visual preferences for spatially congruent and incongruent auditory‐tactile events delivered to their hands. At 6 months, infants looked longer toward incongruent stimuli, whilst at 4 months infants looked longer toward congruent stimuli. Thus, even from 4 months of age, infants are sensitive to the colocation of simultaneously presented auditory and tactile stimuli. We conclude that 4‐ and 6‐month‐old infants can represent auditory and tactile stimuli in a common spatial frame of reference. We explain the age‐wise shift in infants’ preferences from congruent to incongruent in terms of an increased preference for novel crossmodal spatial relations based on the accumulation of experience. A comparison of looking preferences across the congruent and incongruent conditions with a unisensory control condition indicates that the ability to perceive auditory‐tactile colocation is based on a crossmodal rather than a supramodal spatial code by 6 months of age at least.     

Children's use of gesture to resolve lexical ambiguity

We report on a study investigating 3–5‐year‐old children's use of gesture to resolve lexical ambiguity. Children were told three short stories that contained two homonym senses; for example, bat (flying mammal) and bat (sports equipment). They were then asked to re‐tell these stories to a second experimenter. The data were coded for the means that children used during attempts at disambiguation: speech, gesture, or a combination of the two. The results indicated that the 3‐year‐old children rarely disambiguated the two senses, mainly using deictic pointing gestures during attempts at disambiguation. In contrast, the 4‐year‐old children attempted to disambiguate the two senses more often, using a larger proportion of iconic gestures than the other children. The 5‐year‐old children used less iconic gestures than the 4‐year‐olds, but unlike the 3‐year‐olds, were able to disambiguate the senses through the verbal channel. The results highlight the value of gesture to the development of children's language and communication skills.