Counselling approaches to increasing students' learning competence

Learning competence is a comprehensive term which encompasses study skills, relevant interpersonal skills, and absence of debilitating achievement anxiety. 721 first year university freshmen were asked about the areas in which they felt more and less competent as learners. A factor analysis of their responses suggested eight areas of learning competence including: planning, organising and effective use of study time; effective reading and memorising; interpersonal relations and ability to obtain study help; and examinations. Ways in which counsellors can assist students with these varying learning concerns are reviewed, and it is suggested that more attention be paid in schools and colleges to professional approaches and structures for increasing student learning competence.     

Coordinated breathing in bottlenose dolphins (Tursiops truncatus) as cooperation: integrating proximate and ultimate explanations

In this study, coordinated breathing was studied in 13 common bottlenose dolphins because of its links with spontaneous coordinated behaviors (e.g., swimming, foraging, and playing). A strong link was shown between dyadic coordination levels and age/sex categories when both association patterns and spatial formation are considered. This is consistent with a significant influence of social relationships on cooperating and contrasts with an economic perspective based on immediate material outcomes alone. This cooperation bias is explained by linking proximate processes that evoke performance with ultimate evolutionary processes driven by long-term adaptive outcomes. Proximate processes can include 2 kinds of immediate outcomes: material reinforcements and affective states associated with acts of cooperating that can provide positive reinforcement regardless of immediate material benefits (e.g., when there is a time lag between cooperative acts and material outcomes). Affective states can then be adaptive by strengthening social relationships that lead to eventual gains in fitness.     

Predicting cooperation in competitive conditions: The role of sportspersonship,moral competence,and emotional intelligence

ObjectivesThe purpose of the present study was to examine the predictive capabilities of sportspersonship, moral competence, and emotional intelligence on cooperation in varying competitive conditions.DesignAn experimental study was conducted, examining responses in a prisoner's dilemma game with manipulated conditions.MethodForty-three participants were randomly assigned to an accumulative or competitive condition, in which they contested 10 rounds of choosing to cooperate or defect.ResultsWhether the condition was accumulative or competitive did not significantly predict cooperation. In the final round of each contest however, cooperation was significantly reduced. Sportspersonship predicted a significant amount of cooperation percentage, while final round cooperation was predicted by emotional intelligence.ConclusionsCooperation is in part determined by individual levels of sportspersonship in all conditions except when actions are free of future consequence. In such conditions, emotional intelligence appears to be a stronger indicator of cooperation. The implications of the study are that researchers and practitioners should consider how to develop sportspersonship and emotional intelligence to boost cooperation in various domains.     

The effects of a videotape preparation package in reducing children's arousal and increasing cooperation during cardiac catheterization

Recent research has demonstrated the effectiveness of filmed modeling in preparing children for hospitalization and surgery. The purpose of the present investigation was to investigate the effectiveness of filmed modeling in preparing children for cardiac catheterization, a procedure which differs in several respects from previously examined situations. Twenty-four children received the preparation routinely provided to such patients either alone, in combination with an attention placebo control or in combination with the filmed modeling preparation. Group differences were not obtained for type of preparation; however, several demographic and self-report measures were found to be predictive of behavior and ratings while hospitalized and during the catheterization itself. Possible reasons for these findings are discussed.     

Retraction of "construing collective concerns: increasing cooperation by broadening construals in social dilemmas"

The following article has been retracted by the Editor and publishers of Psychological Science at the request of the lead author, Lawrence J. Sanna: Sanna, L. J., Chang, E. C., Parks, C. D., & Kennedy, L. A. (2009). Construing collective concerns: Increasing cooperation by broadening construals in social dilemmas. Psychological Science, 20, 1319-1321. doi:10.1111/j.1467-9280.2009.02458.x In a letter to the Editor (Eric Eich), Dr. Sanna wrote: The data reported in this article are invalid and should not be considered part of the scientific literature. The responsibility for this problem rests solely with the first author, Lawrence J. Sanna. Coauthors Edward C. Chang, Craig D. Parks, and Lindsay A. Kennedy are in no way responsible for this problem. In response, the Editor noted that Psychological Science follows the retraction guidelines developed by the Committee on Publication Ethics (COPE). Dr. Sanna was urged to follow these guidelines carefully in drafting a retraction notice, particularly with respect to stating the reasons for the retraction, to distinguish misconduct from honest error. To assist Dr. Sanna with this task, the Editor provided Dr. Sanna with a copy of the COPE guidelines (http://publicationethics.org/resources/guidelines) and a link to a retraction notice that was published in Psychological Science last year. This notice was considered a "model" by Retraction Watch, and Dr. Sanna was advised that, in keeping with this notice, he "must specify clearly the reasons for the retraction in such language that all of your coauthors agree to it." While awaiting Dr. Sanna's reply, the Editor sought to contact Dr. Sanna's three coauthors. Although one coauthor was aware of Dr. Sanna's request to retract the 2009 Psychological Science article, the other two were not. All of the coauthors have agreed to retraction of the article, and each has received a copy of this notice. Dr. Sanna replied by noting with regret that "research errors" have made it necessary for him to request retraction. The letter concluded with the following: "At the direction of legal counsel, I am unable to say anything further than that contained in my previous letter at this time." Because it is unclear when, if ever, details on these research errors will be forthcoming, the Editor owes it to the journal's readership to retract the article now, even though this notice does not reflect COPE guidelines or journal policy.     

Relationship between language competence and emotional competence in middle childhood

Research on children's emotional competence has received considerable attention in the last decade, including the role of language. Language competence (LC) and emotional competence (EC) comprise multiple components. These components and their specific interrelations have not been studied sufficiently. In our study, we examined relations between multiple components of LC and EC in a sample of 210 school-age children. Five measures represented LC: receptive vocabulary, verbal fluency, literacy, narrative structure, and the narrative use of evaluative devices. Four measures represented EC: expressive emotion vocabulary, declarative emotion knowledge, awareness of mixed emotions, and facial emotion recognition. Results showed strong positive correlations between LC and EC ranging between r = .12 and r = .45. In particular, receptive vocabulary and literacy were closely related to emotion knowledge and awareness of mixed emotions. A confirmatory factor analysis revealed that there is a common general ability factor for LC and EC. We discuss why receptive vocabulary and literacy might be so strongly related to emotion knowledge in school-age children. Our findings have implications for developmental psychologists, educational research, and speech-language pathologists.     

Linguistic competence and expertise

Questions about the relationship between linguistic competence and expertise will be examined in the paper. Harry Collins and others distinguish between ubiquitous and esoteric expertise. Collins places considerable weight on the argument that ordinary linguistic competence and related phenomena exhibit a high degree of expertise. His position and ones which share close affinities are methodologically problematic. These difficulties matter because there is continued and systematic disagreement over appropriate methodologies for the empirical study of expertise. Against Collins, it will be argued that the term ‘expertise’ should be reserved for expertise (esoteric experts) and exclude everyday performance (ubiquitous experts). Wittgensteinian ideas will be employed to maintain that it is mistaken and misleading to derive substantive conclusions about the epistemology of expertise from ordinary linguistic competence and vice versa. Significant attention will be devoted to the notion of following a rule with particular reference to the intelligibility of tacit rule following. A satisfactory theoretical approach to expertise should not involve making important claims about ordinary linguistic competence.     

Involuntary competence

This article addresses whether the state has the right to medicate involuntarily a defendant who is incompetent either to plead guilty or to stand trial for the purpose of restoring legal competence. It first presents the constitutional background concerning incompetence and the right of prisoners generally to refuse psychotropic medication. Then the article examines the individual and state interests that must be considered to decide specifically whether the state may involuntarily medicate a criminal defendant solely for the purpose of restoring competence. Although the individual interests are strong, the article contends that the state does have a right to medicate involuntarily defendants charged with most crimes to restore trial competence, and that adequate remedies are available to ensure that medicated defendants receive a fair trial.     

Justice and peaceful cooperation

Justice is important, but so is peaceful cooperation. In this article, I argue that if one takes seriously the autonomy of individuals and groups and the fact of moral pluralism, a just system of cooperation cannot guarantee peaceful cooperation in a pluralistic world. As a response to this consideration, I develop a contractarian theory that can secure peace in a pluralistic world of autonomous agents, assuming that the agents who exist in this world expect that peaceful cooperation is the most beneficial form of interaction for them in the long run. The theory specifies the restrictions on the behavior of autonomous individual and collective agents that are indispensable for peaceful cooperation in a pluralistic world. In particular, I argue for the need of (i) a globally valid rule of conflict resolution to settle all intra- and inter-group conflicts that cannot be resolved locally, (ii) a world court to apply this rule in cases where local group authorities are inadequate to do so, and to serve as a final court of appeal, and (iii) a world police to enforce the rule.     

Hemispheric competence and perceptual confusability

Hemispheric competence in performing easy and difficult letter classification was examined in an exact replication of a previous experiment by Jonides (1979). The present experiment failed to confirm Jonides's finding of right visual field advantage in conditions of perceptual confusability and left visual field superiority when the stimuli were easily discriminable. The results showed a trend in the opposite direction, but no significant interaction. This divergence is discussed with respect to existing evidence and methodological procedures.     

Warmth and competence in animals

Social‐perception dimensions may explain human‐animal relationships because animals show intent toward humans (social perception's warmth dimension) and, consequently, their potential effect on humans is relevant (competence dimension). After reviewing current literature about perceptions of animals’ ascribed intentions and abilities, three studies tested the Stereotype Content Model (SCM) (Fiske, Cuddy, Glick, & Xu, 2002) and the Behaviors from Intergroup Affect and Stereotypes Map (Cuddy, Fiske, & Glick, 2007) regarding animal targets. Study 1 found a four‐cluster SCM structure. Warmth and competence judgments predicted specific emotions and behavioral tendencies toward animals (Study 2). Study 3 supported associations between animals and social groups based on their respective perceived warmth and competence. Taken together, results showed the relevance of SCM dimensions for social perception of animals.     

Conceptual competence and children's counting

A framework is presented for characterizing competence for cognitive tasks, with a detailed hypothesis about competence for counting by typical 5-year-old children. It is proposed that competence has three main components that are called conceptual, procedural, and utilizational competence. Conceptual competence, which is discussed in greatest detail in this article, is the implicit understanding of general principles of the domain. Procedural competence is understanding of general principles of action and takes the form of planning heuristics. Utilizational competence is understanding of relations between features of a task setting and requirements of performance. A characterization of conceptual competence for counting is presented, in the form of action schemata that constitute understanding of counting principles such as cardinality, one-to-one correspondence, and order. This hypothesis about competence is connected explicitly to a detailed analysis of performance in counting tasks. The connection is provided by derivations of planning nets for procedures that are included in process models that simulate children's performance.