Social Competence and Child-to-Parent Violence: Analyzing the Role of the Emotional Intelligence,Social Attitudes,and Personal Values

This study examined some variables of the so-called social competence, such as the emotional intelligence, social attitudes, and personal values in adolescents who had committed a parent-abuse offense, analyzing whether there were some differences with respect to non-offender adolescents. The sample included 60 participants. From them, 30 were adolescents who had been charged with committing a parent-abuse offense and 30 were non-offender adolescents. Results revealed that parent-abuse offenders showed lower levels of emotional intelligence, more antisocial and less prosocial attitudes than non-offender adolescents, as well as higher scores in hedonism and power values.     

Executive functions underlying multiplicative reasoning: Problem type matters

We investigated the extent to which inhibition, updating, shifting, and mental-attentional capacity (M-capacity) contribute to children’s ability to solve multiplication word problems. A total of 155 children in Grades 3–6 (8- to 13-year-olds) completed a set of multiplication word problems at two levels of difficulty: one-step and multiple-step problems. They also received a reading comprehension test and a battery of inhibition, updating, shifting, and M-capacity measures. Structural equation modeling showed that updating mediated the relationship between multiplication performance (controlling for reading comprehension score) and latent attentional factors M-capacity and inhibition. Updating played a more important role in predicting performance on multiple-step problems than did age, whereas age and updating were equally important predictors on one-step problems. Shifting was not a significant predictor in either model. Implications of proposing executive function updating as a mediator between mathematical cognition and chronological age and attention resources are discussed.     

Self-regulated learning in female students with different cognitive styles: an exploratory study

In the present study, the relationship between the cognitive style called field-dependence/independence and learning strategies was explored. Acquisition, encoding, retrieval, support, and meta-cognitive strategies of first-year psychology and social education students (all women; M age = 19.2 yr., SD=1.7) with upper and lower quartile scores on field-dependence/independence were assessed on two self-report questionnaires and compared. Field-dependent students reported greater use of some learning strategies, specifically Self-instructions, Counter-distractions, Self-questioning, Self-monitoring, and Self-evaluation. The possible mediation of cognitive style on the influence of social desirability and a failure to activate appropriate strategies on accuracy of self-reports of learning strategies are discussed. Arguments and data are presented in favour of a distinction among the association of cognitive style with a tendency and capacity to use specific strategies and the benefits and manner of their application.     

Letting Diasporic Voices Be Heard

More than 68.5 million people were forced to move from their countries, according to the UN Refugee Agency, UNHCR, in 2018. Forced displacements are caused by poverty, war, and lack of safety. Since 2015, Europe has been experiencing a so‐called refugee crisis that calls European values and policies into question. Beyond data, there are the experiences of those who are on the move. The number of people arriving on the continent has made integration a decisive topic. This research aims to discover the portrayal of refugees and migrants in media. This goal includes the challenge of making European media evaluate their work to improve the treatment given to complex subjects such as migration. This article is the result of research derived from the project Refugees Reporting in 2017, coordinated by the Europe Region of the World Association for Christian Communistories ancation and the Churches' Commission for Migrants in Europe.     

Irrelevant Information and Mediated Intertemporal Choice

Results from 4 experiments suggest that currencies such as loyalty‐program points are overvalued. Different allocations of the same quantity of points across the same number of purchases (e.g., 100 points for each first, 200 for each second, 300 for each third purchase vs. 200 for each first, second, and third purchase) yielded irrelevant trends and should have led participants to ignore loyalty points as a basis for choice. However, choices were influenced by points even when consumers were provided with other truly discriminating information (e.g., price) and the irrelevance of the loyalty points was readily discernable. This implies that irrelevant information can influence choice when other, easily justifiable bases for decisions are available and, therefore, that irrelevant information can function as more than a tie‐breaker. Other implications for research on irrelevant attributes, medium effects, intertemporal choice, and loyalty programs are discussed.     

The development of children's preferences for equality and equity across 13 individualistic and collectivist cultures

A concern for fairness is a fundamental and universal element of morality. To examine the extent to which cultural norms are integrated into fairness cognitions and influence social preferences regarding equality and equity, a large sample of children (N 2,163) aged 4–11 were tested in 13 diverse countries. Children participated in three versions of a third‐party, contextualized distributive justice game between two hypothetical recipients differing in terms of wealth, merit, and empathy. Social decision‐making in these games revealed universal age‐related shifts from equality‐based to equity‐based distribution motivations across cultures. However, differences in levels of individualism and collectivism between the 13 countries predicted the age and extent to which children favor equity in each condition. Children from the most individualistic cultures endorsed equitable distributions to a greater degree than children from more collectivist cultures when recipients differed in regards to wealth and merit. However, in an empathy context where recipients differed in injury, children from the most collectivist cultures exhibited greater preferences to distribute resource equitably compared to children from more individualistic cultures. Children from the more individualistic cultures also favored equitable distributions at an earlier age than children from more collectivist cultures overall. These results demonstrate aspects of both cross‐cultural similarity and divergence in the development of fairness preferences.     

Instruction Modes for Motor Control Skills Acquisition: A Randomized Controlled Trial

Abstract

The objective was to compare two different instruction modes used to teach patients with nonspecific chronic low back pain (CLBP) to perform a lumbar motor control task. The three intervention instruction modes used were: common verbal explanation of a motor task based on a motor control therapeutic exercise (MCTE-control group), MTCE instructed using motor imagery (MI) and MCTE instructed using tactile feedback (TF). The main outcome measure was lumbar motor control of the neutral position test. Forty-eight patients with CLBP were randomly allocated into three groups of 16 patients per group. The MI strategy was the most effective mode for developing the motor control task in an accurate and controlled manner, obtaining better outcomes than TF or verbal instruction.     

A matching-to-sample feedback technique for training self-control of tinnitus

Thirty individuals with subjective tinnitus aurium of a variety of types and severity were treated with a matching-to-sample feedback procedure. Following initial evaluation measures, the participants' experienced tinnitus sounds were reproduced audiometrically on all characteristics and were presented to them in the noninvolved ear or in both ears when the tinnitus was binaural. This experimental sound was then reduced in 5 decibel (dB) steps within sessions, and participants had the task of concentrating on reducing the loudness of their tinnitus until a match was achieved between it and the experimental sound at each new dB level. Results showed an overall highly significant difference in dB levels from baseline to final training session. Nearly all participants demonstrated a marked reduction in tinnitus loudness, with 84% reducing it by 10 dB to 62 dB and several eliminating it completely. Individual and pathological variables played no role in training or outcome. Our approach appears to have major advantages over other tinnitus treatment strategies in that it provides direct, significant relief and gives the patient the psychological benefit of gaining control over the problem.