Co-Rumination in the Workplace: Adjustment Trade-offs for Men and Women Who Engage in Excessive Discussions of Workplace Problems

Purpose  

Developmental psychology research finds that when children and adolescents engage in excessive discussion of problems with friends, a phenomenon termed “co-rumination,” they experience trade-offs between negative adjustment outcomes (e.g., depression), but better friendship quality. This study examines the possibility that adults in the workplace engage in co-rumination about workplace problems, and that co-rumination, gender, and the presence of abusive supervision influence both positive and negative individual outcomes.     

Mutual exclusivity in autism spectrum disorders: testing the pragmatic hypothesis

While there is ample evidence that children treat words as mutually exclusive, the cognitive basis of this bias is widely debated. We focus on the distinction between pragmatic and lexical constraints accounts. High-functioning children with autism spectrum disorders (ASD) offer a unique perspective on this debate, as they acquire substantial vocabularies despite impoverished social-pragmatic skills. We tested children and adolescents with ASD in a paradigm examining mutual exclusivity for words and facts. Words were interpreted contrastively more often than facts. Word performance was associated with vocabulary size; fact performance was associated with social-communication skills. Thus mutual exclusivity does not appear to be driven by pragmatics, suggesting that it is either a lexical constraint or a reflection of domain-general learning processes.     

A tutorial introduction to Bayesian models of cognitive development

We present an introduction to Bayesian inference as it is used in probabilistic models of cognitive development. Our goal is to provide an intuitive and accessible guide to the what, the how, and the why of the Bayesian approach: what sorts of problems and data the framework is most relevant for, and how and why it may be useful for developmentalists. We emphasize a qualitative understanding of Bayesian inference, but also include information about additional resources for those interested in the cognitive science applications, mathematical foundations, or machine learning details in more depth. In addition, we discuss some important interpretation issues that often arise when evaluating Bayesian models in cognitive science.     

Child Safety in Australian Family Law: Responsibilities and Challenges for Social Science Experts in Domestic Violence Cases

Understanding the potentially adverse effects of exposure to domestic violence on children is increasing in the Western world. However, in Australian family law, there remain challenges in centralising the special needs of these children in cases before the family courts in the determination of their best interests. This article draws on some key findings of a small qualitative study to highlight and discuss some of the barriers that need to be overcome in order for social science experts to enhance the courts' capacity to protect child subjects of proceedings from possible future harm.     

Children's imitation of causal action sequences is influenced by statistical and pedagogical evidence

Children are ubiquitous imitators, but how do they decide which actions to imitate? One possibility is that children rationally combine multiple sources of information about which actions are necessary to cause a particular outcome. For instance, children might learn from contingencies between action sequences and outcomes across repeated demonstrations, and they might also use information about the actor’s knowledge state and pedagogical intentions. We define a Bayesian model that predicts children will decide whether to imitate part or all of an action sequence based on both the pattern of statistical evidence and the demonstrator’s pedagogical stance. To test this prediction, we conducted an experiment in which preschool children watched an experimenter repeatedly perform sequences of varying actions followed by an outcome. Children’s imitation of sequences that produced the outcome increased, in some cases resulting in production of shorter sequences of actions that the children had never seen performed in isolation. A second experiment established that children interpret the same statistical evidence differently when it comes from a knowledgeable teacher versus a naïve demonstrator. In particular, in the pedagogical case children are more likely to “overimitate” by reproducing the entire demonstrated sequence. This behavior is consistent with our model’s predictions, and suggests that children attend to both statistical and pedagogical evidence in deciding which actions to imitate, rather than obligately imitating successful action sequences.     

Interaction and representational integration: evidence from speech errors

We examine the mechanisms that support interaction between lexical, phonological and phonetic processes during language production. Studies of the phonetics of speech errors have provided evidence that partially activated lexical and phonological representations influence phonetic processing. We examine how these interactive effects are modulated by lexical frequency. Previous research has demonstrated that during lexical access, the processing of high frequency words is facilitated; in contrast, during phonetic encoding, the properties of low frequency words are enhanced. These contrasting effects provide the opportunity to distinguish two theoretical perspectives on how interaction between processing levels can be increased. A theory in which cascading activation is used to increase interaction predicts that the facilitation of high frequency words will enhance their influence on the phonetic properties of speech errors. Alternatively, if interaction is increased by integrating levels of representation, the phonetics of speech errors will reflect the retrieval of enhanced phonetic properties for low frequency words. Utilizing a novel statistical analysis method, we show that in experimentally induced speech errors low lexical frequency targets and outcomes exhibit enhanced phonetic processing. We sketch an interactive model of lexical, phonological and phonetic processing that accounts for the conflicting effects of lexical frequency on lexical access and phonetic processing.     

Age differences in visual working memory capacity: not based on encoding limitations

Why does visual working memory performance increase with age in childhood? One recent study ( Cowan et al., 2010b ) ruled out the possibility that the basic cause is a tendency in young children to clutter working memory with less‐relevant items (within a concurrent array, colored items presented in one of two shapes). The age differences in memory performance, however, theoretically could result from inadequate encoding of the briefly presented array items by younger children. We replicated the key part of the procedure in children 6–8 and 11–13 years old and college students (total N = 90), but with a much slower, sequential presentation of the items to ensure adequate encoding. We also required verbal responses during encoding to encourage or discourage labeling of item information. Although verbal labeling affected performance, age differences persisted across labeling conditions, further supporting the existence of a basic growth in capacity.     

Indirect goal priming is more powerful than explicit instruction in children

This study examined the relative efficacy of explicit instruction and indirect priming on young children's behavior in a task that required a series of choices between a small immediate reward and a larger delayed reward. One hundread and six 4-year-old children were randomly assigned to one of four conditions involving one of two goals (maximize rewards or obtain immediate rewards) and one of two types of instruction (indirect priming using stories or explicit verbal instructions). Children were more likely to make goal-congruent choices as a result of indirect priming, but there was no effect of explicit instruction, suggesting that indirect approaches to changing young children's behavior may be more effective than direct approaches under some circumstances. These results have implications for understanding the dynamic interplay between bottom-up and top-down influences on self-regulation early in development.     

Giving Back and Growing in Service: Investigating Spirituality,Religiosity, and Generativity in Young Adults

Generativity investigations have explored the manner by which adults derive meaning and fulfillment from their life activities (e.g., Erikson in Identity, youth, and crisis W.W. Norton & Company Inc.,NY, 1968; McAdams and Logan in American Psychological Association, 15–31, 2004). Faith and religious practice have often been central features of adult meaning making, yet the relationship between one’s spiritual identity and one’s generative concern or activities has received only limited investigation. Lesser still has been investigated examining the degree to which young adults demonstrate generative concern. The current study examined the relationship between aspects of faith (religiosity and spirituality) and generativity (concern and action). A sample of 94 undergraduates from a religiously affiliated college were recruited through door-to-door invitation and were surveyed using a new measure of religiosity (Steger and Frazier in Journal of Counseling Psychology 52(4):574–582, 2005) and two measures of generativity (Loyola Generativity Scale and Generative Behavior Checklist, McAdams et al. 1992). Support was found for a relationship between spirituality and generative concern. These findings are discussed in relation to recent demographic shifts and are compared with earlier work investigating secular spiritual trends on generativity (e.g., Dillon and Wink in The generative society American Psychological Association Press, Washington, DC, 153–174, 2004).