New Technologies,New Identities,and the Growth of Mass Opposition in the Arab Spring

The recent revolutions known as the Arab Spring have been characterized as the products of social media. However, there is an alternative view that revolution takes place on the street or the battlefield and that the role of social media has been overstated. We argue that some new technologies can serve to facilitate rapid social change when they provide ways to overcome restrictions on the freedoms of expression and association. In doing so, communication technologies enable the formation of new social identities that can challenge existing social orders by promoting the growth of a social movement that is positioned as loyal to the nation and its people but opposed to the government. Our analyses focus on the role of social media in spreading video images of dissent and the links between this video material, satellite television, and mobile telephones in Tunisia and Egypt.     

Reciprocal Associations between Parenting Challenges and Parents' Personality Development in Young and Middle Adulthood

Having children affects many aspects of people's lives. However, it remains unclear to what degree the challenges that come along with having children are associated with parents' personality development. We addressed this question in two studies by investigating the relationship between parenting challenges and personality development in mothers of newborns (Study 1, N = 556) and the reciprocal associations between (mastering) parenting challenges and personality development in parents of adolescents (Study 2, N = 548 mothers and 460 fathers). In Study 1, we found the stress of having a newborn baby to be associated with declines in maternal Agreeableness, Conscientiousness, and Emotional Stability. Parenting challenges were also related to personality development in parents of adolescent children in Study 2, with parent–child conflict being reciprocally associated with decreases in Conscientiousness and Emotional Stability. Mastering parenting challenges in the form of high parenting self‐efficacy, on the other hand, was found to be associated with increases in Agreeableness, Conscientiousness, and Emotional Stability, and vice versa. In sum, our results suggest that mastering the challenges associated with the social role of parenthood is one of the mechanisms underlying personality development in young and middle adulthood. Copyright © 2013 John Wiley & Sons, Ltd.     

Validity of Interpretation: A user validity perspective beyond the test score

This paper introduces the concept of user validity and provides a new perspective on the validity of interpretations from tests. Test interpretation is based on outputs such as test scores, profiles, reports, spreadsheets of multiple candidates' scores, etc. The user validity perspective focuses on the interpretations a test user makes given the purpose of the test and the information provided in the test output. This innovative perspective focuses on how user validity can be extended to content, criterion, and to some extent construct‐related validity. It provides a basis for researching the validity of interpretations and an improved understanding of the appropriateness of different approaches to score interpretation, as well as how to design test outputs and assessments that are pragmatic and optimal.     

ESCOLEX: A grade-level lexical database from European Portuguese elementary to middle school textbooks

In this article, we introduce ESCOLEX, the first European Portuguese children’s lexical database with grade-level-adjusted word frequency statistics. Computed from a 3.2-million-word corpus, ESCOLEX provides 48,381 word forms extracted from 171 elementary and middle school textbooks for 6- to 11-year-old children attending the first six grades in the Portuguese educational system. Like other children’s grade-level databases (e.g., Carroll, Davies, & Richman, 1971; Corral, Ferrero, & Goikoetxea, Behavior Research Methods, 41, 1009–1017, 2009; Lété, Sprenger-Charolles, & Colé, Behavior Research Methods, Instruments, & Computers, 36, 156–166, 2004; Zeno, Ivens, Millard, Duvvuri, 1995), ESCOLEX provides four frequency indices for each grade: overall word frequency (F), index of dispersion across the selected textbooks (D), estimated frequency per million words (U), and standard frequency index (SFI). It also provides a new measure, contextual diversity (CD). In addition, the number of letters in the word and its part(s) of speech, number of syllables, syllable structure, and adult frequencies taken from P-PAL (a European Portuguese corpus-based lexical database; Soares, Comesaña, Iriarte, Almeida, Simões, Costa, …, Machado, 2010; Soares, Iriarte, Almeida, Simões, Costa, França, …, Comesaña, in press) are provided. ESCOLEX will be a useful tool both for researchers interested in language processing and development and for professionals in need of verbal materials adjusted to children’s developmental stages. ESCOLEX can be downloaded along with this article or from http://p-pal.di.uminho.pt/about/databases.     

Evaluation of a Heredofamilial Cancer Unit in Increasing Family History Collection and Genetic Counseling Referrals Among Spanish Oncologists at a University Hospital

A comprehensive family history is essential to identify patients at risk for hereditary cancer who could benefit from genetic counseling (GC). In a previous study, we observed a low occurrence of family history record (FHR) collection rate and GC referral among oncologists at our institution. The present work analyzes whether the implementation of a heredofamilial cancer unit (HFCU) would improve these parameters. We retrospectively compared the FHR rate in clinical records, National Cancer Institute (NCI) general criteria for hereditary cancer suspicion, GC referrals and FHR quality in two cohorts: cohort 1 (patients diagnosed before HFCU creation) and cohort 2 (after HFCU creation). Of 1,175 patients (590 cohort 1 and 585 cohort 2), FHRs were consigned in 27.3 % and 52.5 % of patients, respectively (p?<?0.001). The GC referral of patients with any NCI criterion was 13.6 % xin cohort 1 vs. 40.5 % in cohort 2 (p?<?0.001). FHR quality improved in terms of the total number of relatives (164 vs. 314, p?=?0.1, N.S.) and number of healthy relatives consigned (80 vs. 191, p?<?0.01). Nine mutations (6 BRCA, 1 MEN1, 2 Lynch), 4 unknown significance variants (all in BRCA) and 2 with no mutation were identified among patients referred from cohort 2. We conclude that the creation of a heredofamilial cancer unit has changed both FHR and GC referrals among oncologists at our institution, although continuous educational efforts are required.     

The Relationships Among Parental Anxiety, Parenting, and Children’s Anxiety: The Mediating Effects of Children’s Cognitive Vulnerabilities

Theoretical models have emphasized the roles played by parental anxiety and behavior in the development of childhood anxiety problems. Little is known regarding the differential impacts of mothers and fathers or regarding the processes that mediate these influences. The present study examines the relationships between maternal and paternal trait anxiety, overprotection, and emotional support on the one hand and anxiety symptoms in children on the other hand. This study also explores the mediating role of children’s cognitive vulnerabilities to anxiety disorders in the relationship between parental variables and children’s anxiety. A sample of 80 children and their parents (fathers and mothers), selected from an initial screening of 905 school-aged children, participated in this study. The results indicate that both parents had unique influences on children’s anxiety symptoms: maternal trait anxiety and paternal overprotection and concern were found to independently and positively contribute to children’s anxiety. Furthermore, children’s interpretative biases mediated the relation between maternal trait anxiety and children’s anxiety symptoms. The results of this study underline the importance of considering both paternal and maternal factors in the development of children’s anxiety problems. These findings also have implications for theoretical models of the etiology of anxiety and for the treatment of these problems in children.     

Teacher Development: Contributions of Educational Biography and Personality

The contribution of autobiographical narratives for the teacher’s personal and professional development is currently considered an important issue. “Our stories”, “the stories that we tell about our lives” constitute a fundamental path of human meaning making (Bruner in Acts of meaning. Cambridge University Press, Cambridge, 1990) and also, an identity construction process. “Fashioned out of memories, our stories become our identities” (Faust Harvard Magazine, 2003). Autobiographical narratives are then a development process, being its use in the educational scope pertinent, as it is considered that learning always features autobiography. Aiming at understanding the processes of personal and professional development, this study analyses student teachers autobiographical narratives, in particular, the relationship between primary school memories, personality characteristics, and teaching perspectives. This study was carried out with a sample of 129 student teachers of the Faculty of Sciences of the University of Coimbra, with ages between 22 and 28 years. The instruments administered were the School Autobiography Sheet (an adaptation of the autobiographical method considered by McAdams; McAdams in Guided autobiography, 1997), and the Personality Inventory NEO-PI-R (Costa and McCrae in Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual, Psychological Assessment Resources Odessa, FL, 1992; Portuguese version Lima in Contextos teóricos e psicométricos: “Ocean” ou “Iceberg”?, Dissertação de Doutoramento, Universidade de, Coimbra, 1997) and the Teaching Perspectives Inventory of Pratt and Collins Teaching perspectives inventory, 2001. The results of the study show that the relationship between the autobiographical memories and the perspectives of teaching are fable. However, they point to the crucial role played by personality traits in the organization of the autobiographical memories and of the perspectives of teaching. These results contribute to the understanding of the processes of personal and educational development of future teachers and to the reflection on forms of using autobiographical narratives in a training frame.     

Suicide attempts and stressful life events among female victims of intimate partner violence living in poverty in Nicaragua

This article describes a study of 136 female intimate partner violence victims living in poverty in Nicaragua. The paper aimed to analyze the relationship between experiencing stressful life events (SLE) and perceived social support with suicide attempts, and to evaluate the differences in the SLE experienced by female suicide attempters versus non‐attempters. The results showed the existence of a high level of SLE among the interviewees, and that women who have attempted suicide have experienced substantially more of these events. Experiences of violence and less social support were especially related to suicide attempts among the interviewees.