Evaluations versus stereotypes in emotion recognition: a replication and extension of Craig and Lipp’s (2018) study on facial age cues

Recently, Cognition and Emotion published an article demonstrating that age cues affect the speed and accuracy of emotion recognition. The authors claimed that the observed effect of target age on emotion recognition is better explained by evaluative than stereotype associations. Although we agree with their conclusion, we believe that with the research method the authors employed, it was impossible to detect a stereotype effect to begin with. In the current research, we successfully replicate previous findings (Study 1). Furthermore, by changing the comparative context, Study 2 provides a first test of age-stereotypes affecting emotions recognition. We discuss recommendations for future studies in the domain of social categorisation and emotion recognition.     

Case–contrast study about parent–infant interaction in a Brazilian sample of siblings of children with autism spectrum disorders

Siblings of children with autism spectrum disorders (ASD) present greater susceptibility to developmental problems, in comparison with siblings of typically developing children. The greater prevalence of mental health disorders among parents of children with ASD increases younger siblings’ vulnerability to emotional problems. The aim of this study is to compare the interaction between carers and babies aged 2 to 26 months (M = 11.7, SD = 6.9) who are siblings of children with ASD (ASD dyads) with the interaction of dyads of siblings of typically developing children (TD dyads). The protocol of Clinical Indicators of Risk for Child Development and the Coding Interactive Behaviour measures were used to evaluate interaction. ASD dyads presented higher scores of constriction in their interaction, P = .024, with babies presenting higher scores of withdrawal behavior, P = .003, and carers presenting higher scores of depressive mood, P = .008, when compared to TD dyads. The ASD dyads have interactive impairments more frequently than do the TD dyads.     

From Natural to Formal Language: A Case for Logical Pluralism

Topoi - I argue for a version of logical pluralism based on the plurality of legitimate formalizations of the logical vocabulary. In particular, I argue that the apparent rivalry between classical...     

Designing Translingual Pedagogies: Exploring Pedagogical Translation through a Classroom Teaching Experiment

This study examined how middle-grades language arts teachers learned to integrate a small-group collaborative translation activity into their teaching practice. We discuss what we call pedagogical translation as an emergent social practice, in which translation routines that are familiar to multilingual students may be leveraged toward instructional goals in a mainstream language arts class. The data were drawn from a classroom teaching experiment iteration of a larger design-based research study, whose goal is to create a fully developed instructional protocol useful to all teachers in linguistically diverse language arts classrooms, but especially teachers with limited or emerging proficiencies in languages other than English. We position pedagogical translation as a paradigm case of translingual pedagogy—instructional approaches designed to leverage the full range of emerging bilinguals’ linguistic resources—and we focus our analysis on the agentive participation of teachers as they integrate new translingual routines into their instructional practice. Using a conjecture mapping procedure, we describe the evolution of an instructional theory for how pedagogical translation can be leveraged toward literacy learning objectives. We present qualitative narratives describing how participating teachers made locally situated design choices that meshed new routines with existing instructional practice, documenting trajectories of teacher participation as agentive designers of translingual pedagogy.     

A Patient-Tailored Evidence-Based Approach for Developing Early Neuropsychological Training Programs in Addiction Settings

Neuropsychology Review - Substance use disorders (SUDs) are associated with impairments of cognitive functions, and cognitive training programs are thus rapidly developing in SUD treatment....     

The Problem Is Not Professional Publishing,But the Publish-or-Perish Culture

Science and Engineering Ethics - The publication of scientific papers has become increasingly problematic in the last decades. Even if we agree that a renewed model is needed for peer-reviewed...     

Quelle juridiction est compétente pour juger des faits commis par un professeur des universités-praticien hospitalier qui sont en rapport avec son activité d’enseignement ?

Constituted courts of ordinal authorities are not competent to judge facts committed by a university professor-hospital practitioner, which are related to his teaching activity. Only the court specific to hospital teachers, which is seized by the ministries of health and higher education, is competent to judge those facts.     

‘At the level of the word: Nurturing justice in therapeutic conversations’

The issue of social justice and how it unfolds in the lives of persons seeking counselling has been steadily gaining attention in recent times. This development marks a departure from an individualistic perspective that construes problems as functions of personal deficits, thereby overlooking the many social inequities that contribute to the challenges people face. The turn towards social justice manifests primarily in a call for advocacy on behalf of therapy clients. While celebrating these developments, this article suggests that it is not just in interactions outside the consulting room that injustices may be perpetrated. The author invites attention to the ways in which social justice, or the lack thereof, can be understood to unfold within counselling conversations.     

Inside bilingualism: Language background modulates selective attention to a talker's mouth

Previous findings indicate that bilingual Catalan/Spanish‐learning infants attend more to the highly salient audiovisual redundancy cues normally available in a talker's mouth than do monolingual infants. Presumably, greater attention to such cues renders the challenge of learning two languages easier. Spanish and Catalan are, however, rhythmically and phonologically close languages. This raises the possibility that bilinguals only rely on redundant audiovisual cues when their languages are close. To test this possibility, we exposed 15‐month‐old and 4‐ to 6‐year‐old close‐language bilinguals (Spanish/Catalan) and distant‐language bilinguals (Spanish/”other”) to videos of a talker uttering Spanish or Catalan (native) and English (non‐native) monologues and recorded eye‐gaze to the talker's eyes and mouth. At both ages, the close‐language bilinguals attended more to the talker's mouth than the distant‐language bilinguals. This indicates that language proximity modulates selective attention to a talker's mouth during early childhood and suggests that reliance on the greater salience of audiovisual speech cues depends on the difficulty of the speech‐processing task.     

Interactions between stereotype threat,subjective aging,and memory in older adults

This study examined whether the effects of stereotype threat on memory and subjective age were moderated by positive age stereotypes and self-perceptions of aging among older adults. Perceived threat as a mechanism underlying these effects was also explored. Results showed that stereotype threat (high vs. low threat) did not affect the dependent variables. Moreover, self-perceptions of aging did not moderate the effect of stereotype threat on the dependent variables. However, for people with more positive age stereotypes, older people under highthreat perceived more threat than people under low threat. This could be explained by an effect of age stereotypes in the high-threat group: the more positive age stereotypes held by participants, the more they perceived threat, which in turn decreased their memory performance and made them feel mentally older. We hypothesized that age group identity is stronger in people with more positive age stereotypes, which increase perceived threat.