Pathways to childhood depressive symptoms: the role of social, cognitive, and genetic risk factors

Childhood depressive conditions have been explored from multiple theoretical approaches but with few empirical attempts to address the interrelationships among these different domains and their combined effects. In the present study, the authors examined different pathways through which social, cognitive, and genetic risk factors may be expressed to influence depressive symptoms in 300 pairs of child twins from a longitudinal study. Path analysis supported several indirect routes. First, risks associated with living in a step- or single-parent family and punitive parenting did not directly influence depressive outcome but were instead mediated through maternal depressive symptoms and child negative attributional style. Second, the effects of negative attributional style on depressive outcome were greatly exacerbated in the presence of precipitating negative life events. Third, independent of these social and cognitive risk mechanisms, modest genetic effects were also implicated in symptoms, with some indication that these risks are expressed through exposure to negative stressors. Together, these routes accounted for approximately 13% of total phenotypic variance in depressive symptoms. Theoretical and analytical implications of these results are discussed in the context of several design-related caveats.     

‘Peace in a Thatched Hut—that is Happiness’: Subjective Wellbeing Among Peasants in Rural China

Existing research about subjective wellbeing (SWB) in China is confined to student and urban samples, even though 60% of the population reside in rural areas. It is reasonable to predict that there could be a rural-urban difference in SWB as there is a marked difference in objective (socio-economic) measures of wellbeing. The present study measured SWB within a sample of Chinese peasants living in a remote farming village. The results show that despite their relatively low socioeconomic conditions, the rural residents’ satisfaction levels were within the normative range for the Chinese population, and generally did not differ significantly from a previously published study in an affluent Chinese region (Hong Kong). In-depth interviews with participants revealed that the lower living conditions in the rural area are not adverse to drive SWB below the normative range.

The influence of multiple readings on the missing-letter effect revisited

In searching for a target letter while reading, participants make more omissions when the target letter is embedded in frequent function words than when it is embedded in less frequent content words. According to the guidance-organization (GO) model, this occurs because high-frequency function words are processed faster than low-frequency content words, leaving less time available for letter processing. We tested this hypothesis in three experiments by increasing word-processing speed through text repetition, which should translate into higher omission rates. Participants either read the text and searched for the target letter once or read the text three times and searched for a target letter on all readings or the final reading only. In all the experiments in which participants could not anticipate the target letter to be used, results revealed the presence of a large missing-letter effect that was unaffected by familiarity with the text. In addition, when participants knew from the start the target letter to be used on the final reading, the missing-letter effect was eliminated. Repeated search of the same text for different targets increased omissions equally for function words and content words, but this finding was present even when a new text was used, suggesting that repetition of the search task, rather than familiarity with the text, was responsible.     

Le traitement des voyelles nasalisées et des groupes consonantiques par l'apprenti‐lecteur francophone

This study was designed to evaluate the influence of phonological structure on the performance of French beginning readers. Because the French phonological system has a clear syllabic structure novice readers use phonological units such as syllables when silently reading words. Therefore, the phonological structure of items was expected to be a significant determinant of performance. The results demonstrate the young readers' tendency to simplify polysyllabic words by reducing them to open‐ended syllables. The first experiment showed that nasal vowels involve a delay in phonological processing and the second experiment focused on the difficulties in processing consonant clusters.     

Contributions of Behavioural Decision Theory to Research in Political Science

Cet article aborde la question de l'application de la Théorie de la Décision Comportementale (BDT) à deux domaines de la recherche en Sciences-Politiques, le comportement électoral et les relations internationales. On commence par un bref survol de la BDT, puis on passe à ce qui n'est maintenant que l'amorce de l'exploitation de la BDT dans les Sciences-Politiques. Dans le premier exemple, notre intérêt est focalisé sur les décisions prises par le public et dans le second sur celles prises par les élites politiques, mais la distinction masse-élite peut se révéler secondaire par rapport aux situations dans lesquelles émergent les décisions électorales ou de politique étrangère. Dans la présentation de ces deux exemples, on tente de replacer l'investigation reposant sur les aperçus de la BDT dans le contexte plus vaste de la recherche dans ce secteur.
This paper discusses the application of behavioural decision theory (BDT) to two areas of political science research: voting behaviour and international relations. We begin with a brief overview of BDT, and then turn to what is now only the beginnings of the utilisation of BDT in political science. In the first instance we focus on decision making by the mass public, and in the second on decision making by political elites, but, as we shall see, the mass-elite distinction may not be as important as the different situations or contexts in which voting and foreign policy decisions are typically made. In both instances, we will try to put research relying on the insights of behavioural decision theory into a broader context of research in the field.     

The formation of structurally relevant units in artificial grammar learning

A total of 78 adult participants were asked to read a sample of strings generated by a finite state grammar and, immediately after reading each string, to mark the natural segmentation positions with a slash bar. They repeated the same task after a phase of familiarization with the material, which consisted, depending on the group involved, of learning items by rote, performing a shortterm matching task, or searching for the rules of the grammar. Participants formed the same number of cognitive units before and after the training phase, thus indicating that they did not tend to form increasingly large units. However, the number of different units reliably decreased, whatever the task that participants had performed during familiarization. This result indicates that segmentation was increasingly consistent with the structure of the grammar. A theoretical account of this phenomenon, based on ubiquitous principles of associative memory and learning, is proposed. This account is supported by the ability of a computer model implementing those principles, PARSER, to reproduce the observed pattern of results. The implications of this study for developmental theories aimed at accounting for how children become able to parse sensory input into physically and linguistically relevant units are discussed.     

Internet and the support of psychology education

The Computers in Teaching Initiative (CTI) Centre for Psychology has been promoting the use of computers in psychology education for the last 5 years. The advent of the Internet and ubiquitous access to the World-Wide Web has the potential to revolutionize the way the teaching and learning of psychology can be supported. This paper describes how we are using the Web to support psychology education through information dissemination, through the provision of teaching resources, and through facilities for communication.