Tonal synchrony in mother–infant interaction based on harmonic and pentatonic series

This study reports the occurrence of ‘tonal synchrony’ as a new dimension of early mother–infant interaction synchrony. The findings are based on a tonal and temporal analysis of vocal interactions between 15 mothers and their 3-month-old infants during 5 min of free-play in a laboratory setting. In total, 558 vocal exchanges were identified and analysed, of which 84% reflected harmonic or pentatonic series. Another 10% of the exchanges contained absolute and/or relative pitch and/or interval imitations. The total durations of dyads being in tonal synchrony were normally distributed (M = 3.71, SD = 2.44). Vocalisations based on harmonic series appeared organised around the major triad, containing significantly more simple frequency ratios (octave, fifth and third) than complex ones (non-major triad tones). Tonal synchrony and its characteristics are discussed in relation to infant-directed speech, communicative musicality, pre-reflective communication and its impact on the quality of early mother–infant interaction and child's development.     

Self-Knowledge and Narcissism in Iranians: Relationships with Empathy and Self-Esteem

Self-knowledge is a Muslim psychological ideal, but social theory suggests that the dynamics of narcissism and self-esteem may challenge the stability of Muslim society. In Iranian university students, an Integrative Self-Knowledge Scale displayed relationships with narcissism, self-esteem, and empathy that reflected relative mental health; and the Narcissistic Personality Inventory included factors that pointed toward adjustment as well as maladjustment. Evidence that narcissism predicted positive forms of self-functioning was more obvious in men than in women. Outcomes further confirmed that self-knowledge is as an adaptive process in Iran and that narcissism and self-esteem may have noteworthy implications for understanding Muslim society.     

Individual differences in the preference for worked examples: Lessons from an application of dispositional learning analytics

Worked-examples have been established as an effective instructional format in problem-solving practices. However, less is known about variations in the use of worked examples across individuals at different stages in their learning process in student-centred learning contexts. This study investigates different profiles of students' learning behaviours based on clustering learning dispositions, prior knowledge, and the choice of feedback strategies in a naturalistic setting. The study was conducted on 1,072 students over an 8-week long introductory mathematics course in a blended instructional format. While practising exercises in a digital learning environment, students can opt for tutored problem solving, untutored problem solving, or call worked examples. The results indicated six distinct profiles of learners regarding their feedback preferences in different learning phases. Finally, we investigated antecedents and consequences of these profiles and investigated the adequacy of used feedback strategies concerning ‘help-abuse’. This research indicates that the use of instructional scaffolds as worked-examples or hints and the efficiency of that use differs from student to student, making the attempt to find patterns at an overall level a hazardous endeavour.     

Self-functioning and perceived parenting: relations of parental empathy and love inconsistency with narcissism, depression, and self-esteem

In Heinz Kohut's (1977, 1984) theory of the psychology of the self, good parenting provides a child with optimal frustration and just the right amount of loving empathic concern. In the present study, the authors examined the relations of perceived parental empathy and love inconsistency with measures of narcissism, self-esteem, and depression. In a sample of university undergraduates (N=232; 78 men, 153 women, and 1 nonresponder), perceived parental empathy predicted more adaptive self-functioning, whereas parental love inconsistency was related to psychological maladjustment. These results support the theoretical assumption that perceived parental empathy is associated with healthy self-development.     

Intrinsic-Extrinsic Religiosity and University Students' Willingness to Donate Organs Posthumously

This research focuses on the links between intrinsic and extrinsic religious orientations as they relate to willingness to donate organs posthumously. Participants responded to a factual test of their knowledge about organ donation, indicated their degree of willingness to donate organs, and filled out personality inventories measuring their intrinsic and extrinsic orientations. The data indicated a high level of factual knowledge about organ donation. Also, contrary to Allport's (1966) arguments, people with an intrinsic religious orientation were not more likely to donate their organs, nor were people with an extrinsic religious orientation less likely to do so. Instead, it was found that intrinsic religiosity was unrelated to willingness to donate organs and that extrinsics with strong social orientations were more willing to donate their organs. Discussion centers on the need to develop more psy-chometrically sound measures of mature religiosity as a means of conducting a fairer test of Allport's original theorizing about intrinsic religiosity.     

School Context and Ethnic Minority Adolescent Religiosity: A Longitudinal Study

Previous research has shown that ethnic school composition can have an impact on a number of outcomes for pupils. The influence ethnic school composition has on pupils’ religiosity, however, has not received much attention. Furthermore, the few previous studies that have examined this relationship have relied on cross‐sectional data, thus being unable to separate selection effects from causal effects. In this research note we use longitudinal data collected among pupils in the third (2011–2012) and sixth grade (2014–2015) of secondary schools in Flanders, the northern part of Belgium. We examine changes in religiosity among pupils using cross‐classified multilevel analyses. The results show that there is a positive impact of ethnic school composition on ethnic minority religiosity. This does not mean, however, that pupils become more religious in schools with a higher share of ethnic minority pupils. We rather see that a decline in religiosity among highly religious pupils is attenuated in schools with more ethnic minority pupils.