Different answers to different audiences: effects of social context on the accuracy-informativeness trade-off

Research on conversational exchanges shows that people attempt to optimise their responses’ relevance when they definitely know the correct answer (e.g., “What time is it?”). However, such certainty is often unavailable while speakers may still be under social pressure to provide an answer. We investigated how social context influences the informativeness level when answering questions under uncertainty. In three experiments, participants answered difficult general-knowledge questions placed in different social contexts (formal vs. informal). Participants generated their answers, then they were presented with a given context, and decided on the number of alternative responses they wanted to provide (single, with one alternative vs. plural, with several alternatives) and whether the answer should be reported or withheld (report option). Participants reported more answers in the informal context. In the formal context, single answers were preferred, and they were more frequently reported. We conclude that social context influences the level of informativeness in a conversation, affecting achievable accuracy. Our results also show the joint influence of the confidence and the social context on willingness to share information.     

The subjective experience of retrieval-induced forgetting

The objective was to examine whether the lower accessibility of studied items (Rp?) that follows retrieval practice with studied items from the same category (Rp+; retrieval-induced forgetting) is correctly monitored by our cognitive system. If monitored, lower confidence for Rp? items would be expected which, in turn, would allow the control of the retrieval-induced forgetting through the report option. In Experiment 1 the standard retrieval-practice paradigm with categorised word lists was followed by a recognition test with confidence rating and the option to report or withhold the answer. Accuracy showed retrieval-induced forgetting, but there were no differences in confidence. The report option did not affect retrieval-induced forgetting. The confidence–accuracy dissociation could be due to a correct monitoring of the retrieval-induced forgetting joined with a factor that incorrectly increases confidence for Rp? items. Familiarity with the practised category was proposed as this factor and tested in Experiment 2. Despite presenting the categories more times during the retrieval-practice phase to increase their familiarity, confidence ratings were unaffected. In conclusion, this research suggests that retrieval-induced forgetting was not monitored, giving rise to a confidence–accuracy dissociation.     

Family and Systems Therapy and Training in Portugal

The history of systemic family therapy in Portugal since its appearance until the present is discussed. Some data on systemic family therapists’ training is provided in the context of the Portuguese Society of Family Therapy and Academic Institutions. In Portugal, family therapy has been extended to various contexts, including medical and community services. Finally, future directions for family and systems therapy practice and training in Portugal are provided emphasizing the importance of family interventions as an important resource to empower families living with health chronic conditions. The Portuguese Family Therapy Society, every 2 years, organizes a scientific Iberian conference with Portuguese and Spanish speakers. This allows the exchange of clinical experience and research about family and systems theory.     

Lenguaje y pensamiento en el desarrollo: Un nuevo modelo teórico

Resumen

Los modelos tradicionales que pretenden explicar las relaciones entre pensamiento y lenguaje no parecen adecuados, al no poder integrar los datos-obtenidos en las numerosas investigaciones realizadas últimamente sobre el tema. Se propone un nuevo modelo más integrador, que se inscribe dentro de la linea interaccionista, pero desarrollándola y matizándola.     

Reliability of 2D:4D measurements using a direct method suitable for clinical settings

The second to fourth digit ratio (2D:4D) indicates androgen exposure during early development. Numerous methods are used in the assessment of 2D:4D, however, some are not reliable enough and others are difficult to perform in large epidemiological studies. We assessed the reliability of 2D:4D using a direct method with a caliper, and compared it with a computer-assisted analysis on scanned images. Both methods were moderately correlated, but the scan method produced slightly lower 2D:4D. The main source of variation was differences between subjects (real variation). Reliability was higher among men and among younger participants. All reliability coefficients were higher than 0.8 when three repeated measurements were averaged. Our results suggest that reliability is influenced by participants’ characteristics. Digit ratios determined directly with calipers are reliable when repeated measurements are averaged.     

La atención a factores intralingüísticos en la adquisición del lenguaje

Resumen

Se argumenta mediante una serie de ejemplos cruciales que los niños trabajan sobre sus propios esquemas lingüísticos, que modifican, a lo largo de su desarrollo, y que son sensibles a la información estrictamente lingüística en ese proceso de construcción. Los casos aquí presentados de errores posteriores a un uso aparentemente correcto son indicativos de procesos que revelan la insuficiencia de las explicaciones sociocomunicativas de carácter reduccionista. Los que se aportan acerca de la construcción de clases de palabras, concordancia de género, y coherencia en el relato, ponen de manifiesto cómo los niños toman en cuenta claves intralingüísticas en sus intentos por dominar el lenguaje, que constituye en sí mismo un área de experiencia que suscita el interés y esfuerzo intelectual de los niños.     

Mother's personality and infant temperament

We examined if perfectionism and the perception of being an anxious person were associated with more negative infant temperament ratings by the mothers. 386 women (mean age = 30.08; standard deviation = 4.21) in their last trimester of pregnancy completed the Multidimensional Perfectionism Scale (MPS), the Beck Depression Inventory-II (BDI-II) and an item about their perception of being or not an anxious person. The Portuguese version of the Diagnostic Interview for Genetic Studies and the Operational Criteria Checklist for Psychotic Illness were used to generate diagnoses according to DSM-IV and ICD-10 criteria. After delivery, women completed eight items of the Difficult Infant Temperament Questionnaire (developed by our team) and filled in, again, the BDI-II and were interviewed with the DIGS. Women with depression (DSM-IV/ICD-10) and probable cases of depression using different cut-offs adjusted to Portuguese prevalence (BDI-II), in pregnancy and postpartum, were excluded. The Difficult Infant Temperament Questionnaire showed to have factorial validity and internal consistency. There was a statistically significant negative correlation between perfectionism total scale score and item 6 from the temperament scale (“is your baby irritable or fussy?”). Considering MPS 3-factor solution found for pregnancy there was also a statistically significant negative correlation between SOP and the same item. Women with low SOP differed from those with medium and high SOP in the total temperament score. Moreover, the low SOP group differed from the medium group on items three and four scores. There were no significant associations with SPP, which is the dimension more closely associated with negative outcomes. There was an association between anxiety trait status (having it or not) and scoring low, medium or high in the infant temperament scale. The proportion of anxious vs. non-anxious women presenting a high score on the infant temperament scale was higher (24.2% vs. 12.9%). Linear regressions showed that SOP (low vs. medium/high) offered a significant contribution to the prediction of total temperament scale score and items 3 and 4 scores, but a logistic regression did not confirm trait anxiety as a significant predictor of mother's infant temperament perception. Concluding, a major result concerns the fact that higher levels of adaptive perfectionism (i.e. SOP) are associated (and predict) a less negative view of their infant's temperament. These results on the effect of mother's anxiety and perfectionism on the child temperament perception might have treatment implications. As perfectionism is not always maladaptive, some of its positive features could be used to enhance women's self-efficacy/sense of parental competence in their role as mothers and positive affect towards their infants. Also, antenatal interventions aimed at minimising anxiety could help to optimise infant temperament outcomes, which could, eventually, also, lead to subsequent maternal and infant mental health better outcomes.     

Decomposition of repetition priming processes in word translation

Translation in fluent bilinguals requires comprehension of a stimulus word and subsequent production, or retrieval and articulation, of the response word. Four repetition-priming experiments with Spanish–English bilinguals (N = 274) decomposed these processes using selective facilitation to evaluate their unique priming contributions and factorial combination to evaluate the degree of process overlap or dependence. In Experiment 1, symmetric priming between semantic classification and translation tasks indicated that bilinguals do not covertly translate words during semantic classification. In Experiments 2 and 3, semantic classification of words and word-cued picture drawing facilitated word-comprehension processes of translation, and picture naming facilitated word-production processes. These effects were independent, consistent with a sequential model and with the conclusion that neither semantic classification nor word-cued picture drawing elicits covert translation. Experiment 4 showed that 2 tasks involving word-retrieval processes--written word translation and picture naming--had subadditive effects on later translation. Incomplete transfer from written translation to spoken translation indicated that preparation for articulation also benefited from repetition in the less-fluent language.     

Object recognition in Williams syndrome: uneven ventral stream activation

Williams syndrome (WS) is a genetic disorder associated with severe visuospatial deficits, relatively strong language skills, heightened social interest, and increased attention to faces. On the basis of the visuospatial deficits, this disorder has been characterized primarily as a deficit of the dorsal stream, the occipitoparietal brain regions that subserve visuospatial processing. However, some evidence indicates that this disorder may also affect the development of the ventral stream, the occipitotemporal cortical regions that subserve face and object recognition. The present studies examined ventral stream function in WS, with the hypothesis that faces would produce a relatively more mature pattern of ventral occipitotemporal activation, relative to other objects that are also represented across these visual areas. Using functional magnetic imaging, we compared activation patterns during viewing of human faces, cat faces, houses and shoes in individuals with WS (age 14-27), typically developing 6-9-year-olds (matched approximately on mental age), and typically developing 14-26-year-olds (matched on chronological age). Typically developing individuals exhibited changes in the pattern of activation over age, consistent with previous reports. The ventral stream topography of individuals with WS differed from both control groups, however, reflecting the same level of activation to face stimuli as chronological age matches, but less activation to house stimuli than either mental age or chronological age matches. We discuss the possible causes of this unusual topography and implications for understanding the behavioral profile of people with WS.     

Risk profiles and peer violence in the context of school and leisure time

Though violence at school is by no means a new phenomenon, there has been growing social and scientific concern about this issue in recent years. The present study builds on prior analysis of the roles adolescents play in peer harassment, and the relationship between violence occurring at school and during free time. A representative sample of students between the ages of 14 and 18 was selected in the Community of Madrid (N = 1622) through random cluster sampling (school was the unit of analysis). Participants completed the C.E.V.E.O. questionnaire, which presents fifteen situations involving peer violence. The results reveal a relationship between violent situations occurring at school and during free time, and between the roles of aggressor and victim during free time. A profile analysis yielded three different categories: the "minimal violence exposure" type (1126 adolescents), the "psychological violence exposure" type (413 adolescents), and the "high risk of violence" type (83 adolescents). Judging from these results, we posit that interventions must be designed which tailor to each group and their respective risk situations.