What is an academic emotion? Insights from Filipino bilingual students’ emotion words associated with learning

We explored Filipino learners’ concept of academic emotions by studying the words they use to describe their emotional experiences associated with learning. Two main theoretical frames were used as reference in the analysis: Clore, Ortony, & Foss’ (1978) taxonomy of emotion words, and Pekrun’s (2006) dimensions of academic emotions. We asked Filipino learners to describe the positive and negative emotions that they associate with their learning experiences using an open ended questionnaire. The 676 students used 1337 words which were classified into root word categories; 38 categories which were mentioned by at least 1% of the participants were included in the analysis. The interpretive analysis suggested that Filipino learners’ concept of academic emotions includes appraisals of cognitive and even physical conditions, beyond the typical affective conditions assumed in theories of emotions and academic emotions. Moreover, Filipino learners’ concepts of academic emotions include a wider range of emotion concepts, and may require additional characteristic dimensions, compared to what is being studied in current academic emotions research.     

Tracking unique objects

Is content addressable in the representation that subserves performance in multiple-object-tracking (MOT) experiments? We devised an MOT variant that featured unique, nameable objects (cartoon animals) as stimuli. There were two possible response modes: standard, in which observers were asked to report the locations of all target items, and specific, in which observers had to report the location of a particular object (e.g., "Where is the zebra?"). A measure of capacity derived from accuracy allowed for comparisons of the results between conditions. We found that capacity in the specific condition (1.4 to 2.6 items across several experiments) was always reliably lower than capacity in the standard condition (2.3 to 3.4 items). Observers could locate specific objects, indicating a content-addressable representation. However, capacity differences between conditions, as well as differing responses to the experimental manipulations, suggest that there may be two separate systems involved in tracking, one carrying only positional information, and one carrying identity information as well.     

Psychometric properties of the d2 selective attention test in a sample of premature and born-at-term babies

The psychometric properties of the d2 Selective Attention Test are analyzed in two samples of premature ( n = 63) and born-at-term ( n = 78) children. The reliability coefficients (internal consistency) reached values of around .90. Principal components analysis revealed a three-factor structure, which accounts for 58% of the variance, and thus coincides with the number of factors presented in the manual of the Spanish adaptation of the test but not with their composition. Results suggest that the d2 test has adequate psychometric properties both for the global sample and for each sub-sample.     

Contextual-specificity of short-delay extinction in humans: renewal of fear-potentiated startle in a virtual environment

A recent fear-potentiated startle study in rodents suggested that extinction was not context dependent when extinction was conducted after a short delay following acquisition, suggesting that extinction can lead to erasure of fear learning in some circumstances. The main objective of this study was to attempt to replicate these findings in humans by examining the context specificity of short-delay extinction in an ABA renewal procedure using virtual reality environments. A second objective was to examine whether renewal, if any, would be influenced by context conditioning. Subjects underwent differential aversive conditioning in virtual context A, which was immediately followed by extinction in virtual context B. Extinction was followed by tests of renewal in context A and B, with the order counterbalanced across subjects. Results showed that extinction was context dependent. Evidence for renewal was established using fear-potentiated startle as well as skin conductance and fear ratings. In addition, although contextual anxiety was greater in the acquisition context than in the extinction context during renewal, as assessed with startle, context conditioning did not influence the renewal effect. These data do not support the view that extinction conducted shortly after acquisition is context independent. Hence, they do not provide evidence that extinction can lead to erasure of a fear memory established via Pavlovian conditioning.     

“Leaving the Faith of Our Fathers”: Intergenerational Persistence and Class Cleavage of Evangelicals in Chile

Several studies have consistently linked the Evangelical breakdown in Latin America as a mass movement mainly adopted by impoverished working class individuals. However, little is known about how religious inheritance and recruitment of Evangelical movements is affected when status conditions improve along individuals trajectories. Using Bicentenario Survey from 2006 to 2010 we analyze how intergenerational patterns of religious persistence in Chile relate to individuals’ educational attainment and intergenerational mobility. Two mechanisms are evaluated: first, the intergenerational persistence of Evangelicals compared to Catholics and “None’s”; and second, the probability of conversion or reaffiliation to Evangelical Protestantism. Multinomial regression analysis shows that the greater an individual’s educational credentials and upward mobility, the lesser their identification with Evangelical movements, regardless of their religious affiliation or educational attainment of origin. This evidence suggests there are obstacles for Evangelical movements’ vertical mobility, which could be related to Chile’s strong social cleavage in terms of religion.     

Accessing word meaning in two languages: an event-related brain potential study of beginning bilinguals

Twenty-eight native-English speakers enrolled in beginning and intermediate university Spanish courses participated in a mixed language semantic categorization task in which critical words were presented in English (L1) and Spanish (L2) and repetitions of these words (within- and between-languages) were presented on subsequent trials (i.e., immediate repetition). Event-related potentials were recorded to all items allowing for comparisons of the N400 component to repetitions within- and between-languages as well as to words presented for the first time. Three important findings were observed in this sample of participants during relatively early stages of acquiring a second language. First, in the typical N400 window (300-500ms), between-language repetition (translation) produced a smaller reduction in N400 amplitude than did within-language repetition. Second, the time-course of between-language repetition effects tended to be more extended in time and differed as a function of language with L2-L1 repetitions producing larger priming effects early (during the typical N400 window) and L1-L2 repetitions producing larger priming effects later (during windows after the typical N400). Third, a greater negativity in the ERP waveforms was observed when the word on the directly preceding trial was from the other language. Within the time frame of the N400, this language switch effect arose only when the target word was Spanish and the preceding word English (i.e., L1-L2). The results are discussed within the framework of current models of bilingual lexical processing.     

Evaluation of violent behaviors in secondary school

School harassment, or bullying, is a term that for being so frequent already forms a part of our vocabulary. In the present work one presents a new instrument of evaluation of the violence that happens in the school centers. The Questionnaire of School Violence (CUVE) has been elaborated and, later, applied to a sample of 1637 teenagers of seven centers of Secondary Obligatory Education (public and compound). The CUVE evaluates in a trustworthy way five dimensions of the school violence: a) physical indirect violence on the part of the student body; b) verbal violence of the student body towards companions; c) physical direct violence between (among) pupils; d) verbal violence of the student body towards the professorship; and e) violence of the professorship towards the student body.