Social grooming in the kindergarten: the emergence of flattery behavior

The present study examined the emergence of flattery behavior in young children and factors that might affect whether and how it is displayed. Preschool children between the ages of 3 and 6 years were asked to rate drawings produced by either a present or absent adult stranger (Experiments 1 and 2), child stranger (Experiments 2 and 3), classmate, or the children's own teacher (Experiment 3). Young preschoolers gave consistent ratings to the same drawing by the person regardless of whether the person was absent or present. In contrast, many older preschoolers gave more flattering ratings to the drawing when the person was present than in the person's absence. Also, older preschoolers displayed flattery regardless of whether the recipient was an adult or a child. However, they displayed flattery to a greater extent towards familiar individuals than unfamiliar ones, demonstrating an emerging sensitivity to social contexts in which flattery is used. These findings suggest that preschoolers have already learned not to articulate bluntly their true feelings and thoughts about others. Rather, they are able to manipulate their communications according to social context.     

Examining the effects of postural constraints on estimating reach

The tendency to overestimate has consistently been reported in studies of reachability estimation. According to one of the more prominent explanations, the postural stability hypothesis, the perceived reaching limit depends on the individual's perceived postural constraints. To test that proposition, the authors compared estimates of reachability of 38 adults (a) in the seated posture (P1) and (b) in the more demanding posture of standing on one foot and leaning forward (P2). Although there was no difference between conditions for total error, results for the distribution and direction of error indicated that participants overestimated in the P1 condition and underestimated in the P2 condition. It therefore appears that perceived postural constraints could be a factor in judgments of reachability. When participants in the present study perceived greater postural demands, they may have elected to program a more conservative strategy that resulted in underestimation.     

Executive Functioning as a Mediator of Conduct Problems Prevention in Children of Homeless Families Residing in Temporary Supportive Housing: A Parallel Process Latent Growth Modeling Approach

A culturally diverse sample of formerly homeless youth (ages 6–12) and their families (n?=?223) participated in a cluster randomized controlled trial of the Early Risers conduct problems prevention program in a supportive housing setting. Parents provided 4 annual behaviorally-based ratings of executive functioning (EF) and conduct problems, including at baseline, over 2 years of intervention programming, and at a 1-year follow-up assessment. Using intent-to-treat analyses, a multilevel latent growth model revealed that the intervention group demonstrated reduced growth in conduct problems over the 4 assessment points. In order to examine mediation, a multilevel parallel process latent growth model was used to simultaneously model growth in EF and growth in conduct problems along with intervention status as a covariate. A significant mediational process emerged, with participation in the intervention promoting growth in EF, which predicted negative growth in conduct problems. The model was consistent with changes in EF fully mediating intervention-related changes in youth conduct problems over the course of the study. These findings highlight the critical role that EF plays in behavioral change and lends further support to its importance as a target in preventive interventions with populations at risk for conduct problems.     

A Systemic Analysis of Cheating in an Undergraduate Engineering Mechanics Course

Cheating in the undergraduate classroom is not a new problem, and it is recognized as one that is endemic to the education system. This paper examines the highly normative behavior of using unauthorized assistance (e.g., a solutions manual or a friend) on an individual assignment within the context of an upper division undergraduate course in engineering mechanics. The findings indicate that there are varying levels of accepting responsibility among the students (from denial to tempered to full) and that acceptance of responsibility can lead to identification of learning and necessary behavioral changes. The findings have implications for institutions and engineering faculty, in particular the need for consistent academic integrity education and the teaching of professional integrity and ethics.     

The Effect of Propensity Scores on DIF Analysis: Inference on the Potential Cause of DIF

Differential item functioning (DIF) analysis is important in terms of test fairness. While DIF analyses have mainly been conducted with manifest grouping variables, such as gender or race/ethnicity, it has been recently claimed that not only the grouping variables but also contextual variables pertaining to examinees should be considered in DIF analyses. This study adopted propensity scores to incorporate the contextual variables into the gender DIF analysis. In this study, propensity scores were used to control for the contextual variables that potentially affect the gender DIF. Subsequent DIF analyses with the Mantel-Haenszel (MH) procedure and the Logistic Regression (LR) model were run with the propensity score applied reference (males) and focal groups (females) through propensity score matching. The propensity score embedded MH model and LR model detected fewer number of gender DIF than the conventional MH and LR models. The propensity score embedded models, as a confirmatory approach in DIF analysis, could contribute to hypothesizing an inference on the potential cause of DIF. Also, salient advantages of propensity score embedded DIF analysis models are discussed.     

ALL THE (MANY,MANY) THINGS WE KNOW: EXTENDED KNOWLEDGE*

In this paper we explore the potential bearing of the extended mind thesis—the thesis that the mind extends into the world—on epistemology. We do three things. First, we argue that the combination of the extended mind thesis and reliabilism about knowledge entails that ordinary subjects can easily come to enjoy various forms of restricted omniscience. Second, we discuss the conceptual foundations of the extended mind and knowledge debate. We suggest that the theses of extended mind and extended knowledge lead to a bifurcation with respect to the concepts of belief and knowledge. We suggest that this conceptual bifurcation supports a form of pluralism about these concepts. Third, we discuss whether something similar can be said at the metaphysical level.