The Role of Parental Stress, Mother’s Childhood Abuse and Perceived Consequences of Violence in Predicting Attitudes and Attribution in Favor of Corporal Punishment

We investigate maternal attitudes toward corporal punishment and the attribution of blame to the child on the basis of data gathered from a population survey of a representative sample of mothers and mother figures. A total of 3,148 women living at least half of the time with a child participated in a telephone survey. The independent variables included in the multivariate model predicting maternal attitudes and attributions include the child’s, the mother’s and the family’s characteristics and social support. Results of the multiple regression analysis demonstrate the unique contribution of variables according to the mother’s characteristics (mother’s sensitivity to the consequences of violence, mother’s experience of childhood violence and parental stress related to child’s temperament). These results partially support the importance of prevention programs that would reduce stress and increase the level of parental empathy through the means of parental training.     

Developmental differences in memory for cross‐modal associations

Associative learning is critical to normal cognitive development in children. However, young adults typically outperform children on paired‐associate tasks involving visual, verbal and spatial location stimuli. The present experiment investigated cross‐modal odour–place associative memory in children (7–10 years) and young adults (18–24 years). During the study phase, six odours were individually presented and paired with one of 12 spatial locations on a board. During the test phase, participants were presented with the six stimuli individually and were asked to place each stimulus on the correct spatial location. Children committed significantly more errors on the odour–place task than did young adults. However, item recognition memory for the odours or spatial locations involved in the odour–place associative memory task was similar between children and young adults. Therefore, poor odour–place associative memory in children did not result from impaired memory for the individual odours or spatial locations involved in the associations. The results suggest that cross‐modal associative memory is not fully developed in children.     

PHYSICAL ACTIVITY IN HOMES 13 TEACHING EMPATHY SKILLS TO CHILDREN WITH AUTISM

The purpose of this study was to teach empathetic responding to 4 children with autism. Instructors presented vignettes with dolls and puppets demonstrating various types of affect and used prompt delay, modeling, manual prompts, behavioral rehearsals, and reinforcement to teach participants to perform empathy responses. Increases in empathetic responding occurred systematically with the introduction of treatment across all participants and response categories. Furthermore, responding generalized from training to nontraining probe stimuli for all participants. Generalization occurred from dolls and puppets to actual people in a nontraining setting for 2 participants. Generalization was observed initially to the nontraining people and setting for the other participants, but responding subsequently decreased to baseline levels. Introduction of treatment in this setting produced rapid acquisition of target skills.     

Juries,Gender, and Assault Weapons1

Firearms appearance can have psychological import in legal proceedings by keying aggressive ideations, impacting sentencing and gender‐based attributions. We presented mock jurors with a homeowner's defensive gun use. Reasonable arguments were for shooting or not in the scenario by the defendant. The firearm varied in type. Assault rifle use led to harsher legal outcomes than did other firearms. A female defendant was at more risk than a male. In the last experiment, a police shooting scenario was tested. In that case, the male officer was at more risk than the female officer when wielding the assault rifle. Weapons and gender interactions were, for the most part, congruent with social cognitive theories of attribution and weapons priming of aggressive ideation.     

Feature integration in natural language concepts

Two experiments measured the joint influence of three key sets of semantic features on the frequency with which artifacts (Experiment 1) or plants and creatures (Experiment 2) were categorized in familiar categories. For artifacts, current function outweighed both originally intended function and current appearance. For biological kinds, appearance and behavior, an inner biological function, and appearance and behavior of offspring all had similarly strong effects on categorization. The data were analyzed to determine whether an independent cue model or an interactive model best accounted for how the effects of the three feature sets combined. Feature integration was found to be additive for artifacts but interactive for biological kinds. In keeping with this, membership in contrasting artifact categories tended to be superadditive, indicating overlapping categories, whereas for biological kinds, it was subadditive, indicating conceptual gaps between categories. It is argued that the results underline a key domain difference between artifact and biological concepts.     

Cognitive and Interpersonal Predictors of Stress Generation in Children of Affectively Ill Parents

Stress generation is a process in which individuals, through their depressive symptoms, personal characteristics, and/or behaviors, contribute to the occurrence of stressful life events. While this process has been well documented in adults, few studies have examined it in children. The present study examines whether cognitive and interpersonal vulnerability factors to depression contribute to stress generation in children, independent of their current depressive symptoms. Participants included 140 children (ages 6 to 14) and one of their parents. During an initial assessment, children completed self-report measures assessing cognitive and interpersonal vulnerability factors to depression. Children and their parents also completed measures assessing depressive symptoms. One year later, children and their parents participated in a semi-structured interview assessing the occurrence of stressful life events in the past year. Multi-level modeling results provided strong support for the stress generation process in children of affectively ill parents and highlight the importance of considering gender and age moderation effects.

How Do I Know if I Need a Hearing Aid? Further Support for the Self‐Categorisation Approach to Symptom Perception

This paper extends the self-categorisation model of symptom perception to predict that people aged 50 years and over will report higher levels of hearing handicap when they categorise themselves as members of a group of older people. This prediction is supported with an opportunity sample ( N  = 50; mean age = 63 years) who completed a questionnaire designed to screen for hearing handicap in "the elderly" ( sic ). Participants also underwent pure-tone audiometry, which confirmed that the observed difference in hearing handicap was not attributable to any difference in hearing threshold level. Hence these findings offer further support for the self-categorisation model of symptom perception. Their theoretical, clinical, and methodological implications together with possible therapeutic applications of self-categorisation theory to auditory rehabilitation of older people are discussed.     

CHILD MALTREATMENT, BULLYING, GENDER-BASED HARASSMENT, AND ADOLESCENT DATING VIOLENCE: MAKING THE CONNECTIONS

Learning to relate to others begins at birth and carries forward to new relationships, which is why child maltreatment and exposure to intimate partner violence have emerged as powerful risk factors for future coercive and hostile relationship patterns. Although not inevitable, it is more likely that children who are victims of maltreatment will carry forward these behavior patterns into adolescence and adulthood, thus perpetuating bullying and harassment with peers and dating partners. We examine the importance of relationships in understanding how abusive patterns of relating to others are shaped throughout childhood and adolescence and how they can be prevented. While early relationships are very important, they are not deterministic; there are ample opportunities for corrective experiences to offset negative early experiences.     

“Pretend you didn't know”: Preschoolers' talk about mental states in pretend play

Fifty preschoolers (mean age = 47 months; SD = 5 months) were recruited from local inner-city nurseries to take part in a study of early friendships and the development of social understanding. Friendship pairs (10 boy-boy pairs; 10 girl-girl pairs and 5 boy-girl pairs) were filmed playing together for 20 minutes in a quiet room supplied with toys and dressing-up materials. The videos were then transcribed and coded for mental-state talk and pretend play. The children were also given a battery of tests tapping theory-of-mind skills and verbal ability. The results indicated a strong association between children's engagement in pretend play, and the frequency and nature of mental-state talk. This association is discussed in relation to (1) effects of context, (2) individual differences in children's understanding of mind and verbal ability, and (3) the social nature of pretend play.