Cyberbullying Involvement of Adolescents with Low Vision Compared to Typical Adolescents,as Related to Perceived Social Support

This study examined adolescents with low vision (LV) compared to students without disabilities regarding their cyberbullying experiences, as related to perceived social support. Sample consisted of 407 students (61 with LV) who completed self-reported questionnaires. Findings revealed that students with LV are using the computer and the Internet as much as the typical students, but students with LV had less frequent Internet interactions with friends. Students with LV reported being more involved in cyberbullying as cybervictims, cyberperpetrators, cyberwitnesses, knowing someone and telling their online experience to another, and having lower social support compared to students without disabilities. Students with LV are more willing to report and to share their online experiences with another person. The findings add to our knowledge about students’ experiences of cyberbullying and suggest implementing effective coping strategies programs to raise the awareness of cyberbullying risky behavior.     

Strategic influences on implementing instructions for future actions

Temporal and strategic factors that might influence the transformation of verbal task rules into functional stimulus–response associations were investigated in three experiments. In a dual task paradigm of the ABBA type participants were presented new S–R instructions for the A-task at the beginning of each trial. On varying proportions of trials No-go signals rendered the instructed A-task mappings irrelevant before instruction implementation was assessed during performance of an unrelated B-task. Our results indicate that participants refrain from implementing the mappings during instruction presentation when No-go signals appear frequently and late (Exp. 2), and that they can interrupt implementing instructed S–R mappings when frequent No-go signals appear early enough during implementation (Exp. 3). When No-go signals are rare and late, however (Exp. 1), the instructed stimulus features always activate their associated responses during performance of the embedded B-task in an automatic manner. Together, these findings suggest that participants strategically control whether or not they implement verbal instructions. Once implemented, however, instructed S–R associations influence behaviour even when the instructed mappings are no longer task relevant.

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'The healing power of love': The literary/analytic bond of marriage in Freud's essay on Gradiva

Freud 's declared position regarding the management of 'transference love' advocated 'abstinence', objectivity and even 'emotional coldness in the analyst'. However, his essay on Jensen's Gradiva reveals an identification with an involved and responsive 'maternal' analytic position associated with theorists such as Ferenczi, Balint and Winnicott. These theorists attribute the origins of transference love to the pre-oedipal stage, shaping their analytic model on the basis of the early relationship with the mother. Freud generally had difficulty identifying with such a position, since it entailed addressing his own inner feminine aspects. Yet a literary analysis of his 'Gradiva' reveals this stance in his textual performance, i.e. in the ways in which he reads and retells Jensen's story. Freud 's narration not only expresses identification with Zoe, the female protagonist, but also idealizes her 'therapeutic' conduct, which is closer in spirit to that of object-relations theorists. His subtext even implies, however unintended, that an ideal treatment of transference love culminates in a psychical 'marriage' bond between the analytic couple, a metaphor used by Winnicott to describe the essence of the mother–baby (analyst/patient) bond. Freud 's reading process is itself analogous to Zoe's 'therapeutic' conduct, in that both perform a creative and involved interaction with the text/patient.     

Morphological Analogies in Hebrew-Speaking University Students with Dyslexia Compared with Typically Developing Gradeschoolers

Little attention has been devoted to date to the study of morphological knowledge in individuals with developmental dyslexia. The current study compares the ability of Hebrew-speaking adult dyslexic students and gradeschool children to analyze written words into their morphological components, using a linguistic analogy task. Two sets of monolingual Hebrew-speaking participants—152 typically developing gradeschool children and 38 undergraduate students diagnosed with reading disabilities—were administered the Morphological Analogies Task. Results indicate an early ability of normally developing children to perform morphological analogies, while the adult dyslexic group performed on par with 3rd and 4th grade. Error analysis revealed that the overwhelming majority of the erroneous responses in all grades involved morphological strategies rather than the associative semantic strategy. However, the adult dyslexic students had many more associative responses than the graderschoolers. This testifies to the reduced written morphological abilities of adult dyslexic students.     

Legacies,archives, afterlife: re-envisioning the Li-La-Lo theatre (Tel Aviv, 1944–1948)

This article suggests re-reading documents that remain from Li-La-Lo theatrical events, which include playbills, programmes, photos, archive files, and television shows. Through this historiographic way of working, that is, the re-reading of what remains from past performances but differently, this article will demonstrate what Tel Aviv offered to the artists, what the theatre as a cultural institution offered to the residents of the city and, in the broader circle, how Li-La-Lo was an intersection of performance traditions. Historical circumstances brought the Li-La-Lo artists to Tel Aviv, and the leaders and residents of the city, who cultivated normalcy, enabled them to continue to do what they knew best: perform. Thus, performance artists strengthened Tel Aviv’s status as a cultural centre, a symbol, and embodiment of cultural heterogeneity.     

Adult age differences in episodic memory: further support for an associative-deficit hypothesis

This study further tested an associative-deficit hypothesis (ADH; M. Naveh-Benjamin, 2000), which attributes a substantial part of older adults' deficient episodic memory performance to their difficulty in merging unrelated attributes-units of an episode into a cohesive unit. First, the results of 2 experiments replicate those observed by M. Naveh-Benjamin (2000) showing that older adults are particularly deficient in memory tests requiring associations. Second, the results extend the type of stimuli (pictures) under which older adults show this associative deficit. Third, the results support an ADH in that older adults show less of an associative deficit when the components of the episodes used are already connected in memory, thereby facilitating their encoding and retrieval. Finally, a group of younger adults who encoded the information under divided-attention conditions did not show this associative deficit.     

Cognitive-Social Sources of Wellbeing: Differentiating the Roles of Coping Style,Social Support and Emotional Intelligence

Social support and coping are reliably associated with wellbeing during adolescence, but it is unclear whether relationships between these constructs and affect are inter-related or independent. Emotional intelligence (EI) also correlates with greater wellbeing, but the key processes supporting the association are likewise uncertain. This study aimed to compare support and coping as predictors of wellbeing and stress using structural equation modeling to test alternate latent factor models. It also aimed to test how EI, measured as an ability, might influence the constructs. Data were collected from 203 Israeli high-school students. Modeling suggested that social support was a stronger influence than coping style on wellbeing, although avoidance coping made a unique contribution to lower wellbeing. EI was associated with social support, but not coping or outcome. It is concluded that social support is critical for wellbeing, over and above coping, consistent with theoretical perspectives that emphasize the importance of social engagement in adolescence. Ability EI appears to have only a modest influence on emotional functioning during adolescence.