When being a girl matters less: Accessibility of gender‐related self‐knowledge in single‐sex and coeducational classes and its impact on students' physics‐related self‐concept of ability

Background . Establishing or preserving single‐sex schooling has been widely discussed as a way of bringing more girls into the natural sciences. Aims . We test the assumption that the beneficial effects of single‐sex education on girls' self‐concept of ability in masculine subjects such as physics are due to the lower accessibility of gender‐related self‐knowledge in single‐sex classes. Sample . N = 401 eighth‐graders (mean age 14.0 years) from coeducational comprehensive schools. Methods . Random assignment of students to single‐sex vs. coeducational physics classes throughout the eighth grade. At the end of the year, students' physics‐related self‐concept of ability was measured using a questionnaire. In a subsample of N = 134 students, the accessibility of gender‐related self‐knowledge during physics classes was assessed by measuring latencies and endorsement of sex‐typed trait adjectives. Results . Girls from single‐sex physics classes reported a better physics‐related self‐concept of ability than girls from coeducational classes, while boys' self‐concept of ability did not vary according to class composition. For both boys and girls, gender‐related self‐knowledge was less accessible in single‐sex classes than in mixed‐sex classes. To the extent that girls' feminine self‐knowledge was relatively less accessible than their masculine self‐knowledge, their physics‐related self‐concept of ability improved at the end of the school year. Conclusions . By revealing the importance of the differential accessibility of gender‐related self‐knowledge in single‐ and mixed‐sex settings, our study clarifies why single‐sex schooling helps adolescents to gain a better self‐concept of ability in school subjects that are considered inappropriate for their own sex.     

Die Entwicklung des moralischen und rechtlichen Bewusstseins von Kindern und Jugendlichen.

First, Piaget’s and Kohlberg’s models of moral development are briefly sketched and some objections rose. Then the cognitive dimension of the development of moral and legal understanding in childhood and adolescence is described. This involves knowledge of moral rules, an understanding of the categorical ought, cognizance of the prima facie validity of moral rules and specific knowlegde systems guiding contextualized rule applications. Data show that all children quite early acquire an adequate basic understanding of moral rules and legal concepts. Several learning mechanisms are at work – sociocognitive development, processes of implicit rule reconstruction, acquisition of knowlegde systems. The following part focusses on moral motivation - its strength and the types of concerns motivating conformity. Moral motivation develops in a second, delayed, differential learning process which only on average shows a steady continuous increase. Individual trajectories often display losses attributable to sociocultural influences.     

Grundstrukturen der Jugenddelinquenz

The article is about extent, development and offence structures of juvenile delinquency. Delinquency of young intensive offenders, young migrants and young women as well as of groups of young offenders is described and some aspects to explain juvenile delinquency are discussed.     

Die sexuelle Entwicklung Jugendlicher und Heranwachsender im Kontext von Sexualstraftaten und Körperverletzungsdelikten

To find out possible differences concerning the sexual development of juveniles who had committed either sexual or assaultive offenses. In order to reduce confounding variables a defined group of perpetrators was studied during ongoing criminal proceedings: 107 German single perpetrators, of average intelligence, between 14 and 21 years old, committing hands-on offenses, were investigated in respect to their physical-sexual development (i.e. maldescensus testis, orchitis and others), their socio-sexual development (i.e. attitude to masturbation, to sexuality within the family and others), and their psycho-sexual development (i.e. homo- or heterosexual experiences by mutual agreement like petting or sexual intercourse). 38 subjects had sexually forced female juveniles or women, 36 subjects had sexually abused children of both sexes, 33 subjects had committed assaultive offences towards male juveniles or men (control group). No differences were found between the groups concerning their physical-sexual development. The socio-sexual development distinguished between the sexual offender groups and the control group. The outcome concerning the psycho-sexual development was specific for every single offender group. Many of the juveniles who had committed sexual offences were acting like this already before the age of 14 (limit of criminal responsibility in Germany). This was so as well for some few subjects of the control group. After the age of 14 juveniles of the sex offender groups - in contrast to the control group - committed sexual offences which were not reported. Considering further characteristics of the biography and the results of psychometric instruments of the 107 subjects investigated, this study describes early markers of the development of deviant sexual fantasies in juvenile sex offenders.     

Tötung mit und ohne tiefgreifende Bewusstseinsstörung

The category of “serious disturbance of consciousness” within the regulations for criminal responsibility has caused some uncertainty since is implementation in German Penal Law in 1975. It is applicable for those cases of “crimes of passion” where the mental functioning is heavily disturbed by massive affective arousal. A proposal for assessment and evaluation of such cases with a psychopathological approach is presented. The forensic-psychiatric examination contains 3 elements: (1) the formulation of the case in terms of biography, personality and special situation in the time before the criminal act, (2) a systematic analysis of the act according to two sets of specific criteria for such cases, (3) an evaluation of the state of consciousness by means of a “psychopathological reference system”, comparing all states of normal, abnormal and pathologically disturbed consciousness     

A cross‐national examination of consumer perceived risk in the context of non‐deceptive counterfeit brands

• This study investigates the relationships between six identified dimensions of perceived risk and the overall risk, and also their explanatory power to the overall risk when purchasing counterfeit brands in two different contexts. Using a self‐administered instrument, a total of 525 responses were collected, 230 from the UK and 295 from China. The results support the hypothesised significant interrelationship between the dimensions of perceived risk in both contexts. However there are some differences. The models have a different exploratory power, with the one based on the British sample being stronger, while a somewhat different combination of the risk dimensions seems to predict the overall risk in each context. The psychological risk is the only dimension of risk that with no doubt contributes to the formation of the overall risk in both contexts. Although one could argue that when purchasing counterfeits social risk could be an issue, the evidence reported in this study does not support the view.

Copyright © 2008 John Wiley & Sons, Ltd.     

Rapid acquisition of phonological alternations by infants

We explore whether infants can learn novel phonological alternations on the basis of distributional information. In Experiment 1, two groups of 12-month-old infants were familiarized with artificial languages whose distributional properties exhibited either stop or fricative voicing alternations. At test, infants in the two exposure groups had different preferences for novel sequences involving voiced and voiceless stops and fricatives, suggesting that each group had internalized a different familiarization alternation. In Experiment 2, 8.5-month-olds exhibited the same patterns of preference. In Experiments 3 and 4, we investigated whether infants' preferences were driven solely by preferences for sequences of high transitional probability. Although 8.5-month-olds in Experiment 3 were sensitive to the relative probabilities of sequences in the familiarization stimuli, only 12-month-olds in Experiment 4 showed evidence of having grouped alternating segments into a single functional category. Taken together, these results suggest a developmental trajectory for the acquisition of phonological alternations using distributional cues in the input.     

Meta‐Analyses of the Relationship of Creative Achievement to Both IQ and Divergent Thinking Test Scores

There is disagreement among researchers about whether IQ tests or divergent thinking (DT) tests are better predictors of creative achievement. Resolving this dispute is complicated by the fact that some research has shown a relationship between IQ and DT test scores (e.g., Runco & Albert, 1986; Wallach, 1970). The present study conducted meta‐analyses of the relationships between creative achievement and both IQ and DT test scores. The analyses included 17 studies (with 5,544 participants) that established the correlation coefficients between IQ and creative achievement and 27 studies (with 47,197 participants) that established the correlation coefficients between DT test scores and creative achievement. Marginal, but statistically significant, Fisher's Z‐transformed correlation coefficients were revealed. The analysis found a significantly higher relationship between DT test scores and creative achievement (r = .216) than between IQ test scores and creative achievement (r = .167). The differences in the correlation coefficients were explained by differences in DT tests, creative achievement types, predicted time periods, and creativity subscales. The significant independent moderator effect for different DT tests indicates that the Torrance Tests of Creative Thinking (TTCT) predict creative achievement better than any other DT test included in this study. Among the creative achievement types, music is predicted the best by IQ and all others are predicted best by DT tests. Among the time periods evaluated, the relationship between DT test scores and creative achievement had the highest correlation at the period of 11–15 years.