What Makes a Feminist? Predictors and Correlates of Feminist Social Identity in College Women

What factors predict self-identification as a feminist? College women ( N = 233) were given measures of feminist ideology, feminist identity development, evaluation of feminists, collectivism and individualism. Feminist identification was measured both as a dichotomous and a continuous variable. Measured dichotomously, feminist self-identification was predicted by not having conservative beliefs and having a positive general evaluation of feminists. In addition, self-identified feminists were more likely to believe in collective action, to hold liberal, radical, and womanist ideologies, and to endorse items in the Synthesis stage of identity development. They were less likely to believe a feminist is a lesbian, to endorse items in the Passive Acceptance stage, and to believe in the existence of a meritocracy. Measured continuously, degree of feminist identity was predicted by having a positive general evaluation of feminists, not having conservative beliefs, and endorsing items in the Revelation and Embeddedness/Emanation stages of identity development. The two measures of feminist identity were not entirely congruent, underlining the importance of methodological differences in measuring social identity.     

Listening comprehension in preschoolers: The role of memory

The current study analyzed the relationship between text comprehension and memory skills in preschoolers. We were interested in verifying the hypothesis that memory is a specific contributor to listening comprehension in preschool children after controlling for verbal abilities. We were also interested in analyzing the developmental path of the relationship between memory skills and listening comprehension in the age range considered. Forty‐four, 4‐year‐olds (mean age = 4 years and 6 months, SD =4 months) and 40, 5‐year‐olds (mean age = 5 years and 4 months, SD =5 months) participated in the study. The children were administered measures to evaluate listening comprehension ability (story comprehension), short‐term and working memory skills (forward and backward word span), verbal intelligence and receptive vocabulary. Results showed that both short‐term and working memory predicted unique and independent variance in listening comprehension after controlling for verbal abilities, with working memory explaining additional variance over and above short‐term memory. The predictive power of memory skills was stable in the age range considered. Results also confirm a strong relation between verbal abilities and listening comprehension in 4‐ and 5‐year‐old children.     

Automatic activation of multiplication facts: Evidence from the nodes adjacent to the product

Adult observers are widely assumed to be equipped with a specific memory store containing arithmetic facts. The present study was aimed at exploring the possibility of obtaining an automatic activation of multiplication facts by using the number-matching paradigm (LeFevre, Bisanz, & Mrkonjic, 1988), in which mental arithmetic is task irrelevant. In particular, we were interested in exploring whether the nodes that precede or follow the product node in the multiplication table can also be automatically activated as a consequence of the mere presentation of two numbers. In Experiments 1 and 2, we showed that participants were slower in responding “no” to probes that were numbers adjacent to the product in the table related to the first operand of the initial pair than to probes that were unrelated to the initial pair. In Experiments 3 and 4, we showed a similar pattern for probes that were numbers adjacent to the product in the table related to the second operand of the initial pair. Experiments 5 and 6 ruled out alternative accounts and confirmed the results of the previous experiments. Taken together the present findings suggest that multiplication facts are stored in a highly related network in which activation spreads from the product node to adjacent nodes.     

Creativity in Digital Reality / Creatividad en la realidad digital

Abstract

Digital environments — simulations, games and realities — have been gaining more attention in behaviour research as the relevant technology has become more advanced and affordable. This increased attention has been paralleled by the growing research literature, a corner of which belongs to studies of creativity in digital environments. This mini review highlights the main threads of this corner, focusing on the utilization of digital environments in education and industry.