Supporting and Thwarting Autonomy in the High School Science Classroom

This investigation examined relations between adolescent students' daily and cumulative perceptions of teachers' practice and their experience of autonomy. Two-hundred and eighteen high school science students in 43 classes participated in a 6-week diary study. Multilevel modeling results suggested that perceptions of 8 out of 9 practices predicted a change in students' daily autonomy. Results also revealed that autonomy-relevant practices interacted with time, each other, and characteristics of students and classrooms. Implications are discussed.     

Understanding the centrality deficit: Insight from foreign language learners

This study replicated and extended a phenomenon in the text memory literature referred to as the centrality deficit Miller & Keenan (Annals of Dyslexia 59:99–113, 2009). It examined how reading in a foreign language (L2) affects one’s text representation and ability to recall the most important information. Readers recalled a greater proportion of central than of peripheral ideas, regardless of whether reading in their native language (L1) or a foreign language (L2). Nonetheless, the greatest deficit in participants’ L2 recalls, as compared with L1 recalls, was on the central, rather than the peripheral, information. This centrality deficit appears to stem from resources being diverted from comprehension when readers have to devote more cognitive resources to lower level processes (e.g., L2 word identification and syntactic processing), because the deficit was most evident among readers who had lower L2 proficiency. Prior knowledge (PK) of the passage topic helped compensate for the centrality deficit. Readers with less L2 proficiency who did not have PK of the topic displayed a centrality deficit, relative to their L1 recall, but this deficit dissipated when they did possess PK.     

Me, myself, and lie: The role of self-awareness in deception

Deception has been studied extensively but still little is known about individual differences in deception ability. We investigated the relationship between self-awareness and deception ability. We enlisted novice actors to portray varying levels of deception. Forty-two undergraduates viewed the videotaped portrayals and rated the actors’ believability. Actors with high private self-awareness were more effective deceivers, suggesting that high self-monitors are more effective at deceiving. Self-awareness may lead to knowledge of another’s mental state (i.e., Theory of Mind), which may improve an individual’s deception ability.     

Value Predicate Analysis: A Language‐Based Tool for Diagnosing Behavioral Tendencies of Religious or Value‐Based Groups in Regions of Conflict

This article introduces a language‐based tool for addressing the role of religion in violent conflicts. Value predicate analysis (VPA) is an easily transportable, relatively uncomplicated early warning tool for measuring the probable near‐future behavior of modest‐sized religious groups in settings of potential conflict. We show that it is possible to identify a range of nine types of probable group behavior toward other groups. This approach significantly refines current binary assessments of violent/not‐violent group conduct. The authors (1) provide a warrant for diagnosing religion‐group behavior through performative analysis; (2) present a theoretical overview of VPA; (3) summarize their research, data analysis, and field collection methods; (4) present field test results; and (5) conclude with recommendations for further research.     

Negative affect predicts performance on an object permanence task

Recent research has demonstrated a strong connection between an infant’s ability to regulate their affective states and their attentional processes. In particular, negative affect can disrupt attention to the environment. In the object permanence literature, attention has been implicated as a factor in performance on the A‐not‐B task, yet factors that may disrupt attention, such as negative affect, have been largely ignored as a possible factor which predicts correct search. In the present study, we examined the effects of negative affect and attention on correct search performance for a sample of 36 9‐month‐old infants in a two location A‐not‐B task with a 5‐second delay between hiding and search. Infants’ levels of negative affect and attention to the task were coded on the third A trial of the A‐not‐B task. It was predicted that infants who searched incorrectly on the B trial would show high levels of negative affect and low levels of attention whereas infants who searched correctly would show the opposite pattern and furthermore, that negative affect would mediate the association between attention and search performance. The results of the study supported the hypotheses and are taken as indicating the importance of emotion‐cognition interactions in the development of cognitive competence.     

A Comparison of Behavioral Parent Training Programs for Fathers of Children With Attention-Deficit/Hyperactivity Disorder

Few behavioral parent training (BPT) treatment studies for attention-deficit/hyperactivity disorder (ADHD) have included and measured outcomes with fathers. In this study, fathers were randomly assigned to attend a standard BPT program or the Coaching Our Acting-Out Children: Heightening Essential Skills (COACHES) program. The COACHES program included BPT plus sports skills training for the children and parent-child interactions in the context of a soccer game. Groups did not differ at baseline, and father ratings of treatment outcome indicated improvement at posttreatment for both groups on measures of child behavior. There was no significant difference between groups on ADHD-related measures of child outcome. However, at posttreatment, fathers who participated in the COACHES program rated children as more improved, and they were significantly more engaged in the treatment process (e.g., greater attendance and arrival on time at sessions, more homework completion, greater consumer satisfaction). The implications for these findings and father-related treatment efforts are discussed.     

Early maturity of face recognition: No childhood development of holistic processing, novel face encoding, or face-space

Historically, it was believed the perceptual mechanisms involved in individuating faces developed only very slowly over the course of childhood, and that adult levels of expertise were not reached until well into adolescence. Over the last 10 years, there has been some erosion of this view by demonstrations that all adult-like behavioural properties are qualitatively present in young children and infants. Determining the age of maturity, however, requires quantitative comparison across age groups, a task made difficult by the need to disentangle development in face perception from development in all the other cognitive factors that affect task performance. Here, we argue that full quantitative maturity is reached early, by 5-7 years at the latest and possibly earlier. This is based on a comprehensive literature review of results in the 5-years-to-adult age range, with particular focus on the results of the few previous studies that are methodologically suitable for quantitative comparison of face effects across age, plus three new experiments testing development of holistic/configural processing (faces versus objects, disproportionate inversion effect), ability to encode novel faces (assessed via implicit memory) and face-space (own-age bias).     

Multiple Functions in Equivalence Classes

The Psychological Record - Four experiments examined the effects of training a “drawing” response to each of three stimuli in a 5-member equivalence class. In Experiment 1 the stimuli...     

Equanimity to Excess: Inhibiting the Expression of Negative Emotion is Associated with Depression Symptoms in Girls

Emotion dysregulation is often invoked as an important construct for understanding risk for psychopathology, but specificity of domains of emotion regulation in clinically relevant research is often lacking. In the present study Gross’ (2001) model of emotion regulation is used to generate hypotheses regarding the relative contribution of two specific types of deficits in emotion regulation, inhibited and disinhibited expression of negative emotion, to individual differences in depressive symptoms in preadolescent girls. A sample of 232 9-year-old girls was recruited from a community based study. Depression symptoms were assessed via diagnostic interview. The mother and interviewer rated the girl’s level of impairment. Questionnaires and observations were used to assess inhibited and disinhibited expression of negative emotion. Differences in inhibited expression of negative emotion typically explained more variance in depressive symptoms and impairment across informants than did disinhibited expression of negative emotion. Although disinhibited expression of negative emotion is associated with depression and impairment, inhibited expression appeared to be a necessary ingredient, suggesting that inhibited expression may be a particularly relevant deficit in emotion regulation in the development of depression in females.