Are U.S. consumers using MyPlate and restaurant menu labels and does their use equate with dietary and exercise behavior?

The U.S. government provided a website, entitled MyPlate, and required menu labels to state calories to help the population make healthy dietary and exercise choices. The purpose of this study is to assess the awareness and use of nutrition information provided by MyPlate and by restaurant menu labels with dietary and exercise behavior for U.S. adults considering race/ethnicity and gender. This study uses data from the National Health and Nutrition Examination Survey 2013–2014 for adults, aged 20 years and older, from 3 racial/ethnic groups N = 4924: 1,275 Hispanics, 1,177 non‐Hispanic Blacks (NHB); 2,472 non‐Hispanic Whites to assess awareness and who reported seeing nutrition information at fast‐food/pizza places and waitstaff restaurants and answered affirmatively to hearing about MyPlate (N = 749). Dietary behaviors for controlling or losing weight, reducing fat, and increasing exercise was significantly higher for those who tried MyPlate as compared with those who stated they did not try MyPlate. Over half the individuals who reported that they tried MyPlate stated that they would often use nutrition information for fast‐food/pizza places and waitstaff restaurants as compared with less than one‐third of individuals who declared that they have not tried MyPlate. Males, Hispanics, NHB, individuals with a lower education level, current smokers, and older adults had higher percent of not hearing about MyPlate. NHB, males, and older adults had a lower percent of using menu nutrition information. Increasing use of MyPlate and menu calorie labeling may serve to encourage vulnerable groups to make healthy dietary and exercise choices.     

The Interaction of Contextual and Syntactic Information in the Processing of Turkish Anaphors

In contrast with languages where anaphors can be classified into pronouns and reflexives, Turkish has a tripartite system that consists of the anaphors o, kendi, and kendisi. The syntactic literature on these anaphors has proposed that whereas o behaves like a pronoun and kendi behaves like a reflexive, kendisi has a more flexible behavior and it can function as both a pronoun and a reflexive. Using acceptability judgments and a self-paced reading task, we examined how Turkish anaphors are processed in isolated sentences and within larger discourse contexts. We manipulated contextual information by creating passages where the context favored a local, long-distance or extra-sentential referent prior to the appearance of the anaphor. We measured the effect of the context on participants’ reading times and their end-of-trial coreference assignments. Our results suggest that contextual information affects the interpretive possibilities associated with an anaphor, but that the influence of context depends on the degree to which the anaphor is syntactically constrained.     

The Reliability and Validity of Prostate Cancer Fatalism Inventory in Turkish Language

This study aimed to conduct the reliability and validity study of the Prostate Cancer Fatalism Inventory in Turkish language. The study carried out in methodological type and consisted of 171 men. The ages of the participants ranged between 40 and 82. The content validity index was determined to be 0.80, Kaiser–Meyer–Olkin value 0.825, Bartlett’s test X ² = 750.779 and p = 0.000. Then the principal component analysis was applied to the 15-item inventory. The inventory consisted of one dimension, and the load factors were over 0.30 for all items. The explained variance of the inventory was found 33.3 %. The Kuder–Richardson-20 coefficient was determined to be 0.849 and the item-total correlations ranged between 0.335 and 0.627. The Prostate Cancer Fatalism Inventory was a reliable and valid measurement tool in Turkish language. Integrating psychological strategies for prostate cancer screening may be required to strengthen the positive effects of nursing education.     

Peer discussion affects children's memory reports

This study explored the memory conformity effect in children. Younger (6–7 years; n = 60) and older (11–12 years; n = 62) children watched a video individually (individual witness condition) or in dyads (co‐witness condition). The dyads believed that they were viewing the same video as the other member of the pair while in fact the saw different versions. Next, children in the individual witness condition answered questions, whereas children in the co‐witness condition discussed the event on the video with each other. Finally, all children completed an individual free and cued recall task. In the co‐witness condition, more than 60% of the children recalled at least one detail from the alternative video, whereas over 23% of the children in the individual witness condition reported such a detail. Moreover, in free recall—but not in cued recall—the memory conformity effect was stronger for older than for younger children. Copyright © 2007 John Wiley & Sons, Ltd.     

The effects of subthreshold synchrony on the perception of simultaneity

We aimed to examine the effects of subthreshold synchrony and asynchrony on the perception of simultaneity. We rendered simultaneous or asynchronous luminance changes below detection thresholds by embedding them in a sequence of rapidly onsetting flankers. Still, simultaneity of subthreshold luminance changes can influence decisions concerning the simultaneity of clearly visible changes in luminance: across a range of very brief target SOAs, subthreshold synchrony was found to increase the tendency to report ‘simultaneity’, although simultaneity thresholds themselves remained largely uninfluenced. These effects are discussed in terms of the early synchronization of sensory mechanisms and the extent to which this pattern of synchronization influences the perception of relations between events in time.     

Individuation and relatedness: not opposing but distinct and complementary

In this article, the author aims to contribute to a better understanding of the association between relational and individuational self-orientations and the roles they play in the self-system. The author highlights the controversial assumptions regarding the opposite or distinct nature of the orientations' association and explores how they relate to each other and to some self- and family-related variables by a questionnaire study. On the basis of the Balanced Integration-Differentiation model (E. O. Imamoglu, 1998), relatedness and individuation were hypothesized to refer to distinct and complementary self-orientations; the former was expected to be associated more with affect-related variables (i.e., perceived parental love-acceptance, self- and family satisfaction), whereas the latter was expected to be associated more with intrinsic-motivational variables (i.e., need for cognition and negatively with perceived parental control). University students (N = 274) from Turkey participated in the study. Results indicated that (a) individuation and relatedness were not negatively correlated; (b) perceived parental love-acceptance predicted relatedness both directly and indirectly through the mediation of self- and family satisfaction, whereas perceived parental control predicted (negatively) individuation indirectly through the mediation of need for cognition, a strong predictor of individuation; and (c) being both related and individuated appeared to be associated with optimal psychological functioning, the implications of which are discussed.     

Reciprocal teaching and self-monitoring of strategy use: effects on reading comprehension

Reciprocal teaching (RT) is an instructional procedure to teach students cognitive strategies that might lead to improved reading comprehension. However, self-monitoring (SM) strategy use can optimize instruction of comprehension. Thus, the present study analyzed: (a) the efficacy of RT in regular classes and (b) the efficacy of RT + SM of strategy use. A sample of 59 students in the fourth year of primary education was selected: 19 children were selected as an RT condition, 18 as an RT + SM condition, while the remaining 22 made up the comparison group. Two types of comprehension measures were used: tasks of specific effects (getting the main idea, writing a summary, comprehension-monitoring test) and transfer effect measures (standardised tests, word meaning inference, and free recall). Thus, the results show that both the RT condition and the RT + SM condition benefited from the instruction, performing better than the comparison group in measures of specific effects and in some of the transfer effect measures. This result shows that SM is not a necessary component in the instruction of reading comprehension with RT.