Self‐paced study time as a cue for recall predictions across school age

Recent work on metacognition indicates that monitoring is sometimes based itself on the feedback from control operations. Evidence for this pattern has not only been shown in adults but also in elementary schoolchildren. To explore whether this finding can be generalized to a wide range of age groups, 160 participants from first to eighth grade participated in a study based on a self‐paced study time (ST) allocation paradigm. In contrast to previous studies, picture pairs instead of word pairs were used as stimuli to compensate for reduced reading skills in younger participants. Actual ST and judgments of learning (JOLs) made at the end of each study trial were used as core variables. The results are in line with previous findings, in that children's JOLs decreased with increasing ST, suggesting that JOLs were based on the memorizing effort heuristic that easily learned items are more likely to be remembered. Weaker inverse relationship between JOLs and ST was found for the younger children. Overall, these results underline the importance of mnemonic cues in shaping metacognitive feelings not only in adults but also in older children and expose a developmental trend in their use along childhood.     

Media use and school achievement – boys at risk?

In work done at the German Criminological Research Institute of Lower Saxony (KFN) various methods have been used to investigate how specific inappropriate media usage patterns affect academic performance in children and adolescents. The findings are paralleled by current international research indicating a negative relationship between these two variables. Based on a cross‐sectional survey of 5,529 fourth grade students and a longitudinal panel study with 1,157 primary schoolchildren, a key finding can be demonstrated: the more time students spend on consuming media and the more violent its contents are, the worse are their marks at school, even when controlling for vital factors such as family, educational, or immigrant background. In particular, boys who gender‐specifically are better equipped with electronic media devices, who partially have extensive media usage times and who strongly prefer violent media content, are at the risk of showing poor school performance. In fact, a decrease in academic performance of boys can be observed in German school statistics. By presenting first results of a school‐based intervention programme, a promising approach to the reduction of detrimental effects of electronic media use on school performance is introduced.     

Creativity in the Age of Technology: Measuring the Digital Creativity of Millennials

Digital technology and its many uses form an emerging domain of creative expression for adolescents and young adults. To date, measures of self-reported creative behavior cover more traditional forms of creativity, including visual art, music, or writing, but do not include creativity in the digital domain. This article introduces a new measure, the Creative Behavior Questionnaire: Digital (CBQD), which assesses self-reported creative behavior in the digital domain. High school students (N = 230) completed the CBQD, as well as several other measures of creativity and personality. Factor analysis revealed 3 factors: digital creativity achievement, school-based everyday creativity, and self-expressive digital creativity. Factor-based scales showed expected correlations with other creativity measures, as well as Big-Five personality traits and Unconventionality, supporting construct validity. Results indicate that the CBQD can be used as an independent or a supplemental measure of creative behavior.     

Do intuitions about Frankfurt-style cases rest on an internalist prejudice?

“Frankfurt-style cases” (FSCs) are widely considered as having refuted the Principle of Alternate Possibilities (PAP) by presenting cases in which an agent is morally responsible even if he could not have done otherwise. However, Neil Levy has recently argued that FSCs fail because (i) our intuitions about cases involving counterfactual interveners (CIs) are inconsistent (we accept that the mere presence of CIs is enough to make us gain but not lose responsibility-underwriting capacities), and (ii) this inconsistency is best explained by the fact that our intuitions about such cases are grounded in an internalist prejudice about the location of mental states and capacities. In response to this challenge, we argue that (i) there is no inconsistency in our intuitions about cases involving CIs, as soon as we draw the comparison properly, and that (ii) intuitions about such cases do not rest on an internalist prejudice, but on a more basic distinction between two kinds of dispositions. Additionally, we discuss some methodological issues that arise when comparing intuitions about thought experiments and end with a discussion of the implications of our argument for the reliability of intuitions about FSCs.     

Would You Be Happier If You Looked Better? A Focusing Illusion

Some people might believe that individuals who are more satisfied with their body are also happier. However, people tend to overrate the influence of some factors (e.g. money or health) on their happiness; a phenomenon termed the focusing illusion. Our aim was to examine the focusing illusion in relation to body satisfaction. We experimentally manipulated body satisfaction and life satisfaction focus by varying the order of relevant measurement scales. Volunteers (N = 97) completed two questionnaires placed in separate envelopes to control the order of scales administration. Participants either completed the Body Satisfaction Scale followed by the Satisfaction with Life Scale or vice versa. In line with the focusing illusion the association between body satisfaction and life satisfaction was significantly stronger when participants were asked about their body satisfaction first. Body satisfaction as a focusing illusion may need to be considered by scientist as well as lay people who try to look better and be happier.     

Is the paradox of fiction soluble in psychology?

If feeling a genuine emotion requires believing that its object actually exists, and if this is a belief we are unlikely to have about fictional entities, then how could we feel genuine emotions towards these entities? This question lies at the core of the paradox of fiction. Since its original formulation, this paradox has generated a substantial literature. Until recently, the dominant strategy had consisted in trying to solve it. Yet, it is more and more common for scholars to try to dismiss it using data and theories from psychology. In opposition to this trend, the present paper argues that the paradox of fiction cannot be dissolved in the ways recommended by the recent literature. We start by showing how contemporary attempts at dissolving the paradox assume that it emerges from theoretical commitments regarding the nature of emotions. Next, we argue that the paradox of fiction rather emerges from everyday observations, the validity of which is independent of any such commitment. This is why we then go on to claim that a mere appeal to psychology in order to discredit these theoretical commitments cannot dissolve the paradox. We bring our discussion to a close on a more positive note by exploring how the paradox could in fact be solved by an adequate theory of the emotions.     

Early stages of initiative and environmental response

Research results on the association between maternal response to infant' initiative and the development of such initiatives is being presented. This study is based on 239 feeding situations belonging to 41 mother–infant pairs videotaped at home at 30-day intervals, from the beginning of spoon-feeding until 1 year of age. The results showed that the basic hypotheses of this study were confirmed. There was a clear association between maternal responses to initiatives of the infant and four variables: Initiatives, Attempted Initiatives, Aversive Behavior, and Conflictivity. A favorable maternal response went along with more initiatives, fewer Attempts, less Aversivity, and less Conflictivity. Conflictivity was understood as reciprocal exchange of antipathetic reactions such as opposition, disgust, and hostility. Therefore, conflicts show struggle and confrontation between both members of the interaction. Aversivity is the infant's sole reaction to disgust, distaste, or opposition. As the infant risks confrontations with the care-giver to sustain her initiatives, we can say that, although highly influentiable by maternal response, Initiative is a contribution of the infant to her own development. Thus, in our view, a developing self shows an emerging capacity to initiate actions of his/her own. This becomes a relational issue as soon as the infant's initiative hits the interactional field, causing an environmental response that ultimately will allow or impede initiative. In case of impediments, the strong reaction of the infant will produce an impact upon the progressive stages of construction of the relationship, and certainly will be influential upon the further development of the infant's self.