Relationship between fine/gross motor skills and language and math development in Colombian Caribbean children: A study in Barranquilla

Literature suggests that motor skills are associated with other areas of development or domains, such as language and math, especially at early ages. These results are mainly based on studies developed in medium-to-high sociocultural contexts. Thus, this study was conducted in a medium-to-low-income area. The aim was to know the 4–5 years old children's motor development (both fine and gross motor skills), and its relation to language and mathematical development. A total of 219 Colombian Caribbean children (105 boys and 114 girls) aged 4 and 5 years participated in this study. Results revealed higher motor skills among girls, although differences by gender were not notable. Positive and significant correlations were found between motor skills and language and mathematical skills, although most of the correlations were weak or moderate. Also, it was observed that fine motor skills were less related to language or mathematical development in comparison with gross motor skills, especially among boys. These results suggest that among Colombian Caribbean children gross motor skills could have a higher influence on the development and acquisition of some language and mathematical skills in comparison with fine motor skills.     

Assessing Cultural Adaptation: Psychometric Properties of the Cultural Adaptation Pain Scale

This article explores the psychometric properties of a newly developed Cultural Adaptation Pain Scale. This scale is designed to assess the degree of subjective pain, social distance, and discouragement that may be related to cultural adaptation. Factor analyses revealed 4 factors in the scale that had an overall Cronbach's alpha of .85. Implications for multicultural counseling are discussed.     

Teams make it work: how team work engagement mediates between social resources and performance in teams

In this study we analyze the mediating role of team work engagement between team social resources (i.e., supportive team climate, coordination, teamwork), and team performance (i.e., in-role and extra-role performance) as predicted by the Job Demands-Resources Model. Aggregated data of 533 employees nested within 62 teams and 13 organizations were used, whereas team performance was assessed by supervisor ratings. Structural equation modeling revealed that, as expected, team work engagement plays a mediating role between social resources perceived at the team level and team performance as assessed by the supervisor.     

Morningness-eveningness and sleep habits among adolescents: age and gender differences

Previous research has indicated the need to use large samples in different cultural contexts in order to clarify age and gender differences on morningness-eveningness and sleep habits. The goal of our research was to study the relationship between morningness-eveningness and sleep habits in a large sample of 2,649 adolescents between 12 and 16 years. The Morningness- Eveningness Scale for Children and an adaptation of the School Sleep Habits Survey measures were used. Results indicated a greater tendency toward eveningness with age and higher eveningness in 13- and 14-year-old girls. Older adolescents claimed later rising time on weekends, later bedtime and shorter sleep length, and greater social jetlag, weekend rise time delay, and weekend bedtime delay. Girls reported earlier rising time on weekdays, later rising time on weekends, longer sleep length on weekends, and greater social jetlag and weekend rising time delay. Lastly, evening oriented adolescents claimed later rising time and bedtime, shorter sleep length on weekdays but longer sleep duration on weekends, and greater social jetlag, weekend rising time delay, and weekend bedtime delay.     

Semantic processing in the production of numerals across notations

In the present work, we conducted a series of experiments to explore the processing stages required to name numerals presented in different notations. To this end, we used the semantic blocking paradigm previously used in psycholinguist studies. We found a facilitative effect of the semantic blocked context relative to the mixed context for Arabic digits and number words. However, the blocked context produced an interference effect for physical numerosity and Roman numbers. Our results provided further evidence to models suggesting that Arabic digits may be named through an asemantic route similar to that of number words, whereas a semantic route is mandatory to name physical numerosity and Roman numerals.     

Reactions to the Fairness of Promotion Methods: Procedural justice and job satisfaction

Fairness in promotions is a core issue for organizations as it is directly related to some of the most important organizational outcomes. However, the majority of the existing research about this question has been focused on entry‐level selection, and there is a gap in knowledge in the context of promotions. This paper focuses on how workers’ perceptions of promotion systems affect organizational justice and job satisfaction. In the present study, 213 employees and supervisors from 31 different private sector organizations complete a survey regarding procedural justice (PJ), job satisfaction, transparency, promotion systems, and some demographic variables. The results show that participants who perceived organizational promotion methods as transparent reported a high level of perceived PJ, and that the methods they see as fairer are those based on assessment of performance. In addition, transparency is considered as an important antecedent of PJ. Moreover, the interaction between organizational rank and gender moderates the relationship between transparency and promotion systems with PJ. Finally, organizational justice is strongly related with job satisfaction.     

The activation of representative emotional verbal contexts interacts with vertical spatial axis

Several experimental studies have shown that there exists an association between emotion words and the vertical spatial axis. However, the specific conditions under which this conceptual–physical interaction emerges are still unknown, and no study has been devised to test whether longer linguistic units than words can lead to a mapping of emotions on vertical space. In Experiment 1, Spanish and Colombian participants performed a representative verbal emotional contexts production task (RVEC task) requiring participants to produce RVEC for the emotions of joy, sadness, surprise, anger, fear, and disgust. The results showed gender and cultural differences regarding the average number of RVEC produced. The most representative contexts of joy and sadness obtained in Experiment 1 were used in Experiment 2 in a novel spatial–emotional congruency verification task (SECV task). After reading a sentence, the participants had to judge whether a probe word, displayed in either a high or low position on the screen, was congruent or incongruent with the previous sentence. The question was whether the emotion induced by the sentence could modulate the responses to the probes as a function of their position in a vertical axis by means of a metaphorical conceptual–spatial association. Overall, the results indicate that a mapping of emotions on vertical space can occur for linguistic units larger than words, but only when the task demands an explicit affective evaluation of the target.     

Summation versus suppression in metacontrast masking: On the potential pitfalls of using metacontrast masking to assess perceptual–motor dissociation

A briefly flashed target stimulus can become “invisible” when immediately followed by a mask—a phenomenon known as backward masking, which constitutes a major tool in the cognitive sciences. One form of backward masking is termed metacontrast masking. It is generally assumed that in metacontrast masking, the mask suppresses activity on which the conscious perception of the target relies. This assumption biases conclusions when masking is used as a tool—for example, to study the independence between perceptual detection and motor reaction. This is because other models can account for reduced perceptual performance without requiring suppression mechanisms. In this study, we used signal detection theory to test the suppression model against an alternative view of metacontrast masking, referred to as the summation model. This model claims that target- and mask-related activations fuse and that the difficulty in detecting the target results from the difficulty to discriminate this fused response from the response produced by the mask alone. Our data support this alternative view. This study is not a thorough investigation of metacontrast masking. Instead, we wanted to point out that when a different model is used to account for the reduced perceptual performance in metacontrast masking, there is no need to postulate a dissociation between perceptual and motor responses to account for the data. Metacontrast masking, as implemented in the Fehrer–Raab situation, therefore is not a valid method to assess perceptual–motor dissociations.     

The Influence of a Visually-Rich Surrounding Environment in Visuospatial Cognitive Performance: A Study with Adolescents

ABSTRACT

Adolescence is a developmental period characterized by a complex maturation process of various cognitive abilities. Cognitive control, which includes response inhibition and working memory, is one of them. A typical study on response inhibition to visual stimuli presents distractors and targets on the same display (e.g., the computer screen). However, in most daily activities, the potential for distraction exists in the individuals’ surrounding environment. This study proposes an alternative experimental paradigm to investigate whether a high- vs. a low-load visual surrounding environment influences adolescents’ visuospatial performance. Sixty-four adolescents (aged 13–17 years) participated in two experimental sessions (one in a high-load and the other in a low-load visual surrounding environment) in which they responded to four visuospatial cognitive tasks (attention and memory). Overall, the results revealed lower performance when the tasks were performed in the high-load environment (e.g., fewer hits and correct responses, and more false alarms and errors). These results suggest that more attention should be devoted to the potential effect of the external environment in adolescents’ everyday activities. We discuss various areas to which these data might be of relevance and make suggestions for future directions of the proposed procedure.