Relationship between language competence and emotional competence in middle childhood

Research on children's emotional competence has received considerable attention in the last decade, including the role of language. Language competence (LC) and emotional competence (EC) comprise multiple components. These components and their specific interrelations have not been studied sufficiently. In our study, we examined relations between multiple components of LC and EC in a sample of 210 school-age children. Five measures represented LC: receptive vocabulary, verbal fluency, literacy, narrative structure, and the narrative use of evaluative devices. Four measures represented EC: expressive emotion vocabulary, declarative emotion knowledge, awareness of mixed emotions, and facial emotion recognition. Results showed strong positive correlations between LC and EC ranging between r = .12 and r = .45. In particular, receptive vocabulary and literacy were closely related to emotion knowledge and awareness of mixed emotions. A confirmatory factor analysis revealed that there is a common general ability factor for LC and EC. We discuss why receptive vocabulary and literacy might be so strongly related to emotion knowledge in school-age children. Our findings have implications for developmental psychologists, educational research, and speech-language pathologists.     

The gender role self‐concept of men in female‐dominated occupations: does it depend on how they see their jobs?

In this study, we investigated the masculinity of men in female‐dominated occupations. Our assumptions that token status, masculine task redefinition, and job control are related to masculinity were supported by results of segmented and hierarchical regressions with data from 213 men in female‐dominated occupations. A comparison with 98 men from male‐dominated occupations revealed that these results are specific for men in female‐dominated occupations. Moderated regression did not support the assumption that the relation between masculine task redefinition would be stronger under low job control. Instead, the opposite pattern was found. Under high job control, the choice of tasks and their redefinition as masculine may be easier. Job control is discussed as a precondition for redefinition processes.     

Effects of Business Internships on Students,Employers, and Higher Education Institutions: A Systematic Review

The objective of this study is to provide a systematic review of the literature on the impact of internships completed by university students. This research also aims to analyze variables that can affect outcomes and satisfaction in the internship experience. Fifty‐seven studies were included and examined. The effects and variables identified were listed and classified. The findings of this review support the overall positive effects of business internships and confirm that they are a win‐win situation for the main 3 stakeholders: students, employers, and higher education institutions.     

Understanding and Improving the Validity of Self-Report of Parenting

Although researchers using parental self-report data have questioned its validity (Holden, 2001) and called for more work in this area (Krevans & Gibbs, 1996; Locke & Prinz, 2002), methodological concerns regarding self-report about parenting practices have not been addressed adequately. The susceptibility of parental report to systematic distortions suggests a need for research on ways to improve self-report. This paper attempts to synthesize research findings from other fields (e.g., survey methodology) about ways to improve the validity of self-report, and to discuss the implications for self-report of parenting behaviors. Methods for improving self-report are presented for each of the 5 major tasks in responding to a question: (1) understanding the question, (2) recalling relevant behavior, (3) inference and estimation, (4) mapping the answer onto the response format, and (5) “editing” the answer for reasons of social desirability. Self-administered interviewing, audio-computer-assisted interviewing, pretesting, conversational interviewing, and the decompositional item may be among the best candidates for use in parental self-report. Recommendations are offered with respect to strategies that might prove useful in improving parental assessment of parenting, and to research efforts to evaluate the utility and potential costs of these strategies.     

Die Vertreibung aus der Hölle

Developmental conditions that give rise to a pathological bond are described. Such pathological accommodations are therapeutically difficult to handle and seem to be irresolvable. Insights from developmental psychology studies of the earliest phases of mental development indicate that insufficient and non-supporting relational experiences during the critical period of primary dependence are of crucial impact. A sufficiently constant affect attunement is considered as the necessary basis for a “mental umbilical cord” by which the ability to mentalize and a mature theory of mind and hence a stable self can develop. Corresponding deficits yield cumulative mini-traumata, which affect, as internalized pathogenic relational experiences, all subsequent relations. The inner experiences that result from pathogenic introjects are paradigmatically illustrated by two poems of Rilke and Baudelaire. Intrapsychic and interpsychic consequences of primary and secondary traumatization and its inherent massive internal violence are described exemplified by a fairy tale of Hans Christian Andersen. The establishment of an internalized benevolent object, i.e. development of a healthy psychic structure, is a necessary precondition for a working-through of destructive introjects. In this process it is of primordial importance that the analyst becomes aware of and validates the patient’s emerging feelings and vitality affects and shares the patient’s way of experience. In the course of a microanalytic process of attunement-guided interactions split-off and unsymbolized overwhelming affects can be integrated, thereby establishing a basis for self-awareness and self-reflection.     

The third dimension: Value‐oriented contents in psychological contracts

We propose value-oriented content of psychological contracts as being distinct from transactional and relational content, which we affirm using confirmatory factor analysis for employee, as well as organizational obligations. In a sample of 171 German parish volunteers, value-oriented volunteer and relational organizational obligations are significantly and positively related to job satisfaction as well as to time spent volunteering. The distinctive role of value-oriented content is reinforced by the finding that its associated employee obligations were the only ones that were significantly and positively related to both outcomes. Thus, value-oriented obligations may foster favourable work relationships and may even have the potential to stabilize work relationships during crises if obligations regarding an organization's core values are fulfilled. Examining the generalizability of these findings to nonvolunteer samples in future research is recommended.     

The function of concrete emotions in rational decision making

The present study investigates the role of anticipated concrete emotions in preferential decision making. Concrete emotions are conceptualized as a special set of attributes in a multi-attribute utility framework. It is argued that emotions cannot be reduced to patterns of objective attribute values. It is hypothesized that decisions are determined by both concrete emotions and objective attributes. Furthermore, the relative impact of emotions is hypothesized to vary with characteristics of the decision task, namely, the decision domain (persons vs. cities), the similarity of the decision options (similar vs. dissimilar), and the response mode (rating vs. ranking). Four sets of decision options were presented to subjects on a questionnaire. For each option, subjects indicated a preference rating, a ranking of the option within its set, the intensity of four concrete emotions, and the degree to which the option is characterized by four objective attributes. Regression analyses show that including emotions as predictors significantly increases the portion of explained variance of preferences. The relative impact of emotions is moderated by the response mode. Factor analyses yield two independent factors of positive and negative emotions. Surprisingly, only positive emotions are significantly correlated with preferences. We conclude that concrete emotions are a necessary and non-redundant part of the decision process.     

Group versus individual performance on tasks requiring ideational proficiency (brainstorming): A review

In the experiments reviewed in this article the subjects are asked to produce ideas that are relevant to a given task request (e.g., possible consequences of a hypothetical event). After describing the specific task material and the performance measures used in the relevant research studies, some analytic background is given by outlining the cognitive resources required in this kind of experimental task and by listing the various factors that may come into play when subjects perform in groups (with discussion) instead of individually. We then review the studies comparing individual and group performance. In all of these experiments the subjects were asked to work according to the rules of brainstorming, which prescribe that participants refrain from evaluating their ideas. This procedure purportedly results in superior group, relative to individual, performance. However, the empirical evidence clearly indicates that subjects brainstorming in small groups produce fewer ideas than the same number of subjects brainstorming individually. Less clear evidence is available on measures of quality, uniqueness and variety. The discussion considers factors that may be responsible for this inferiority of groups. The role of social inhibition receives particular attention also in terms of suggestions for research. Apart from the group-individual comparison we review the existing research concerning factors that may influence group performance on idea-generation tasks.