The role of gender in claiming partial or complete homicide-related amnesia

The current study examined offence and offender characteristics in female and male offenders claiming no, partial or complete homicide-related amnesia. Pre-trial file information consisting of forensic examination reports and crime reports of all female (n = 79) and male (n = 577) offenders subject to forensic psychiatric examination in 1995–2004 and convicted of homicide were retrospectively analysed. The Psychopathy Check List Revised (PCL-R) was used for scoring psychopathy. Claiming homicide-related amnesia was significantly more frequent in female (60.7%) than male (42.1%) offenders. Findings indicate that in males the use of sharp instrument, intoxication, staying at the scene and feeling regret for the killing accompany claims of crime-related amnesia. In females, personality disorder and criminal history were significantly more frequent in offenders claiming crime-related amnesia. Analysis of intelligence, psychopathology or psychopathy indicated no significant relationship with claims of amnesia in either gender groups.     

“<Emphasis Type="Italic">Do the very best you can</Emphasis>”: The third-grade class test

The aim of this study was to examine third-graders’ test situations such as they appeared in the day-to-day functioning of the school. The research was ethnographic, focusing on the test situations of one third-grade class in the mother tongue and mathematics during one school year. Our analyses suggest that third-graders no longer see the test practices as objects of learning but rather as a familiar part of their everyday schoolwork. The test-taking practices have been mastered, but preparation for the test still needs to be emphasized and practised. And, according to our findings, cheating is an object of practice as well. To third-graders, test situations appear as ‘real tests’: the evaluative import of these situations seems clear to them. The teacher and the school institution reach for maximal proficiency and performance so as bring out the pupils’ ‘pure’ ability and performance in the class test. The class teacher must deal with the ever-strengthening evaluative significance of the test in relation to both the pupils and the school administration: we find that in the test situation the class teacher creates a social-psychological we-group—an alliance of the teacher and the pupils versus the test writer—as comes out particularly clearly in connection with national tests. The findings of the study are discussed with special reference to the ways in which the class test constructs the selective-restrictive sphere of education.     

Modeling the categorical perception of speech sounds: A step toward biological plausibility

Our native language has a lifelong effect on how we perceive speech sounds. Behaviorally, this is manifested as categorical perception, but the neural mechanisms underlying this phenomenon are still unknown. Here, we constructed a computational model of categorical perception, following principles consistent with infant speech learning. A self-organizing network was exposed to a statistical distribution of speech input presented as neural activity patterns of the auditory periphery, resembling the way sound arrives to the human brain. In the resulting neural map, categorical perception emerges from most single neurons of the model being maximally activated by prototypical speech sounds, while the largest variability in activity is produced at category boundaries. Consequently, regions in the vicinity of prototypes become perceptually compressed, and regions at category boundaries become expanded. Thus, the present study offers a unifying framework for explaining the neural basis of the warping of perceptual space associated with categorical perception.     

Parents’ satisfaction with their child’s first year of school

A group of university and vocationally educated parents (n=486) were requested to evaluate their satisfaction with their childs first school year, and they were also asked to recall the positive and negative events from their childs academic year. Both structured and open-ended measures consistently revealed that parents were quite satisfied with the functioning of their childs school. Parents social–psychological distance from the school, as measured by their social positions in the education hierarchy, tended to structure parental satisfaction: the mothers, and especially the university-educated parents, indicated the highest level of satisfaction, and these groups emphasized both positive and negative recollections; the group farthest from the school turned out be the vocationally educated fathers. Our results highlighted the teacher: the recollections concerning the teachers were evenly distributed into positive and negative accounts, and negative recollections regarding teachers and home-school cooperation in particular affected parents overall satisfaction. The findings were discussed in terms of their implications for educational policy.     

Students’ achievement motivation in Finnish and Chinese higher education and its relation to perceived teaching-learning environments

This cross-cultural study of Finnish and Chinese students set out to compare the levels of achievement motivation (AM) in order to investigate whether the differences in them might be explained by the different cultural response styles and whether these response styles could be controlled for with a method which includes response style variables as covariates in ANCOVA. This study also scrutinizes relationships between perceived teaching-learning environments (TLE) and AM within each cultural group. The survey sample consisted of 3,035 Finnish and 2,309 mainland Chinese university students. Finnish students were found to rate the level of AM markedly higher than do Chinese students. It was determined that the method applied for response style controlling is not suitable for cross-cultural studies, even though it is recommended for this use. A modification of the method, which is based on robust statistical tools, was found not to change this conclusion, but it can nevertheless be used to obtain useful information about the effects of response style differences. The results also show that similar relationships between AM and TLE could be identified in the data of both groups. However, for the Finnish group AM is related to perceived suitable workload, whereas for the Chinese group it is related to teacher encouragement.