Organizing knowledge syntheses: A taxonomy of literature reviews

A taxonomy of literature reviews in education and psychology is presented. The taxonomy categorizes reviews according to: (a) focus; (b) goal; (c) perspective; (d) coverage; (e) organization; and (f) audience. The seven winners of the American Educational Research Association’s Research Review Award are used to illustrate the taxonomy’s categories. Data on the reliability of taxonomy codings when applied by readers is presented. Results of a survey of review authors provides baseline data on how frequently different types of reviews appear in the education and psychology literature. How the taxonomy might help in judging the quality of literature reviews is discussed, along with more general standards for evaluating reviews.     

The influence of maternal child-rearing attitudes and teaching behaviors on preschoolers' delay of gratification

This study was an exploratory examination of the influence of mothers' teaching behaviors, strategies, and child-rearing attitudes on their children's ability to delay gratification. In an externally imposed delay of gratification situation, 30 mothers from a rural university community taught their children strategies that could help them refrain from touching a brightly wrapped present when the mothers left the room. Results showed that mothers of children who did not delay gratification exhibited teaching behaviors and child-rearing attitudes consistent with a permissive parenting style, whereas mothers of children who did delay gratification exhibited teaching behaviors and child-rearing attitudes consistent with an authoritative parenting style. The results of this study are discussed with respect to the development of children's self-control and self-regulatory abilities.     

The roles of inducer size and distance in the Ebbinghaus illusion (Titchener circles)

Although the Ebbinghaus illusion is commonly used as an example of a simple size-contrast effect, previous studies have emphasised its complexity by identifying many factors that potentially influence the magnitude of the illusion. Here, in a series of three experiments, we attempt to simplify this complexity. In each trial, subjects saw a display comprising, on one side, a target stimulus surrounded by inducers and, on the other, an isolated probe stimulus. Their task was to indicate whether the probe appeared larger or smaller than the target. Probe size was adjusted with a one-up, one-down staircase procedure to find the point of subjective equality between probe and target. From these experiments, we argue that the apparent effects of inducer size are often confounded by the relative completeness of the inducing surround and that factors such as the similarity of the inducers and target are secondary. We suggest a simple model that can explain most of the data in terms of just two primary and independent factors: the relative size of the inducers and target, and the distance between the inducers and the target. The balance between these two factors determines whether the size of the target is underestimated or overestimated.     

Gender in linear and nonlinear history

In response to Helen Gediman's notion of premodern, modern, and postmodern eras in the study of gender, an argument is made for a non-linear approach to this history and for situating it in the context of other historical developments-social, personal, intellectual, and institutional. Differences among modern and postmodern positions in the matter of the role of the body and of social construction are discussed. The impact of transgender and intersex communities and voices on psychoanalytic thinking is examined, as are the elements of intergenerational transmission of trauma on gender experience both conscious and unconscious.     

Trust in testimony: children's use of true and false statements

The extent to which young children monitor and use the truth of assertions to gauge the reliability of subsequent testimony was examined. Three- and 4-year-old children were presented with two informants, an accurate labeler and an inaccurate labeler. They were then invited to learn names for novel objects from these informants. The children correctly monitored and identified the informants on the basis of the truth of their prior labeling. Furthermore, children who explicitly identified the unreliable or reliable informant across two tasks went on to demonstrate selective trust in the novel information provided by the previously reliable informant. Children who did not consistently identify the unreliable or reliable informant proved indiscriminate.     

Principles of forensic mental health assessment: implications for neuropsychological assessment in forensic contexts

Forensic mental health assessment (FMHA) is a form of evaluation performed by a mental health professional to provide relevant clinical and scientific data to a legal decision maker or the litigants involved in civil or criminal proceedings. Such FMHA evaluations can be further specialized when the clinical and scientific data are primarily neuropsychological. This paper provides an adaptation of 29 recently derived principles of FMHA (Heilbrun, 2001) that have been described in two forms: general guidelines for application in FMHA, and guidelines for application to neuropsychological assessment in forensic contexts. Each principle is described, and the general guideline is compared with the highly specialized neuropsychological guideline. In this way, the applicability of such FMHA principles to forensic neuropsychological assessment is described.