The interactive effects of temperament and maternal parenting on toddlers' externalizing behaviours

The present study aimed to determine the potential moderating effects of temperamental traits on the relation between parenting and toddlers' externalizing behaviours. For that purpose, this study examined the interplay between temperament and maternal parenting behaviours in predicting the level as well as the development of toddlers' externalizing behaviours. Participants were 115 boys (wave 1, M=16.9 months; wave 2, M=23.2 months) and their mothers, who were observed in a 13‐min structured play session at home. With regard to the prediction of the level of externalizing behaviours at wave 1, main effects were found for children's temperamental characteristics. In addition, maternal negative control interacted significantly with children's inhibitory control in predicting this level of externalizing behaviours. The findings with regard to the development of externalizing behaviours showed that the effects of maternal negative control and lack of maternal sensitivity were stronger for toddlers with a difficult temperament: maternal negative control and lack of maternal sensitivity were related to an increase in externalizing behaviours for temperamentally difficult children only. These results offer support for the goodness‐of‐fit hypothesis, stressing the idea that the effects of temperament and the social environment depend to a large extent on their interplay. Copyright © 2007 John Wiley & Sons, Ltd.     

Creation of visual long-term memory

Currently, it is not known by which mechanisms novel visual representations are stored in long-term memory (LTM). Here we report evidence that visual working memory (WM) plays an important role in the formation of visual LTM. By varying exposure times and perceptual difficulty of the stimuli, we find that the rate-limiting factor constraining storage in LTM is the amount of information that can be simultaneously kept in WM, whereas the time needed to store this information into LTM is constant irrespective of the size of the WM content. These results support the hypothesis that visual WM serves as a gate for the storage of information into LTM.     

Personal Construct Psychology in Preservice Teacher Education: The Path Toward Reflexivity

In times of rapid changes, it is necessary to prepare teachers to be agents of education reform and thus educate them for reflective practice. However, prospective teachers in Serbia rarely have the opportunity to reflect on personal constructs of the teaching profession and their own practice. With the aim of supporting prospective teachers to become reflective practitioners and persons-as-scientists, we organized “alternative lectures” as part of the compulsory study course for future teachers. Within four encounters with four groups of 8 to 10 student teachers, we applied three techniques, developed within frames of personal construct psychology. Modifications of the technique “river of experience,” Career Rivers, enabled student teachers to reflect on the past and reveal constructs that guided previous actions in the professional field. Two self-characterizations, one portraying them as teachers and another portraying them as specialists in a different profession (in accordance with their education), made their constructions of future jobs more permeable. Through the combination of the perceiver element grid and perceiver self grid, they were encouraged to enter the role relationship with pupils and community. Although it raised new questions, this cooperative enterprise resulted in the reduction of anxiety regarding future jobs, embedding the stance of a person-as-scientist and sowing the seeds of reflective practice.     

Teaching Responsible Research and Innovation: A Phronetic Perspective

Science and Engineering Ethics - Across the European research area and beyond, efforts are being mobilized to align research and innovation processes and products with societal values and needs,...     

One's Modus Ponens: Modality,Coherence and Logic

Recently, there has been a shift away from traditional truth‐conditional accounts of meaning towards non‐truth‐conditional ones, e.g., expressivism, relativism and certain forms of dynamic semantics. Fueling this trend is some puzzling behavior of modal discourse. One particularly surprising manifestation of such behavior is the alleged failure of some of the most entrenched classical rules of inference; viz., modus ponens and modus tollens. These revisionary, non‐truth‐conditional accounts tout these failures, and the alleged tension between the behavior of modal vocabulary and classical logic, as data in support of their departure from tradition, since the revisionary semantics invalidate some of these patterns. I, instead, offer a semantics for modality with the resources to accommodate the puzzling data while preserving classical logic, thus affirming the tradition that modals express ordinary truth‐conditional content. My account shows that the real lesson of the apparent counterexamples is not the one the critics draw, but rather one they missed: namely, that there are linguistic mechanisms, reflected in the logical form, that affect the interpretation of modal language in a context in a systematic and precise way, which have to be captured by any adequate semantic account of the interaction between discourse context and modal vocabulary. The semantic theory I develop specifies these mechanisms and captures precisely how they affect the interpretation of modals in a context, and do so in a way that both explains the appearance of the putative counterexamples and preserves classical logic.     

Psychological well-being: its relation to work personality, vocational identity, and career thoughts

The authors examined the impact of the 6 dimensions of psychological well-being on participants' career thoughts, vocational identity, and developmental work personality. Undergraduates (N = 91) completed 4 measures: (a) C. D. Ryff's (1989, 1995) Scales of Psychological Well-Being (SPWB), (b) J. P. Sampson, G. W. Peterson, J. G. Lenz, R. C. Reardon, and D. E. Saunders's (1996) Career Thoughts Inventory (CTI), (c) the Vocational Identity (VI) subscale of J. L. Holland, D. C. Daiger, and G. Power's (1980) My Vocational Situation, and (d) D. R. Strauser and J. M. Keim's (2002) Developmental Work Personality Scale (DWPS). The authors then conducted multiple regression analyses to examine the relations between psychological well-being and the 3 career variables. Results indicated the following: (a) Psychological well-being accounted for a significant portion of the variance in all 3 career variables; (b) scores on the Purpose in Life subscale of the SPWB made a unique contribution to scores on the Commitment Anxiety subscale of the CTI (CTI-CA) and to VI; (c) scores on the Personal Growth subscale of the SPWB made a unique contribution to CTI-CA scores; and (d) scores on the Self-Acceptance and Environmental Mastery subscales of the SPWB each made a unique contribution to DWPS scores.     

Is pictorial perception robust? The effect of the observer vantage point on the perceived depth structure of linear-perspective images

Every image of a scene produced in accord with the rules of linear perspective has an associated projection centre. Only if observed from that position does the image provide the stimulus which is equivalent to the one provided by the original scene. According to the perspective-transformation hypothesis, observing the image from other vantage points should result in specific transformations of the structure of the conveyed scene, whereas according to the vantage-point compensation hypothesis it should have little effect. Geometrical analyses illustrating the transformation theory are presented. An experiment is reported to confront the two theories. The results provide little support for the compensation theory and are generally in accord with the transformation theory, but also show systematic deviations from it, possibly due to cue conflict and asymmetry of visual angles.