Narrative skill and testimonial accuracy in typically developing children and those with intellectual disabilities

Children must describe maltreatment coherently for their testimony to be influential in court. We know little about how well children with intellectual disabilities (CWID) describe their experiences relative to typically developing (TD) children, despite CWID's vulnerability to maltreatment. We investigated children's reports of an experienced event and compared coherence in CWID (mild to moderate impairment: 7–11 years) with TD children matched for mental (4–10 years) or chronological age (7–11 years). All children included important markers of narrative coherence in their reports. Children with lower mental ages, particularly those with an intellectual disability, included fewer markers of narrative coherence in their reports than children with higher mental ages. Individual markers of narrative coherence, particularly recall of content, predicted accuracy of testimony and resistance to suggestion even when disability and mental age were taken into account. These findings highlight the importance of helping children to describe their experiences coherently.     

马克思,直路,具体的乌托邦

俄国没有参与资产阶级革命,革命后的俄国出现了绝对的沙皇主义、独裁、恐怖、个人迷信和警察国家.斯大林主义使马克思主义面目全非,损害了马克思本人的形象.马克思恩格斯的无产阶级贫困化理论、危机理论已宣告无效,马克思主义中依然有效的是辩证法,即矛盾学说.资本主义矛盾可精确地理解为总体异化、自我异化.继承天赋人权遗产将决定共产主义的自由面孔.直路的矫形外科是社会主义的最紧迫的任务,而人道的社会主义包含有作为最高人权的直路.马克思主义并非不是乌托邦,而是具体的乌托邦.     

In a context of time: the impact of delay and exposure time on the emergence of memory context effects

Psychological Research - Research on context-mediated facilitation of recognition memory distinguishes between the effects of reinstating the exact same context previously associated with a target...     

Students' Quality of Experience and Perceptions of Intolerance and Bias in the Women's and Gender Studies Classroom

Student evaluations of the quality of their women's and gender studies (WGS) experience and predictors of experience quality were studied in a sample of 326 students from 23 WGS classes. Higher initial appreciation/acceptance of diversity, capacity for interpersonal relationships, and class expectations predicted more positive experience ratings. These relationships were mediated by students' alliance with their teacher and cohesion with classmates. A small proportion of students (11.6%), spread across 14 classes, did not rate their experience positively. Perceptions of teacher and classmate intolerance and bias were assessed in this subset of students. Average ratings of intolerance were slightly positive for teachers and neutral for classmates. Implications of the findings for understanding students' WGS experiences are discussed.     

Accounting for achievement in parent-teacher interviews

This paper examines features of the talk in a number of teacher-parent interviews recently audio-recorded in a secondary school in Brisbane, Australia. The central topic of the talk is the academic achievement of the student. In offering accounts of the student's achievement, participants offer moral versions of themselves as parents and teachers. These institutional identities are oriented to and elaborated in the course and in the organisation of this talk. The student about whom the talk is done is present but largely silent, an overhearing audience to this talk. The analysis shows how parents and teachers talk two institutions, and the relation between them, into being.We wish to thank the participants in the interviews for their agreement to have the interviews audio-recorded.     

Integrating Expressiveness and Instrumentality in Real-Life Settings: A New Perspective on the Benefits of Androgyny

Personality trait research has failed to substantiate a link between androgyny and well-being. Using an alternate, social context approach, the present study investigated (a) positive and negative aspects of situations in which expectations for androgynous behavior were salient (dual expectation situations), and (b) associations between gender role coping strategies and well-being in these situations. Interviews were conducted with 124 female and 70 male undergraduates, most of whom were African American (14%) or White American (81%). Participants reported significantly more negative aspects of the process of coping with dual expectation situations and more positive aspects of the outcomes of the situations. Androgynous coping strategies were associated with greater positive well-being and lesser negative well-being than were instrumental or indeterminate strategies. Well-being scores of expressive strategists were not significantly different from those of androgynous strategists.     

Development of dopaminergic genetic associations with visuospatial,verbal and social working memory

Dopamine transmission in the prefrontal cortex (PFC) supports working memory (WM), the temporary holding, processing and manipulation of information in one's mind. The gene coding the catechol‐O‐methyltransferase (COMT) enzyme, which degrades dopamine, in particular in the PFC, has a common single nucleotide polymorphism leading to two versions of the COMT enzyme which vary in their enzymatic activity. The methionine (Met) allele has been associated with higher WM performance and lower activation of the PFC in executive function tasks than the valine (Val) allele. In a previous study, COMT genotype was associated with performance on verbal and visuospatial WM tasks in adults, as well as with performance on a novel social WM paradigm that requires participants to maintain and manipulate information about the traits of their friends or family over a delay. Here, data collected in children and adolescents (N = 202) were compared to data from the adult sample (N = 131) to investigate possible age differences in genetic associations. Our results replicate and extend previous work showing that the pattern of superior WM performance observed in Met/Met adults emerges during development. These findings are consistent with a decrease in prefrontal dopamine levels during adolescence. Developmentally moderated genetic effects were observed for both visuospatial and social WM, even when controlling for non‐social WM performance, suggesting that the maintenance and manipulation of social information may also recruit the dopamine neurotransmitter system. These findings show that development should be considered when trying to understand the impact of genetic polymorphisms on cognitive function.     

Flow: Beyond Fluidity and Rigidity

The term flow refers to a particular type of experience characterized by feelings of fusion with an on-going activity, effortlessness and fluidity. This article concerns the results of an empirical investigation and phenomenological analysis of this type of experience. The analysis yields a distinction between three phenomenological structures, identified as arising in different combinations within concrete experiences of flow. These results are discussed in relation to the theories of Alfred Schutz and Erving Goffman regarding the organization of experience in everyday life, and in relation to the theory of Otto Friedrich Bollnow regarding moods in everyday life. The results of the analysis are also discussed in relation to different uses of the flow concept in a variety of contexts found in recent theoretical contributions. These differences of usage and approach are explained in the light of the results of the phenomenological analysis, which distinguishes qualitatively different varients within the phenomenon termed flow experience. In conclusion, the need to adopt a broader concept of experience in sociological analysis is emphasized, as well as the need for further empirical studies of the contextual frames of different variants of flow experiences.