Mnemic neglect: Selective amnesia of one’s faults

The mnemic neglect model predicts and accounts for selective memory for social feedback as a function of various feedback properties. At the heart of the model is the mnemic neglect effect (MNE), defined as inferior recall for self-threatening feedback compared to other kinds of feedback. The effect emerges both in mundane realism and minimal feedback settings. The effect is presumed to occur in the service of self-protection motivation. Mnemic neglect is pronounced when the feedback poses high levels of self-threat (i.e., can detect accurately one’s weakness), but is lost when self-threat is averted via a self-affirmation manipulation. Mnemic neglect is caused by self-threatening feedback being processed shallowly and in ways that separate it from stored (positive) self-knowledge. The emergence of mnemic neglect is qualified by situational moderators (extent to which one considers their self-conceptions modifiable, receives feedback from a close source, or is primed with improvement-related constructs) and individual differences moderators (anxiety, dysphoria, or defensive pessimism). Finally, the MNE is present in recall, but absent in recognition. Output interference cannot explain this disparity in results, but an inhibitory repression account (e.g., experiential avoidance) can: Repressors show enhanced mnemic neglect. The findings advance research on memory, motivation, and the self.     

The effect of geographic indication in advertising background pictures on product evaluation: The moderating role of familiarity

This study investigates whether geographic indications in the backgrounds of advertising pictures might affect the viewer's evaluation of a product. The findings reveal that participants in the proximal geographic indication evaluated the product more favourably than those in the distal geographic indication when they were exposed to feasibility‐related information. By contrast, participants in the distal geographic indication evaluated the product more favourably than those in the proximal geographic indication when they were exposed to desirability‐related information. However, familiarity with geographic indications eliminated this effect.     

Predictive model for early math skills based on structural equations

Early math skills are determined by higher cognitive processes that are particularly important for acquiring and developing skills during a child's early education. Such processes could be a critical target for identifying students at risk for math learning difficulties. Few studies have considered the use of a structural equation method to rationalize these relations. Participating in this study were 207 preschool students ages 59 to 72 months, 108 boys and 99 girls. Performance with respect to early math skills, early literacy, general intelligence, working memory, and short‐term memory was assessed. A structural equation model explaining 64.3% of the variance in early math skills was applied. Early literacy exhibited the highest statistical significance (β = 0.443, p < 0.05), followed by intelligence (β = 0.286, p < 0.05), working memory (β = 0.220, p < 0.05), and short‐term memory (β = 0.213, p < 0.05). Correlations between the independent variables were also significant (p < 0.05). According to the results, cognitive variables should be included in remedial intervention programs.     

Sustainable Technologies and Transdisciplinary Futures: From Collaborative Design to Digital Fabrication

This paper argues for hands-on, contextual and problem-solving collaborations, that is, for a transdisciplinary approach that establishes direct connections between social and technical disciplines. It is based on our experience as a team of researchers at the Vitruvius Fab Lab (Digital Fabrication Laboratory) of ISCTE-IUL (University Institute of Lisbon, Portugal). The paper presents a particular research and learning initiative–STTF2013 Summer School ‘Sustainable Technologies and Transdisciplinary Futures: From Collaborative Design to Digital Fabrication’, which served as a testbed for our transdisciplinary, critical and open approach. We address its rationale and main challenges, while also discussing recommendations for other transdisciplinary projects striving to integrate social and technical disciplines in research and innovation.     

The Attainment of Self-Consistency Through Gender in Young Children

This paper explores young children's motivation for gender-stereotypical preferences by comparing two theories, both based on Kohlberg's stages of cognitive understanding within the cognitive developmental tradition. The first, elaborated by Kohlberg, suggests that gender-stereotypical preferences are the result of the child's cognitive understanding of the constancy of their gender. The second theory suggests that it is precisely the lack of certainty of gender constancy that influences gender-stereotypical behavior. Data from a cross-sectional study of 100 children sampled during their first year of school, and longitudinal case studies of 10 children during the transition to school, are brought to bear on these two theories. The sample was drawn from a range of working class and middle class home backgrounds. The children were mainly White, with 6% Asian-Indian in the cross-sectional sample, and 1 Asian-Indian child in the longitudinal group. The study finds an association between gender-stereotypical behavior and the attainment of gender constancy, suggesting support for the first theory.     

The quality of sucking in infants with colic

Feeding problems have been reported in infants with colic. The purpose of this study was to examine the nutritive sucking pattern of infants identified as having colic. Twenty-nine infants (16 with colic and 13 controls) between the ages of 1 to 3 months, being bottle-fed by their mothers, were observed by a blind examiner. We hypothesized that infants with colic would show greater disorganization in nutritive sucking and show greater variability in sucking rate than infants without colic, as assessed by the revised Neonatal Oral Motor Assessment Scale (NOMAS). Infants with colic were found to present a disorganized sucking pattern; namely, a lack of rhythmical movement and a difference in amount of sucks per burst than infants without colic. Methods of intervention are suggested.     

Children's reasoning about responses to peer aggression: Victim's and witness's expected and prescribed behaviors

This research examined children's reasoning about expected (i.e., what a peer would do) and prescribed (i.e., what a peer should do) responses to unprovoked, intentional aggressive actions in two contexts: as a victim of such a transgression and as a witness to the incident. Physical harm and property damage items were used in a structured interview format. There were 90 subjects drawn from three elementary school grades (2nd, 4th, and 6th). Children differentiated between the expected and prescribed responses of peers and significant developmental differences in children's evaluations were found. Although the majority of the subjects in all grades denounced retaliation on the basis of concerns about others' welfare, older children stated that peers were likely to retaliate against the perpetrator nonetheless. Across different contexts, older children's responses appeared to reveal a greater independence from authority in negotiating peer interactions. In evaluating the witness's responses to aggressive acts, younger children's expected and prescribed responses were less disparate than that of the older children. The utility of including different vantage points of the child in examining children's social reasoning about aggression and the application of the present findings to social information-processing models are discussed. © 1996 Wiley-Liss, Inc.