Portuguese Mothers and Fathers Share Similar Levels of Work-Family Guilt According to a Newly Validated Measure

Transformations in family and work life have led to profound changes in the articulation of both spheres. The massive entry of women into the labor market, the decline of a family model based on the male provider, increasing job demands, and persistent gender inequality are factors that can generate work-family conflict and lead to feelings of guilt. Work-family guilt is a topic still rarely studied, particularly in Portugal. Given the importance of understanding the complexity of the relationships underlying the work-family interface and the lack of instruments in Portuguese to assess the feeling of guilt as it pertains to the work-family interface, our goal was to adapt the Work-Family Guilt Scale (WFGS) to the Portuguese population. Our results confirmed the two-dimensional structure of the scale with good reliability and validity. The WFGS was invariant between genders, with no significant mean differences between men and women. Convergent validity with the variables of work-to-family and family-to-work conflict and discriminant validity between the two dimensions of the WFGS was demonstrated. Use of this scale will allow the identification of feelings of guilt, which pose risks to the physical, emotional and psychological well-being of workers. Guilt feelings should, like conflict, be considered as a psychosocial risk that must be mitigated through policies and practices aimed at promoting a balance between family and working life.     

SYLLABARIUM: An online application for deriving complete statistics for Basque and Spanish orthographic syllables

The present article introduces SYLLABARIUM, a new Web tool addressing the needs of linguists, psycholinguists, and cognitive scientists who work with Spanish and/or Basque and are interested in retrieving information about several syllable-related parameters. This new online syllabic database allows the user to generate complete lists of Spanish and Basque syllables with information about the syllable frequency. Among other measures, for a given orthographic syllable, SYLLABARIUM provides its number of occurrences (i.e., the type frequency), the summed lexical frequency of the words that contain this syllable (i.e., the token frequency), and the positional distribution of type and token frequencies. The cross-language feature of SYLLABARIUM is of special interest to researchers aiming to explore the influence of the syllable in bilingualism. The Web tool is available at www.bcbl.eu/syllabarium.     

Proposal of a common terminology for the neuropsychological rehabilitation

The literature on neuropsychological intervention (NI) uses a variety of terms to refer to equivalent constructs, making it difficult to compare intervention programmes and their outcomes. The purpose of this work is to propose a unified terminological framework for describing NI programmes. The terminological framework was developed based on a previous proposal for common terminology by Johnstone and Stonnington (Rehabilitation of neuropsychological disorders: A practical guide for rehabilitation professionals. Psychology Press, 2011) and driven by Cognitive Psychology concepts. The terminological framework was organized into two sections: (a) NI, which includes types of NI, methods and approaches, instructional methods, and strategies; and (b) neurocognitive functions, which include temporal and spatial orientation, sensation, perception, visuo-constructional abilities, attention, memory, language, reasoning of several sorts (e.g., abstract reasoning, and numerical reasoning), and executive functions. Most NI tasks target a main neurocognitive function, but there are underlying neurocognitive functions that may impair performance in the former. Since it is difficult to create a task that is solely focused on one neurocognitive function, the proposed terminology should not be viewed as a taxonomy, but rather as dimensional, with the same task allowing to work different functions, in varying grades. Adopting this terminological framework will allow to define the targeted neurocognitive functions more accurately and simplify the comparison between NI programmes and their outcomes. Future research should focus on describing the main techniques/strategies for each neurocognitive function and non-cognitive interventions.     

Preschool Children’s Prosocial Behavior: The Role of Mother–Child,Father–Child and Teacher–Child Relationships

Prosocial behavior is considered an important dimension of positive development. Although previous research suggests the quality of children’s early relationships may influence prosocial behaviors, the specific contributions of mother, father and teacher to children’s prosocial behavior have been less examined. This is a cross-sectional study that investigates (a) the combined associations between mother–, father– and teacher–child relationships, and prosocial behavior in 168 children aged 36–72 months, and (b) the mediating role of the teacher–child relationship in the association between the parent–child relationship and prosocial behavior. Results suggested a positive link between the quality of relationships with early caregivers and children’s prosocial behavior. The quality of both father– and teacher–child relationships were found to have a direct association with children’s prosocial behavior. The quality of the mother–child relationship was indirectly linked to children’s prosocial behavior, via the teacher–child relationship. Results suggesting connections between multiple relational contexts were discussed based on the notion of internal working models proposed by attachment theory. Mothers’ and fathers’ contributions to children’s prosocial behavior were also discussed considering differences on relational styles and changing roles of mothers and fathers from dual-earner families.     

Classroom Interactions,Dyadic Teacher–Child Relationships,and Self–Regulation in Socially Disadvantaged Young Children

This study examined the quality of the classroom climate and dyadic teacher–child relationships as predictors of self–regulation in a sample of socially disadvantaged preschool children (N?=?206; 52 % boys). Children’s self–regulation was observed in preschool at the beginning and at the end of the school year. At the middle of the preschool year, classroom observations of interactions were conducted by trained observers and teachers rated the quality of dyadic teacher–child relationships. Results from multilevel analyses revealed that teacher–child closeness predicted improvements in observed self–regulation skills. Children showed larger gains in self–regulation when they experienced closer teacher–child relationships. Moreover, a moderating effect between classroom instructional quality and observed self–regulation was found such that children with low initial self–regulation skills benefit the most from classrooms with higher classroom quality. Findings have implications for understanding the role of classroom social processes on the development of self–regulation.     

“When You Talk About Virginity It’s About Females”: Views on Virginity Among University of Ghana Students

This qualitative article examines views of students at the University of Ghana on the topic of virginity with specific focus on its gendered meaning and relative significance in modern times. One-on-one interviews were conducted with 30 purposively selected research participants with the aid of an interview guide. Through thematic analysis, the results indicated that the majority of the respondents believed that virginity has been stereotyped on women due to the patriarchal cultural systems and the significance of the hymen. It was also found that the participants constructed their perspectives on virginity based on religious obligations, repercussions of sex and sexual health. Reactions to virginity loss also differed on gender. Implications of this study include the need for public conscientization on the repercussions of sexual activities, direct parent–child discourse about sex and the need for counseling centers within social institutions to offer advice and support to the youth on the subject matter.     

Workplace Family Support,Parental Satisfaction,and Work–Family Conflict: Individual and Crossover Effects among Dual‐Earner Couples

Workplace family support has been regarded as a factor that helps reduce individuals' work to family conflict (WFC). How this support translates into families' functioning is still to be determined. In this study, we used a systems perspective to examine (a) how perceptions of workplace family support affect parental satisfaction and consequently reduce WFC and (b) how the perception of support affects partners' parental satisfaction and WFC in dual‐earner couples. A two‐wave dyadic data set of dual‐earner couples with preschool‐aged children (N = 90) was used, and the actor‐partner interdependence mediation model (APIMeM) was applied. Results showed that controlling for WFC, working hours, number and age of children, mothers' perceptions of workplace family support (time 1) had indirect effects, through mothers' parental satisfaction (time 1), on their own levels of WFC (time 2) as well as on their partners' levels of WFC (time 2). Fathers' perceptions of workplace family support (time 1) had a direct effect on fathers' parental satisfaction (time 1) and on fathers' WFC (time 2). These results suggest that in addition to boosting parental well‐being, perceptions of a supportive workplace may help reduce the level of WFC for both direct recipients of support and their partners, in particular when support is experienced by mothers, and when these mothers experience heightened parental satisfaction.     

Numerosity discrimination in preschool children

We used a numerical bisection procedure to examine preschool children's sensitivity to the numerical attributes of stimuli. In Experiment 1 children performed two tasks. In the Cups Task they earned coins for choosing a green cup after two drumbeats and a blue cup after eight drumbeats. In the Gloves Task they earned coins for raising a red glove on their left hand after two drumbeats and a yellow glove on their right hand after eight drumbeats. Then in each task a psychometric function was obtained by presenting intermediate numerosities and recording the percentage of trials in which children chose the "many" option. In Experiment 2 children's performance in a '2 vs. 8' discrimination was compared with their performance in a "4 vs. 16" discrimination. Results showed that the individual psychometric functions were of two types, one in which the percentage of "many" choices increased gradually with stimulus numerosity and another in which it increased abruptly, in a step-like manner. Although the average point of subjective equality was close to the geometric mean of the anchor numerosities and the average functions for "2 vs. 8" and "4 vs. 16" superimposed when plotted on a common scale (the scalar property), the individual data were highly variable both across tasks (Cups and Gloves) and numerosity ranges ('2 vs. 8' and '4 vs. 16'). It is suggested that between- and within-subjects variability in the psychometric function is related to children's verbalizations about the sample stimulus.