Preadolescents' Social Judgments: The Relationship Between Self-Endorsement of Traits and Gender-Related Judgments of Female Peers

The present study investigated therelationship between preadolescents' and earlyadolescents' inferences and judgments of a target girl,their self-endorsement of traditionally feminine andmasculine traits, the gender of the playmates and thegender-typedness of the game. Preadolescents and earlyJewish Israeli adolescents males and females (n = 251)were shown a video film portraying a female targetplaying a feminine, masculine or neutral game witheither boys or girls and then made a variety ofinferences and judgments about the target. The gender ofthe playing partners and the gender-typedness of thegame were found to influence preadolescents'inferences of female targets' traits, roles andoccupations, but not their motivational-emotionaljudgments. Gender differences emerged such that theinferences of boys were more often in accordance withtraditional gender stereotypes. Selfendorsement oftraits did not seem to influence preadolescents'judgments, except in those of the cross-gender children.The results are discussed within the framework of genderschema theories.     

Physicalism, Teleology and the Miraculous Coincidence Problem

I focus on Fodor's model of the relationship between special sciences and basic physics, and on a criticism of this model, that it implies that the causal stability of, e.g., the mental in its production of behaviour is nothing short of a miraculous coincidence. David Papineau and Graham Macdonaldendorse this criticism. But it is far less clear than they assume that Fodor's picture indeed involves coincidences, which in any case their injection of a teleological supplement cannot explain. Papineau's and Macdonald's problem is subtly different from a similar one presented by Adrian Cussins. This is no more effective against Fodor's picture, but the kind of account of the relation between the physical and the psychological which could constitute a solution to Cussins' problem is one which, for independent reasons, a physicalist of Fodor's stripe ought to provide.     

How to Identify Negative Actions with Positive Events

It is often assumed that, while ordinary actions are events, ‘negative actions’ (omissions, refrainments, etc.) are absences of events. I claim that a negative action is an ordinary, ‘positive’ event that plays a certain role. I argue that my approach can answer standard objections to the identity of negative actions and positive events.     

Knowing When Help Is Needed: A Developing Sense of Causal Complexity

Research on the division of cognitive labor has found that adults and children as young as age 5 are able to find appropriate experts for different causal systems. However, little work has explored how children and adults decide when to seek out expert knowledge in the first place. We propose that children and adults rely (in part) on “mechanism metadata,” information about mechanism information. We argue that mechanism metadata is relatively consistent across individuals exposed to similar amounts of mechanism information, and it is applicable to a wide range of causal systems. In three experiments, we show that adults and children as young as 5 years of age have a consistent sense of the causal complexity of different causal systems, and that this sense of complexity is related to decisions about when to seek expert knowledge, but over development there is a shift in focus from procedural information to internal mechanism information.     

Assessing psychological inflexibility: the psychometric properties of the Avoidance and Fusion Questionnaire for Youth in two adult samples

The current study examined whether the Avoidance and Fusion Questionnaire for Youth (AFQ-Y; L. A. Greco, W. Lambert, & R. A. Baer, 2008), a self-report measure of psychological inflexibility for children and adolescents, might be useful for measuring psychological inflexibility for adults. The psychometric properties of the AFQ-Y were examined using data from a college student sample (N = 387) and a clinical sample of patients with anxiety disorders (N = 115). The AFQ-Y, but not the Acceptance and Action Questionnaire-II (AAQ-II; F. W. Bond et al., in press), demonstrated a reading level at or below the recommended 5th or 6th grade reading level. The AFQ-Y also demonstrated adequate reliability (internal consistency), factorial validity, convergent and discriminant validity, and concurrent validity predicting psychological symptoms. Moreover, the AFQ-Y showed incremental validity over the AAQ-II in predicting several psychological symptom domains. Implications for the assessment of psychological inflexibility are discussed.     

Always on call: thoughts from a neophyte physician

This commentary describes a new physician who encountered a patient in crisis in a nonmedical environment. It discusses professional obligations, ethical principles, errors committed, and reasoning behind such errors. Unusual circumstances, uncertainty about how to properly identify oneself as a physician, self-doubt, and discomfort with practicing outside one's scope of training are recognized as reasons behind these errors. Medical students should be reminded of their ethical obligation to offer emergency care within their limitations, instructed how to identify themselves, and guided to become competent team leaders. Resident doctors should continue to receive instruction as they internalize ethical principles and identify their scopes of practice. Practicing physicians should be competent in offering basic emergency care if needed.     

Examination of Negative Peer Contagion in a Residential Care Setting

There has been ongoing concern about the negative impact of residential treatment on youth in care. Research examining the impact of negative peer influence in juvenile justice, education, and residential care settings is reviewed. A study was conducted to examine the impact of negative peer contagion on the level of problem behavior in a residential care program, and the extent to which caregiver experience and youth time-in-program mediated that relationship. The study used archival data for 1,438 first-time admissions to a large Midwestern out-of-home residential program for youth with emotional and behavioral problems. Hierarchical Linear Modeling was used to examine the relationship between daily reports of conduct and oppositional defiant disorder (CD/ODD) behaviors and the percentage of conduct disorder youth living in a home. Greater exposure to conduct disordered peers was not related to increased rates of CD/ODD behavior. CD/ODD behavior was directly related to direct care staff level of experience and youth time in program. Implications for residential care are discussed.     

Influence of perceived and preferred coach feedback on youth athletes' perceptions of team motivational climate

ObjectivesThis study examined youth ice hockey players' perceptions of individual feedback received from their coach, and the agreement and discrepancies between preferred and perceived coach feedback patterns, on athletes' perceptions of team motivational climate. The following research questions were answered: How does agreement in perceived and preferred coach feedback relate to task- and ego-involving motivational climate? How does the degree of discrepancy between perceived and preferred coach feedback relate to motivational climate? How does the direction of the discrepancy between perceived and preferred coach feedback relate to motivational climate?DesignThis study used non-probability based sampling within a cross-sectional (survey) design.MethodAthletes (n = 70) completed a self-report survey comprised of measures of coaching feedback and motivational climate. The data were examined using polynomial regression and response surface analysis.ResultsLinear associations were observed between coaching feedback and motivational climate, and unique associations between the perceived and preferred coach feedback discrepancies were distinctly related to increased perceptions of both task- and ego-involved motivational climates.ConclusionsThe type of feedback, purpose of the feedback, and agreement or discrepancy in perceptions and preferences for different feedback styles are important to understanding task- and ego-involved motivational climate in youth sport. Coaching programs should assist coaches in learning their athletes' preferences for positive and negative feedback in sport and matching these preferences with their individual feedback styles.