Gender Differences in the Relationship of Puberty with Adolescents’ Depressive Symptoms: Do Body Perceptions Matter?

This study explored how pubertal status is related to depressive symptoms among adolescent boys and girls and whether body perceptions explained this relationship. This study is based on a national random US sample of adolescents from the National Longitudinal Study of Adolescent Health (9,011 girls and 8,781 boys). Results showed that boys and girls responded differently to puberty. During the transition to puberty boys had higher depressive symptoms than post-pubertal boys, due to perceptions that they were not as physically large and developed as their peers. Pre-pubertal and post-pubertal boys did not significantly differ on depressive symptoms. Post-pubertal girls had higher depressive symptoms than pre-pubertal girls, due to perceptions that they were overweight and more physically developed than their peers.     

Posttraumatic stress disorder and physical health symptoms among women seeking help for relationship aggression.

This study examined associations between intimate partner aggression and physical health symptoms among a sample of help-seeking women experiencing relationship aggression (N = 388). Using a structural equation modeling framework, the authors found posttraumatic stress disorder (PTSD) symptoms to fully mediate the associations of both physical and psychological aggression with physical health symptoms. The influence of PTSD symptoms on physical health symptoms was partially mediated by anger/irritability. Results were consistent with studies from other trauma groups suggesting that PTSD is pivotal with respect to explaining the effects of trauma on health.     

Impression‐formation advantage in memory for faces: When eyewitnesses are interested in targets' likeability,rather than their identity

The advantage in person memory of impression formation over memory task instructions is shown to extend to the eyewitness identification paradigm. Instructions to form an impression of target persons led to more accurate identifications in subsequent photo line‐ups than explicit instructions to memorize the targets (Experiment 1). Prior knowledge that a crime was going on did not affect performance. Two confounded components of the successful instruction condition were decomposed in Experiment 2, showing that the enhanced performance is due to the impression task proper, rather than the absence of explicit memory instructions. Analyses of hits and false alarms revealed that the positive influence of impression formation on discrimination performance was due to a genuine enhancement in discrimination ability rather than merely a shift toward a stricter response criterion. Experiment 3 provided some evidence to suggest that eyewitness performance can even be influenced by recontextualization efforts and impression judgments at the time of retrieval. Copyright © 2008 John Wiley & Sons, Ltd.     

Evaluating Models of Gesture and Speech Production for People With Aphasia

People with aphasia use gestures not only to communicate relevant content but also to compensate for their verbal limitations. The Sketch Model (De Ruiter, 2000) assumes a flexible relationship between gesture and speech with the possibility of a compensatory use of the two modalities. In the successor of the Sketch Model, the AR-Sketch Model (De Ruiter, 2017), the relationship between iconic gestures and speech is no longer assumed to be flexible and compensatory, but instead iconic gestures are assumed to express information that is redundant to speech. In this study, we evaluated the contradictory predictions of the Sketch Model and the AR-Sketch Model using data collected from people with aphasia as well as a group of people without language impairment. We only found compensatory use of gesture in the people with aphasia, whereas the people without language impairments made very little compensatory use of gestures. Hence, the people with aphasia gestured according to the prediction of the Sketch Model, whereas the people without language impairment did not. We conclude that aphasia fundamentally changes the relationship of gesture and speech.     

AMICAI: A Method Based on Risk Analysis to Integrate Responsible Research and Innovation into the Work of Research and Innovation Practitioners

Science and Engineering Ethics - The integration of ethics into the day-to-day work of research and innovation (R&I) is an important but difficult challenge. However, with the Aachen method...     

Only the right noise? Effects of phonetic and visual input variability on 14‐month‐olds' minimal pair word learning

Seminal work by Werker and colleagues (Stager & Werker [1997] Nature, 388, 381–382) has found that 14‐month‐old infants do not show evidence for learning minimal pairs in the habituation‐switch paradigm. However, when multiple speakers produce the minimal pair in acoustically variable ways, infants' performance improves in comparison to a single speaker condition (Rost & McMurray [2009] Developmental Science, 12, 339–349). The current study further extends these results and assesses how different kinds of input variability affect 14‐month‐olds' minimal pair learning in the habituation‐switch paradigm testing German learning infants. The first two experiments investigated word learning when the labels were spoken by a single speaker versus when the labels were spoken by multiple speakers. In the third experiment we studied whether non‐acoustic variability, implemented by visual variability of the objects presented together with the labels, would also affect minimal pair learning. We found enhanced learning in the multiple speakers compared to the single speaker condition, confirming previous findings with English‐learning infants. In contrast, visual variability of the presented objects did not support learning. These findings both confirm and better delimit the beneficial role of speech‐specific variability in minimal pair learning. Finally, we review different proposals on the mechanisms via which variability confers benefits to learning and outline what may be likely principles that underlie this benefit. We highlight among these the multiplicity of acoustic cues signalling phonemic contrasts and the presence of relations among these cues. It is in these relations where we trace part of the source for the apparent paradoxical benefit of variability in learning.     

Comparing the effects of generating questions,testing, and restudying on students' long-term recall in university learning

We compared the long-term effects of generating questions by learners with answering questions (i.e., testing) and restudying in the context of a university lecture. In contrast to previous studies, students were not prepared for the learning strategies, learning content was experimentally controlled, and effects on factual and transfer knowledge were examined. Students' overall recall performance after one week profited from generating questions and testing but not from restudying. When analyzing the effects on both knowledge types separately, traditional analyses revealed that only factual knowledge appeared to benefit from testing. However, additional Bayesian analyses suggested that generating questions and testing similarly benefit factual and transfer knowledge compared with restudying. The generation of questions thus seems to be another powerful learning strategy, yielding similar effects as testing on long-term retention of coherent learning content in educational contexts, and these effects emerge for factual and transfer knowledge.     

Forty years on: teachers' assessments of children's personality traits predict self-reported health behaviors and outcomes at midlife.

A life span health-behavior model was investigated in this longitudinal study of personality influences on health. Teachers assessed 963 elementary schoolchildren on traits that formed scales assessing the dimensions of the five-factor (Big Five) model of personality. Smoking, alcohol use, body mass index (BMI), and self-rated health were assessed 40 years later in midlife. Childhood personality traits were significantly associated with all 4 outcomes, and the effects were consistently larger for women than men. For men and women, childhood Conscientiousness was associated with less adult smoking and better adult self-rated health and, for women only, with lower adult BMI. Mediation analyses suggested that the effects of Conscientiousness on self-rated health were partially mediated by smoking and BMI. These findings add to the growing evidence that childhood personality traits predict adult health outcomes and are discussed in terms of future testing of the life span health-behavior model.