Neonatal imitation, gaze aversion, and mother-infant interaction

A relationship between elicited imitation in neonates and social interaction has been proposed by several investigators. The present work examines if such a relationship can be found when studying neonatal imitation, gaze aversion, and mother-infant interaction. Thirty-two infants were observed at 2 to 3 days, 3 weeks, and 3 months of age. Imitation of tongue protrusion and mouth opening was assessed in all three observations. In addition, a face-to-face interaction between mother and child was included when the child reached 3 months of age. The most striking result was a negative relationship between the infants' brief gaze aversion observed at 3 months of age while interacting with their mothers and the infants' imitative reactions at 2 to 3 days, 3 weeks, and 3 months of age. Behaviorally, these patterns indicate that high-imitating infants tend to display fewer episodes of brief gaze aversion when interacting with their mothers.     

Social support from fellow group members triggers additional effort in groups

This research demonstrates social support from fellow group members as unique trigger of additional effort and performance in groups. Support‐induced effort gains are shown both compared with groups without social support and individual work. Study 1 examined existing beliefs about motivating group work among employees with professional group work experience (n = 130). The results revealed social support as one of the most frequently reported sources of group‐induced effort gains. Study 2 explored self‐reported effort intentions in group training scenarios among athletes (n = 94). Finally, Study 3 examined performance as a manifest indicator of effort in an experimental persistence task among students (n = 88). The results of Study 2 and Study 3 showed significant gains due to social support in both self‐reported effort and manifest performance, respectively. Together, the results demonstrate that receiving social support from fellow group members leads to higher effort in groups at the level of existing beliefs about motivating group work, at the level of effort intentions, and at the level of manifest performance behavior. The observed findings cannot be explained by established sources of motivation gains in groups such as social comparison or social indispensability. Copyright © 2014 John Wiley & Sons, Ltd.     

Working memory in children: tracing age differences and special educational needs to parameters of a formal model

Parameters of a formal working-memory model were estimated for verbal and spatial memory updating of children. The model proposes interference though feature overwriting and through confusion of whole elements as the primary cause of working-memory capacity limits. We tested 2 age groups each containing 1 group of normal intelligence and 1 deficit group. For young children the deficit was developmental dyslexia; for older children it was a general learning difficulty. The interference model predicts less interference through overwriting but more through confusion of whole elements for the dyslexic children than for their age-matched controls. Older children exhibited less interference through confusion of whole elements and a higher processing rate than young children, but general learning difficulty was associated with slower processing than in the age-matched control group. Furthermore, the difference between verbal and spatial updating mapped onto several meaningful dissociations of model parameters.     

Estimation of Effect Heterogeneity in Rare Events Meta-Analysis

Psychometrika - The paper outlines several approaches for dealing with meta-analyses of count outcome data. These counts are the accumulation of occurred events, and these events might be rare, so...     

Comparing the Effectiveness of Two Communication Formats on Visitors’ Understanding of Nanotechnology

ABSTRACT

The authors investigated the results of the Europe-wide initiative NanoToTouch, which aims to create innovative environments in science museums to encourage public understanding of nanotechnology and nanotechnological research. The concepts of civic scientific literacy and expert–layperson communication formed the theoretical framework of the study. Two kinds of communication formats, which varied in the degree to which presentations were individualized for visitors, were established and investigated in five museums and science centers in four countries. The findings from 522 visitors indicate (a) a positive response from visitors regarding both formats with some differences between them; (b) an increase in visitors’ self-perceived level of knowledge, which was considerably higher for nanotechnological content than for nanotechnological research; and (c) a predominance of situational aspects, compared to personal variables, influencing visitors’ learning. Results are discussed in terms of an effective implementation of these communication formats in museums.