Age and experience shape developmental changes in the neural basis of language-related learning

Very little is known about the neural underpinnings of language learning across the lifespan and how these might be modified by maturational and experiential factors. Building on behavioral research highlighting the importance of early word segmentation (i.e. the detection of word boundaries in continuous speech) for subsequent language learning, here we characterize developmental changes in brain activity as this process occurs online, using data collected in a mixed cross-sectional and longitudinal design. One hundred and fifty-six participants, ranging from age 5 to adulthood, underwent functional magnetic resonance imaging (fMRI) while listening to three novel streams of continuous speech, which contained either strong statistical regularities, strong statistical regularities and speech cues, or weak statistical regularities providing minimal cues to word boundaries. All age groups displayed significant signal increases over time in temporal cortices for the streams with high statistical regularities; however, we observed a significant right-to-left shift in the laterality of these learning-related increases with age. Interestingly, only the 5- to 10-year-old children displayed significant signal increases for the stream with low statistical regularities, suggesting an age-related decrease in sensitivity to more subtle statistical cues. Further, in a sample of 78 10-year-olds, we examined the impact of proficiency in a second language and level of pubertal development on learning-related signal increases, showing that the brain regions involved in language learning are influenced by both experiential and maturational factors.     

Spoiled milk: an experimental examination of bias against mothers who breastfeed

Drawing from the objectification literature, three experiments tested the hypothesis that breastfeeding mothers are the victims of bias. In Study 1, participants rated a woman who had breastfed as incompetent. Study 2 replicated these effects and determined that the bias was specific to conditions that sexualized the breast. In Study 3, participants interacted with a confederate in which attention was drawn to her as a mother, as a mother who breastfeeds, as a woman with sexualized breasts, or in a neutral condition. Results showed the breastfeeding confederate was rated significantly less competent in general, in math and work specifically, and was less likely to be hired compared to all other conditions, except for the sexualized breast condition. Importantly, the breastfeeding mother emphasis and the sexualized breast emphasis resulted in equally negative evaluations. Results suggest that although breastfeeding may be economical and healthy, the social cost is potentially great.     

When bicycle pump is harder to read than bicycle bell: effects of parsing cues in first and second language compound reading

Reading and understanding morphologically complex words can sometimes be a particular challenge to nonnative speakers. For example, compound words consist of multiple free morphemes, oftentimes without explicit marking of the morpheme boundaries. In a lexical decision task, we investigated compound reading in native and nonnative speakers of Dutch. The compounds differed in that the letter bigram that formed the morpheme boundary could or could not occur within a Dutch morpheme, thus providing an orthotactic cue as to the position of the morpheme boundary. Native and nonnative speakers responded faster to compounds that contained such an orthotactic cue. Additional analyses showed that although native speakers used this cue for long, but not for short compounds, no such word length modulation was observed for nonnative speakers. It is suggested that orthotactic parsing cues are used during compound reading and possibly even more so in nonnative speakers.     

Self‐Compassion,Self‐Esteem,and Well‐Being

This article focuses on the construct of self‐compassion and how it differs from self‐esteem. First, it discusses the fact that while self‐esteem is related to psychological well‐being, the pursuit of high self‐esteem can be problematic. Next it presents another way to feel good about oneself: self‐compassion. Self‐compassion entails treating oneself with kindness, recognizing one’s shared humanity, and being mindful when considering negative aspects of oneself. Finally, this article suggests that self‐compassion may offer similar mental health benefits as self‐esteem, but with fewer downsides. Research is presented which shows that self‐compassion provides greater emotional resilience and stability than self‐esteem, but involves less self‐evaluation, ego‐defensiveness, and self‐enhancement than self‐esteem. Whereas self‐esteem entails evaluating oneself positively and often involves the need to be special and above average, self‐compassion does not entail self‐evaluation or comparisons with others. Rather, it is a kind, connected, and clear‐sighted way of relating to ourselves even in instances of failure, perceived inadequacy, and imperfection.     

Assessing within-person personality variability via frequency estimation: More evidence for a new measurement approach

Variability in personality has been recognized in recent years as an important aspect of personality both conceptually and empirically. A relatively new and efficient method of obtaining variability information is frequency-based personality assessment (Edwards & Woehr, 2007). The purpose of the present research is to further examine the viability of frequency-based personality measurement as an alternative to traditional (Likert-type) measurement and to assess the usefulness of the variance-based parameters. Toward this end, three studies are presented. Specifically, Study 1 examined relationships between a frequency-based measure of the Big Five personality traits and several motivational variables. Study 2 examined the moderating role of temporal consistency information (provided by frequency-based measurement) on relationships between personality and peer ratings of task performance. Study 3 compared the frequency-based measure to a Likert-type measure with respect to each measure’s susceptibility to deliberate response distortion. Results indicated that consistency information increases the predictive validity of agreeableness and conscientiousness and that a frequency-based format is less susceptible to faking than a Likert-type format for conscientiousness, emotional stability, and openness to experience.     

Behavioral assessment of physical activity in obese preschool children

We measured changes in physical activity in 2 obese preschool children when a package intervention was evaluated in a reversal design. Physical activity was measured via direct observation and pedometers. Although the intervention produced only modest increases in activity, the results provide preliminary concurrent validation for the dependent measures used, in that the two measures covaried and a similar degree of change was observed with each across baseline and intervention phases.     

Which fearful toddlers should we worry about? Context, fear regulation, and anxiety risk

In the current study, the author tested a model of risk for anxiety in fearful toddlers characterized by the toddlers' regulation of the intensity of withdrawal behavior across a variety of contexts. Participants included low-risk 24-month-old toddlers (N = 111) followed longitudinally each year through the fall of their kindergarten year. The key hypothesis was that being fearful in situations that are relatively low in threat (i.e., are predictable and controllable and in which children have many coping resources) is an early precursor to risk for anxiety development as measured by parental and teacher reports of children's anxious behaviors in kindergarten. Results supported the prediction such that it is not how much fear is expressed but when and how the fear is expressed that is important for characterizing adaptive behavior. Implications are discussed for a model of risk that includes the regulation of fear, the role of eliciting context, social wariness, and the importance of examining developmental transitions, such as the start of formal schooling. These findings have implications for the methods used to identify fearful children who may be at risk for developing anxiety-related problems.     

The Role of Anxiety Sensitivity and Mindful Attention in Anxiety and Worry About Bodily Sensations Among Adults Living With HIV/AIDS

The current study examined cognitive factors that may be relevant to understanding anxiety and worry about bodily sensations among an HIV/AIDS population. Specifically, this investigation tested the main and interactive effects of anxiety sensitivity and mindful attention on anxious arousal, bodily vigilance, interoceptive fear, and HIV symptom distress among 164 adults with HIV/AIDS. Results indicated that anxiety sensitivity was positively related to anxious arousal, bodily vigilance, and interoceptive fear, but not HIV symptom distress. Mindful attention was negatively related to anxious arousal, interoceptive fear, and HIV symptom distress, but not bodily vigilance. These main effects for anxiety sensitivity and mindful attention were evident after controlling for disease stage, years with HIV, and demographic variables. There were no interactive effects between anxiety sensitivity and mindful attention. Results are discussed in terms of the clinical implications for identifying and treating anxiety and worry about bodily sensations among adults with HIV/AIDS. Limitations of this study include the use of cross-sectional data and self-report assessments.     

"Prejudiced" behavior without prejudice? Beliefs about the malleability of prejudice affect interracial interactions

Prejudiced behavior is typically seen as emanating from prejudiced attitudes. Eight studies showed that majority-group members' beliefs about prejudice can create seemingly "prejudiced" behaviors above and beyond prejudice measured explicitly (Study 1b) and implicitly (Study 2). Those who believed prejudice was relatively fixed, rather than malleable, were less interested in interracial interactions (Studies 1a-1d), race- or diversity-related activities (Study 1a), and activities to reduce their prejudice (Study 3). They were also more uncomfortable in interracial, but not same-race, interactions (Study 2). Study 4 manipulated beliefs about prejudice and found that a fixed belief, by heightening concerns about revealing prejudice to oneself and others, depressed interest in interracial interactions. Further, though Whites who were taught a fixed belief were more anxious and unfriendly in an interaction with a Black compared with a White individual, Whites who were taught a malleable belief were not (Study 5). Implications for reducing prejudice and improving intergroup relations are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved).