The influence of norms and social identities on children's responses to bullying

Background. Research on bullying increasingly focuses on social processes, showing that group membership affects children's responses to bullying scenarios. Additionally, correlational research has shown links between norms of cooperation and prosocial behaviour, and between competition and more aggressive forms of behaviour. Aims. This paper focuses on how children's peer group membership affects their group‐based emotions in response to an intergroup bullying incident, and the action tendencies that these emotions predict, in the context of different background norms (for competitive or cooperative behaviour). Sample. Italian schoolchildren, 10–13 years old (N= 128, 65 males) took part in this study. Methods. Participants were randomly assigned to the group of a perpetrator, target, or third‐party group member described in a scenario. Next, they played a game designed to induce a cooperative, competitive, or neutral norm, and read the scenario. They then answered a questionnaire measuring their group‐based emotions. Results. Results underscored the role of norms and group processes in responses to bullying. In particular, children exposed to a cooperative norm expressed less pride and more regret and anger about the bullying than those in other conditions. Conclusions. This study indicates that the influence peer groups have on bullying may be tempered by the introduction of a cooperative normative context to the school setting.     

Voices of Dialogue and Directivity in Family Therapy With Refugees: Evolving Ideas About Dialogical Refugee Care

In this article, we reflect on our evolving ideas regarding a dialogical approach to refugee care. Broadening the predominant phased trauma care model and its engaging of directive expertise in symptom reduction, meaning making, and rebuilding connectedness, these developing dialogical notions involve the negotiation of silencing and disclosure, meaning and absurdity, hope and hopelessness in a therapeutic dialogue that accepts its encounter of cultural and social difference. In locating therapeutic practice within these divergent approaches, we argue an orientation on collaborative dialogue may operate together with notions from the phased trauma care model as heuristic background in engaging a polyphonic understanding of coping with individual and family sequelae of forced displacement. This locating of therapeutic practice, as informed by each perspective, invites us to remain present to fragments of therapeutic positioning that resonate power imbalance or appropriation in a therapeutic encounter imbued with a social context that silences refugees’ suffering. In a clinical case analysis, we further explore these relational complexities of negotiating directive expertise and collaborative dialogue in the therapeutic encounter with refugee clients.     

Emergent literacy and early writing skills

In the present study, the authors aimed to assess the short- and long-term predictive power of the various components of an emergent literacy model on early writing abilities in a language with a mainly transparent orthography (Italian). Emergent literacy skills were assessed in 72 children (M age = 5.05 years, SD = +/- .03) who were followed longitudinally from preschool to the end of the first grade of primary school. Their early writing abilities (orthographic correctness in writing individual words) and their advanced writing abilities (orthographic correctness in text writing) were tested at the beginning and at the end of the school year. Multiple stepwise and logistic regression analyses were conducted to evaluate the predictive capacities of emergent literacy abilities on early and advanced writing competences. Results show that notational competence is a strong predictor of early writing skills and that phonological competence only has an effect insofar as it is integrated with notational competence. Emergent literacy competences do not significantly predict orthographic errors in advanced text writing. This research allows for reconsideration of the importance of phonological awareness and gives a central role to notational competence in predicting early writing competence.     

No own-age bias in 3-year-old children: More evidence for the role of early experience in building face-processing biases

This study aimed to investigate the presence of an own-age bias in young children who accumulated different amounts of early experience with child faces. Discrimination abilities for upright and inverted adult and child faces were tested using a delayed two-alternative, forced-choice matching-to-sample task in two groups of 3-year-old children, one composed of first-born children and the other composed of children who, from the time of their birth, had daily exposure to a child face through the presence of an older sibling in their home. Children without an older sibling were better at differentiating among adult faces than among child faces and showed an inversion effect that was selective for adult faces. Children with an older sibling were equally skilled at differentiating upright adult and child faces and showed inversion effects of comparable magnitude for both face types. Results support the notion that face representational space of younger children is tuned to adult faces and suggest that age biases during early childhood are dependent on the effects of early experience.     

The energetics of motivated cognition: a force-field analysis

A force-field theory of motivated cognition is presented and applied to a broad variety of phenomena in social judgment and self-regulation. Purposeful cognitive activity is assumed to be propelled by a driving force and opposed by a restraining force. Potential driving force represents the maximal amount of energy an individual is prepared to invest in a cognitive activity. Effective driving force corresponds to the amount of energy he or she actually invests in attempt to match the restraining force. Magnitude of the potential driving force derives from a combination of goal importance and the pool of available mental resources, whereas magnitude of the restraining force derives from an individual's inclination to conserve resources, current task demands, and competing goals. The present analysis has implications for choice of means to achieve one's cognitive goals as well as for successful goal attainment under specific force-field constellations. Empirical evidence for these effects is considered, and the underlying theory's integrative potential is highlighted. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

How does cognition evolve? Phylogenetic comparative psychology

Now more than ever animal studies have the potential to test hypotheses regarding how cognition evolves. Comparative psychologists have developed new techniques to probe the cognitive mechanisms underlying animal behavior, and they have become increasingly skillful at adapting methodologies to test multiple species. Meanwhile, evolutionary biologists have generated quantitative approaches to investigate the phylogenetic distribution and function of phenotypic traits, including cognition. In particular, phylogenetic methods can quantitatively (1) test whether specific cognitive abilities are correlated with life history (e.g., lifespan), morphology (e.g., brain size), or socio-ecological variables (e.g., social system), (2) measure how strongly phylogenetic relatedness predicts the distribution of cognitive skills across species, and (3) estimate the ancestral state of a given cognitive trait using measures of cognitive performance from extant species. Phylogenetic methods can also be used to guide the selection of species comparisons that offer the strongest tests of a priori predictions of cognitive evolutionary hypotheses (i.e., phylogenetic targeting). Here, we explain how an integration of comparative psychology and evolutionary biology will answer a host of questions regarding the phylogenetic distribution and history of cognitive traits, as well as the evolutionary processes that drove their evolution.     

Tracking the Emotional Cost of Immigration: Ethno-religious Differences and Women’s Mental Health

The challenges of the settlement process can at times give way to persistent feelings of sadness, loneliness, and despair for immigrant women. Based on analysis of the Longitudinal Survey of Immigrants to Canada, this article shows that immigrant women’s self-reported experiences of mental health vary at arrival and over the course of the settlement process because of the intersection of pre- and post-migration factors. The results show how ethnic origins and religious differences intersect with women’s main activities in Canada and influence multiple mental health trajectories. Immigrant women strategically pursue different post-migration pathways because some are more likely to find the social interactions of employment contexts emotionally distressing while for others shouldering responsibilities for full-time care work in the home leads to mental health problems. Still others who study to retrain or get a Canadian degree find the experience detrimental to their emotional health. However, these very same activities can be conducive to mental well-being for women with different ethno-religious backgrounds. The results illustrate that the intersection of ethnicity, religion, and gender in a stratified Canadian society is complex and produces a range of mental health outcomes. Concerns are raised about the high emotional toll of racialized Canadian workplaces and the stress that some employed Muslim women report. An awareness of influences on immigrant women’s mental health can assist employers and public service providers as well as members of cultural associations and religious groups in providing appropriate social support for them in the early months and years after arrival.     

The Distinct Psychologies of “Looking” and “Leaping”: Assessment and Locomotion as the Springs of Action

Actions require two essential functions: assessment and locomotion. Assessment determines one’s goals and selects the means. Locomotion translates these into concrete behavior. In past work, assessment and locomotion have been portrayed as co‐ordinated and interdependent, or associated with different action phases. In contrast, we review recent theorizing and research that depict assessment and locomotion as autonomous and complementary. Recent evidence supports this conception for the behavior of individuals, groups, organizations, and cultures in reference to actions at different levels of analysis.     

Illusory lightness in the Delboeuf figure

A white disk presented inside a small concentric circle (a display like the Delboeuf figure) looks lighter than when inside a larger one. The magnitude of the effect was measured with 20 observers (10 women, 10 men; ages 19 to 26 years). The decrements in luminance of the disk inside the smaller circle, in order to match the lightness of the disk inside the larger circle, are reported for three different grey backgrounds and correspond to 9.13, 10.33, and 10.46%.     

Faces are special for newly hatched chicks: evidence for inborn domain‐specific mechanisms underlying spontaneous preferences for face‐like stimuli

It is currently being debated whether human newborns’ preference for faces is due to an unlearned, domain‐specific and configural representation of the appearance of a face, or to general mechanisms, such as an up‐down bias (favouring top‐heavy stimuli, which have more elements in their upper part). Here we show that 2‐day‐old domestic chicks, visually naïve for the arrangement of inner facial features, spontaneously prefer face‐like, schematic, stimuli. This preference is maintained when the up‐down bias is controlled for (Experiment1) or when put in direct conflict with facedness (Experiment 4). In contrast, we found no evidence for the presence of an up‐down bias in chicks (Experiment 2). Moreover, our results indicate that the eye region of stimuli is crucial in determining the expression of spontaneous preferences for faces (Experiments 3 and 4).