Group identity and peer relations: A longitudinal study of group identity,perceived peer acceptance,and friendships amongst ethnic minority English children

This research examined whether peer relationships amongst ethnic minority status children reflect the social groups to which children belong and the degree to which they identify with these groups. A longitudinal study was conducted to investigate the influence of group identities (i.e., ethnic and national) on children's perceived peer acceptance and preference for same‐ethnic friendships. Measures of ethnic and English identification, perceived peer acceptance, and friendship choice were administered to 207 south‐Asian English children, aged between 5 and 11, at two time points 6 months apart. In line with predictions, longitudinal analysis showed that bicultural identification (i.e., higher ethnic and English identity) was related to higher perceived peer acceptance and less preference for same‐ethnic friendships. Importantly, as hypothesized, this finding was limited to the older children with more advanced social‐cognitive abilities. The results suggest that older children who adopted a bicultural identity were able to strategically ‘flag’ their multiple group identities, within their multicultural peer groups, to obtain acceptance amongst the maximum number of peers and show less preference for same‐ethnic friendships. This study extends previous peer relations research, which has typically focused on individual social deficits or classroom norms, by showing that group identities influence peer relationships amongst ethnic minority status children.     

The dynamics,processes, mechanisms,and functioning of personality: An overview of the field

Personality psychology has long focused on structural trait models, but it can also offer a rich understanding of the dynamics, processes, mechanisms, and functioning of individual differences or entire persons. The field of personality dynamics, which works towards such an understanding, has experienced a renaissance in the last two decades. This review article seeks to act as a primer of that field. It covers its historical roots, summarizes current research strands – along with their theoretical backbones and methodologies – in an accessible way, and sketches some considerations for the future. In doing so, we introduce relevant concepts, give an overview of different topics and phenomena subsumed under the broad umbrella term ‘dynamics’, and highlight the interdisciplinarity as well as applied relevance of the field. We hope this article can serve as a useful overview for scholars within and outside of personality psychology who are interested in the dynamic nature of human behaviour and experience.     

Contribution of somesthetic information to the perception of body orientation in the pitch dimension

This study investigated the contribution of otolithic and somesthetic inputs in the perception of body orientation when pitching at very slow velocities. In Experiment 1, the subjects' task was to indicate their subjective postural vertical, in two different conditions of body restriction, starting from different angles of body tilt. In the "strapped" condition, subjects were attached onto a platform by means of large straps. In the "body cast" condition, subjects were completely immobilized in a depressurized system, which attenuates gravity-based somesthetic cues. Results showed that the condition of body restriction and the initial tilt largely influenced the subjective postural vertical. In Experiment 2, subjects were displaced from a vertical position and had to detect the direction of body tilts. Results showed that the threshold for the perception of body tilt was higher when subjects were immobilized in the body cast and when they were tilted backward. Experiment 3 replicated the same protocol from a supine starting position. Compared to results of Experiment 2, the threshold for the perception of body tilt decreased significantly. Overall, these data suggested that gravity-based somesthetic cues are more informative than otolithic cues for the perception of a quasi-static body orientation.     

Horses discriminate between human facial and vocal expressions of sadness and joy

Animal Cognition - Communication of emotions plays a key role in intraspecific social interactions and likely in interspecific interactions. Several studies have shown that animals perceive human...     

Children acquire the later‐greater principle after the cardinal principle

Many have proposed that the acquisition of the cardinal principle (CP) is a result of the discovery of the numerical significance of the order of the number words in the count list. However, this need not be the case. Indeed, the CP does not state anything about the numerical significance of the order of the number words. It only states that the last word of a correct count denotes the numerosity of the counted set. Here, we test whether the acquisition of the CP involves the discovery of the later‐greater principle – that is, that the order of the number words corresponds to the relative size of the numerosities they denote. Specifically, we tested knowledge of verbal numerical comparisons (e.g., Is ‘ten’ more than ‘six’?) in children who had recently learned the CP. We find that these children can compare number words between ‘six’ and ‘ten’ only if they have mapped them onto non‐verbal representations of numerosity. We suggest that this means that the acquisition of the CP does not involve the discovery of the correspondence between the order of the number words and the relative size of the numerosities they denote.