Maturation of the long-latency auditory ERP: step function changes at start and end of adolescence

The auditory event-related potential (ERP) is obtained by averaging electrical impulses recorded from the scalp in response to repeated stimuli. Previous work has shown large differences between children, adolescents and adults in the late auditory ERP, raising the possibility that analysis of waveform shape might be useful as an index of brain maturity. We reanalysed auditory ERPs from samples previously described by Albrecht, von Suchodoletz and Uwer (2000) and Uwer, Albrecht and von Suchodoletz (2002), using the intraclass correlation (ICC) as a global measure of similarity of an individual's waveform to a grand average comparison waveform for each age band. Three developmental periods were clearly distinguished: 5 to 12 years, 13 to 16 years, and adulthood. However, within each of these periods, there was no evidence of any developmental progression with age.     

The impact of negative moods on self-enhancing cognitions: the role of reflective versus ruminative mood orientations

This research program examined how self-focused attention to feelings affects the relation between mood negativity and self-enhancing thought. The primary hypothesis was that the particular manner in which people focus on their moods (reflective vs. ruminative) determines whether they reveal positive (i.e., mood-incongruent) or negative (i.e., mood-congruent) self-relevant thoughts in response to negative moods. Studies 1-4 revealed that social comparisons, temporal comparisons, and other self-enhancing cognitions (i.e., attributions, disidentification, relationship evaluations) are more likely to be mood incongruent when people adopt a reflective orientation to their negative feelings and more likely to be mood congruent when they adopt a ruminative orientation. Additionally, moods and mood orientations affected self-enhancing thoughts through the mediating influence of mood regulation goals and intentions (Studies 5 and 6).     

Size matters: saccades during scene perception

We investigated the effect of image size on saccade amplitudes. First, in a meta-analysis, relevant results from previous scene perception studies are summarised, suggesting the possibility of a linear relationship between mean saccade amplitude and image size. Forty-eight observers viewed 96 colour scene images scaled to four different sizes, while their eye movements were recorded. Mean and median saccade amplitudes were found to be directly proportional to image size, while the mode of the distribution lay in the range of very short saccades. However, saccade amplitudes expressed as percentages of image size were not constant over the different image sizes; on smaller stimulus images, the relative saccades were found to be larger, and vice versa. In sum, and as far as mean and median saccade amplitudes are concerned, the size of stimulus images is the dominant factor. Other factors, such as image properties, viewing task, or measurement equipment, are only of subordinate importance. Thus, the role of stimulus size has to be reconsidered, in theoretical as well as methodological terms.     

Immigrant children's peer acceptance and victimization in kindergarten: The role of local language competence

The study investigates peer acceptance and victimization of immigrant and Swiss children in kindergarten classes. Our first aim is to compare peer acceptance and victimization of Swiss and immigrant children. Secondly, we explore the role of their local language competences (LLCs). The sample was drawn from kindergartens in communities in the German‐speaking part of Switzerland. A representative sample of 568 boys and 522 girls (mean age 5.8 years) took part in the research. Teachers completed questionnaires on children's victimization, bullying, and LLC. The nationality background of parents was indicated by teachers and parents. To assess peer acceptance, a peer nomination method was used. Immigrant children showed less acceptance by peers and were more often victimized than their Swiss peers. There was a significant interaction effect for LLC and national background of mothers, showing that LLC was positively associated with peer acceptance for children of an immigrant background but not for Swiss children. Furthermore, peer acceptance mediated the effect of national background of mothers on victimization. Results are discussed in terms of the need to improve immigrant children's LLC.     

Secondos

“Secondo” is a Swiss term for a person of the second generation after migration. While migrant children of the first generation carry high psychosocial risks, the rate of behavioral or emotional disorders is only slightly higher in children of the second generation. Early childhood raising practices and socialization can differ greatly from one country to the next which have to be considered in psychotherapy. Specific child raising practices and the effects are exemplified for India. Two case reports of a boy with a major depression and a girl with a combined depressive and anxiety disorder illustrate the relevance of an Asian cultural background in the second generation. Both children were treated with sandplay therapy.     

Worte wägen

Interventions relating to cognition without the intention of interpretation occur in classical psychodynamic therapy; however, the application is less elaborated than in cognitive behavior therapy. It can often also be observed that “dysfunctional” cognition is accepted over a long time by psychodynamic therapists without any reflection. This article discusses specific work on this topic and the use of functional cognition and this is recommended for structurally disturbed and traumatized patients.     

Toward Increasing Fairness in Score Scale Calibrations Employed in International Large-Scale Assessments

In this article, we investigate the creation of comparable score scales across countries in international assessments. We examine potential improvements to current score scale calibration procedures used in international large-scale assessments. Our approach seeks to improve fairness in scoring international large-scale assessments, which often ignore item misfit in score scale calibrations. We also seek to obtain improved model-data fit estimates when calibrating international score scales. To this end, we examine the use of two alternative score scale calibration procedures: (a) a language-based score scale and (b) a more parsimonious international scale wherein a large proportion of international parameters are used with a subset of country-based parameters for items that misfit in the international scale. In our analyses, we used data from all 40 countries participating in the Progress in International Reading Literacy Study. Our findings revealed that current score scale calibration procedures yield large numbers of misfitting items (higher than 25% for some countries). Our proposed approach diminished the effects of proportion of item misfit on score scale calibrations and also yielded enhanced model-data fit estimates. These results lead to enhancing confidence in measurements obtained from international large-scale assessments.     

A matter of font type: The effect of serifs on the evaluation of scientific abstracts

Text‐based communication is one of the substantial ways of spreading scientific information. While the content and contextual aspects of written words have been widely researched, the impact of font characteristics on text perception is an almost blank page. The following study deals with the influence of serifs on the evaluation of online‐presented scientific abstracts. Yet there is only evidence for faster reading times when texts are presented in sans‐serif fonts, although the opposite is stated in parts of the literature. The present work examines if the presence or absence of serifs also have an impact on the appraisal of scientific texts when all other important font characteristics do not change. For this purpose, 188 university students participated in an online experiment and rated different aspects of scientific abstracts as well as of the research outlined in the abstracts. The results show that missing serifs led to increased reading speed. However, and in contrast to the perceptual fluency hypothesis, the presence of serifs had a positive effect on all evaluation dimensions. The results of a second study with 187 participants also indicated that reading fluency counteracted the liking of texts. Implications for future studies and media production are discussed.