L'APPRENTISSAGE DE LA NOTION D'INCLUSION DE CLASSES CHEZ DE JEUNES ENFANTS BAOULÉS (CÔTE D'IVOIRE)*

This training study of the concept of class inclusion follows a previous paper on the training of the conservation of liquids (Dasen et al. 1979). Twenty-eight African (Baoulé) children, aged 7 to 9 years, were attributed to two groups, matched on age, schooling and performance on a pretest comprising 5 concrete operational tasks. Fourteen subjects who performed at stages 1 or 2 on class inclusion were trained according to a method adapted from Inhelder et al. (1974). The training effect was measured during two post-tests at the interval of one month. The results show a stable training effect in half of the subjects; there is a statistically significant generalization to other concepts of the same stage. This finding, which is similar to what has been reported for European children, supports the hypothesis of connections between operational concepts based on the common structure of the ‘grouping’. A ‘time lag’ of about 2 years in the development of class inclusion appears when comparing Baoulé and European children. The absence of very rapid learning (‘actualization’) shows that this lag probably occurs at the competence and not only at the performance level. The training effect is sufficient to reduce and even bridge this lag.     

An Examination of PAI Clinical Descriptors and Correlates in an Outpatient Sample: Tailoring of Interpretive Statements

The Personality Assessment Inventory (PAI; Morey 1991, 2007) was designed to evaluate patterns of psychopathology utilizing validity, clinical, treatment, and interpersonal scales. Its psychometric strengths include easily read items, gradations of responses, and extensive validation. The primary focus of the current study is to examine item-level clinical correlates to inform interpretation. For external validity, the Psychiatric Diagnostic Screening Questionnaire (PDSQ; Zimmerman 2002) was utilized by examining individual items and subscales. The investigation used archival data from 192 outpatients. The most specific and detailed clinical correlates were found for PAI mood disorder scales. Several other clinical scales, such as Schizophrenia (SCZ), had comparatively few clinical correlates. The current findings underscore the need to further validate PAI external correlates in order to augment PAI statements.     

How do mathematical experiences contribute to the choice of mathematics

Sex Roles - This study examined how mathematical experiences influence Dutch pupils' course enrollment in mathematics. Are gender differences in extracurricular, mathematics-related activities...     

Reinventing the algometer: Synopsis of the literature and presentation of a reliable,inexpensive model

This article summarizes the historical development of the algometer in scientific investigations and notes hallmarks in the evolution of the device. The algometer has served as a safe nociceptive stimulus for more than a century. Although the earliest renditions were inexpensive, they were often unreliable and difficult to operate. More modern versions have brought reliability, but at increased expense and complexity. Newer versions have failed to make the device easy enough to use to be practical. The “reinvented” algometer is reliable, less expensive than commercial devices, and easy to build and use. These improvements should allow greater application of the algometer in empirical research and assessment of pain.     

Partial knowledge in the development of number word understanding

A common measure of number word understanding is the give‐N task. Traditionally, to receive credit for understanding a number, N, children must understand that N does not apply to other set sizes (e.g. a child who gives three when asked for ‘three’ but also when asked for ‘four’ would not be credited with knowing ‘three’). However, it is possible that children who correctly provide the set size directly above their knower level but also provide that number for other number words (‘N + 1 givers’) may be in a partial, transitional knowledge state. In an integrative analysis including 191 preschoolers, subset knowers who correctly gave N + 1 at pretest performed better at posttest than did those who did not correctly give N + 1. This performance was not reflective of ‘full’ knowledge of N + 1, as N + 1 givers performed worse than traditionally coded knowers of that set size on separate measures of number word understanding within a given timepoint. Results support the idea of graded representations (Munakata, Trends in Cognitive Sciences, 5, 309–315, 2001.) in number word development and suggest traditional approaches to coding the give‐N task may not completely capture children's knowledge.     

Early Childhood Externalising Behaviour Problems: Child, Parenting, and Family-related Predictors Over Time

This study examined the dynamic relationships between child, parenting, and family-related predictor variables and early childhood externalising behaviour problems. A community sample of 395 Australian children was followed longitudinally, and assessed at 4 and 6 years with the Child Behavior Checklist, Teacher Report Form, and standard measures of parenting, temperament, and familial adversity. Variables based on the average scores across the two assessments and the change in scores between assessments were utilised as predictors of parent-reported and teacher-reported externalising behaviour problems at age 6. It was hypothesised that both higher average scores and more detrimental changes in scores, would independently predict externalising problems at age 6. Multivariable analyses found that the presence of parent-reported child externalising problems in six-year-olds were predicted by: (i) the presence of parent-reported child externalising problems at age 4, (ii) higher average “teacher-reported child externalising behaviour,” “inflexible temperament,” “non-persistent temperament,” and “over-reactive parenting,” and (iii) an increased “inflexible temperament” score between age 4 and age 6. The presence of teacher-reported child externalising problems at age 6 was predicted by higher average “parent-reported child externalising behaviour,” and “over-reactive parenting.” The results provide further evidence of the adverse impact of continuing high levels of temperament difficulties and over-reactive parenting on externalising behaviour in early childhood. However, contrary to expectations, the contribution of including the dynamic change scores was limited.     

Assessment of anxiety sensitivity in young American Indians and Alaska Natives

In the present study, the Anxiety Sensitivity Index [ASI; Behav. Res. Ther. 24 (1986) 1] was administered to 282 American Indian and Alaska Native college students in a preliminary effort to: (a) evaluate the factor structure and internal consistency of the ASI in a sample of Native Americans; (b) examine whether this group would report greater levels of anxiety sensitivity and gender and age-matched college students from the majority (Caucasian) culture lesser such levels; and (c) explore whether gender differences in anxiety sensitivity dimensions varied by cultural group (Native American vs. Caucasian). Consistent with existing research, results of this investigation indicated that, among Native peoples, the ASI and its subscales had high levels of internal consistency, and a factor structure consisting of three lower-order factors (i.e. Physical, Psychological, and Social Concerns) that all loaded on a single higher-order (global Anxiety Sensitivity) factor. We also found that these Native American college students reported significantly greater overall ASI scores as well as greater levels of Psychological and Social Concerns relative to counterparts from the majority (Caucasian) culture. There were no significant differences detected for ASI physical threat concerns. In regard to gender, we found significant differences between males and females in terms of total and Physical Threat ASI scores, with females reporting greater levels, and males lesser levels, of overall anxiety sensitivity and greater fear of physical sensations; no significant differences emerged between genders for the ASI Psychological and Social Concerns dimensions. These gender differences did not vary by cultural group, indicating they were evident among Caucasian and Native Americans alike. We discuss the results of this investigation in relation to the assessment of anxiety sensitivity in American Indians and Alaska Natives, and offer directions for future research with the ASI in Native peoples.