Transferring voice effects in recognition memory from remembering to knowing

In five experiments, we investigated the effects of voice congruency (same vs. different voices at study and at test) on remembering and knowing in recognition memory. With low- and medium-frequency three- or four-syllable words, a voice congruency effect occurred only in remembering. With nonwords, voice congruency effects occurred both in remembering and in knowing. With nonwords and divided attention at study, the voice congruency effect transferred almost completely from remembering to knowing. By showing a transfer of effects from remembering to knowing as encoding became more impoverished, these findings support a distinctiveness/fluency account of remembering and knowing as well as the theory that remembering and knowing indicate retrieval of events from episodic and semantic memory systems, respectively.     

Are Words Easier to Learn From Infant‐ Than Adult‐Directed Speech? A Quantitative Corpus‐Based Investigation

We investigate whether infant‐directed speech (IDS) could facilitate word form learning when compared to adult‐directed speech (ADS). To study this, we examine the distribution of word forms at two levels, acoustic and phonological, using a large database of spontaneous speech in Japanese. At the acoustic level we show that, as has been documented before for phonemes, the realizations of words are more variable and less discriminable in IDS than in ADS. At the phonological level, we find an effect in the opposite direction: The IDS lexicon contains more distinctive words (such as onomatopoeias) than the ADS counterpart. Combining the acoustic and phonological metrics together in a global discriminability score reveals that the bigger separation of lexical categories in the phonological space does not compensate for the opposite effect observed at the acoustic level. As a result, IDS word forms are still globally less discriminable than ADS word forms, even though the effect is numerically small. We discuss the implication of these findings for the view that the functional role of IDS is to improve language learnability.     

Social Constructionism as a Sociological Approach

This essay concerns itself with a detailed presentation of the contents of two works on the construction of reality in society. One is Berger and Luckmann’s well-known book (The social construction of reality. Penguin Book, Harmondsworth, 1966); the other is the somewhat less known book on the same subject by Holzner (Reality construction in society. Schenkman Publishing Company, Cambridge, 1972; orig. 1968). These works deal with the social construction of shared symbolic and cognitive universes of meaning, and partake of the same theoretical sources, namely, Symbolic Interactionism and Schutz’s phenomenological sociology. They differ in their theoretical pursuits, however. Berger and Luckmann deal with what is necessary for the construction of a shared symbolic world, as society is endowed with both an objective and a subjective reality. Holzner is more interested in the social distribution and control of reality construction, and in the different types of reality constructs.     

Motivational Antecedents and Consequences of the Mother–Adolescent Communication

Communication between parents and their children represents an important factor of family socialization. Nevertheless, little is known about why parents communicate in different ways and how these qualitative differences in parent–child communication may affect the child. Building on self-determination theory, the present study focuses on motivational antecedents of need-supportive communication as a function of parental child-related beliefs (i.e., long-term goals that parents have set for their children’s future, and parental child-related behavior expectations in terms of parental dissatisfaction or satisfaction with child behavior). Moreover, the effect of perceived need-supportive communication on children’s prosocial behavior and (externalizing and internalizing) behavioral difficulties will be addressed. Three waves of data from 1125 mothers and adolescents aged between 10 and 17 years were analyzed using growth-curve modeling. We found linearly increasing trajectories in extrinsic parental goals for children and dissatisfaction with child behavior, and decreasing trajectories of need-supportive communication. Individual differences do not vary significantly over time. In addition, holding extrinsic parental goals for children positively predicts parents’ dissatisfaction with their child’s behavior and negatively predicts need-supportive communication. Parents’ dissatisfaction with their child’s behavior also contributes to decreasing need-supportive communication. As expected, need-supportive communication predicts prosocial behavior and externalizing behavioral difficulties. When need-supportive communication decreases over time, both externalizing and internalizing behavioral difficulties increase. Furthermore, the effect of mothers beliefs on adolescents socioemotional development was mediated through perceived mother’s communication quality. These results suggest that parental child-related beliefs are important motivational antecedents of parent–child communication that may prevent behavioral difficulties.     

Parenting Behaviors and Child Externalizing: A Short-Term Investigation of Directionality

Children (N = 404) provided data during 3rd and 4th grades concerning their mothers’ use of punitive discipline and yielding to coercion. Teachers provided data regarding their perceptions of children’s externalizing behaviors at school. We tested a cross-lagged model examining parental disciplinary behaviors as predictors of child externalizing behavior, as well as child externalizing behaviors as a predictor of parental disciplinary behaviors. For boys and for girls, there was over-time stability in all three variables of interest. For boys only, more externalizing behaviors in Grade 3 predicted greater use of punitive discipline by parents and more parental yielding to coercion in Grade 4, over and above Grade 3 levels of these parenting variables. The reverse direction of effects was not observed.     

Religion and Health: Anxiety,Religiosity, Meaning of Life and Mental Health

We examined the association among anxiety, religiosity, meaning of life and mental health in a nonclinical sample from a Chinese society. Four hundred fifty-one Taiwanese adults (150 males and 300 females) ranging in age from 17 to 73 years (M = 28.9, SD = 11.53) completed measures of Beck Anxiety Inventory, Medical Outcomes Study Health Survey, Perceived Stress Scale, Social Support Scale, and Personal Religiosity Scale (measuring religiosity and meaning of life). Meaning of life has a significant negative correlation with anxiety and a significant positive correlation with mental health and religiosity; however, religiosity does not correlate significantly anxiety and mental health after controlling for demographic measures, social support and physical health. Anxiety explains unique variance in mental health above meaning of life. Meaning of life was found to partially mediate the relationship between anxiety and mental health. These findings suggest that benefits of meaning of life for mental health can be at least partially accounted for by the effects of underlying anxiety.     

Testing the Situationism Scale in Europe: Scale validation,self‐regulation and regional differences

The term situationism refers to an individual's belief about the importance of a behaviour's context. This study tested whether the degree of situationism expressed by individuals in various regions of Europe was consistent with self‐regulation and cross‐cultural theories. The English version of a Situationism Scale (measuring beliefs about the relation between the environment and one's own behaviour) was translated into five additional languages: Dutch, German, Hungarian, Italian and Slovenian. Young adults (N = 1106, M_Age = 22.9 years, 79% female) across Europe responded to one of the six language versions of the scale as part of a larger survey. Results indicated that: new language versions were psychometrically valid; there was a positive relation between situationism and the use of situation‐control strategies; and situationism was higher for individuals from regions that are Eastern European and relatively more interdependent, compared with individuals from regions that are Western European and relatively less interdependent. As the first evaluation of the Situationism Scale outside America, this study supports the Scale's validity and suggests not only may some effects of situationism be universal, but between‐ and within‐culture differences in situationism exist. Overall, when making judgments and decisions about the self, cultural background and individual differences in situationism may come into play.     

Local influence analysis of nonlinear structural equation models

By regarding the latent random vectors as hypothetical missing data and based on the conditional expectation of the complete-data log-likelihood function in the EM algorithm, we investigate assessment of local influence of various perturbation schemes in a nonlinear structural equation model. The basic building blocks of local influence analysis are computed via observations of the latent variables generated by the Metropolis-Hastings algorithm, while the diagnostic measures are obtained via the conformal normal curvature. Seven perturbation schemes, including some perturbation schemes on latent vectors, are investigated. The proposed procedure is illustrated by a simulation study and a real example. Acknowledgment: This research is fully supported by a grant (CUHK 4243/02H) from the Research Grant Council of the Hong Kong Special Administration Region. The authors are indebted to ICPSR and the relevant funding agency for allowing use of their data, and to the Editor and reviewers for their valuable comments for improving the paper.     

A psychological model that integrates ethics in engineering education

Ethics has become an increasingly important issue within engineering as the profession has become progressively more complex. The need to integrate ethics into an engineering curriculum is well documented, as education does not often sufficiently prepare engineers for the ethical conflicts they experience. Recent research indicates that there is great diversity in the way institutions approach the problem of teaching ethics to undergraduate engineering students; some schools require students to take general ethics courses from philosophical or religious perspectives, while others integrate ethics in existing engineering courses. The purpose of this paper is to propose a method to implement the integration of ethics in engineering education that is pedagogically based on Kohlberg’s stage theory of moral development.