Creep strengthening by lath boundaries in 9Cr ferritic heat-resistant steel

The interactions between dislocations and lath boundaries in Grade 91 steel were observed by an in situ transmission electron microscopy tensile test at 973 K. Dislocations glided slowly and bowed out in a martensite lath interior. The ends of the dislocation were connected to the lath boundaries. In a tempered specimen, the pinning stress caused by the lath boundary was estimated to be >70 MPa with a lath width of 0.4 μm. In crept specimens, lath coarsening reduced the pinning effect.     

Psychological Essentialism at the Explicit and Implicit Levels: The Unique Status of Social Categories

Psychological essentialism refers to a naive theory concerning fundamental elements that bring a category into its existence. The present study examined the structure of this lay theory as well as its implicitness, with a special focus on social categories. In Study 1, Japanese college students rated a number of categories that were natural‐kind, social, or human artifacts, in terms of different elements of essentialist beliefs. A factor analysis revealed that entitativity and naturalness are the common underlying dimensions across these category domains. We also identified some natural‐kind and human artifact categories that can be used as two extreme referent points for the examination of naturalness perceived in a whole array of social categories. Study 2 assessed implicit and automatic judgments on naturalness using a go/no‐go task, and compared them to explicit judgments. Unlike natural kinds and artifacts, social categories were essentialized to a greater extent at the implicit level. These results suggest a dual process of intuitive and deliberate cognition, particularly involving social categories, with implications concerning the bases of stereotypes and prejudices.     

Impaired Interpretation of Others’ Behavior is Associated with Difficulties in Recognizing Pragmatic Language in Patients with Schizophrenia

Much attention has been paid to the pragmatic language function in schizophrenia. This study of Japanese patients with schizophrenia examined the relationship between impaired interpretation of the behaviors of other people in social contexts and the ability to recognize metaphor and irony. We assessed 34 patients with schizophrenia and 34 normal subjects using first- and second-order theory of mind tasks, the Metaphor and Sarcasm Scenario Test, and the Dewey Story Test (which tests the ability to judge others’ social behaviors). We compared the performance between the groups and analyzed correlations between the tasks. All tasks revealed significant deficits in the patients compared with the controls. In the patient group, metaphor comprehension was correlated with the ability to judge normal behaviors, and irony comprehension was correlated with the ability to judge abnormal behaviors, suggesting that deficits of social cognition in schizophrenia include these two types of factors associated with pragmatic language.     

The relationship between three types of aggression and peer relations in elementary school children

Previous studies have repeatedly found that aggression causes various internalizing and externalizing problems. Despite the robust relationship, exactly how aggression causes these problems remains unclear, although it is plausible to postulate that this occurs both directly and indirectly (via other behavioural factors). One possible indirect factor might be the aggravation of peer relations. The poor peer relations of aggressive children could make them isolated psychologically or physically from peers, which in turn might result in depressive or disruptive problems. This study examined the relationships between three types of aggression and peer relations in Japanese elementary school children. The three aggression types comprised reactive-expressive (i.e., verbal and physical aggression), reactive-inexpressive (e.g., hostility), and proactive-relational aggression (i.e., aggression that can break human relationships, for instance, by circulating malicious rumours). Participants were 1581 children in grades 4 to 6 (752 boys and 829 girls), all of whom completed the Proactive-Reactive Aggression Questionnaire for Children to measure three types of aggression and the Peer Relation Questionnaire to measure peer relations (mutual understanding, self-disclosure, and similarity of taste) and number of friends. Hierarchical regression analyses of the data showed that higher scores of relational aggression were significantly associated with higher scores of all of the peer relations and the number of friends, and that higher scores of inexpressive aggression were significantly associated with lower scores of all except for self-disclosure in the peer relations. These findings suggest that among the three types of aggression, relational aggression leads to the best friendship in both dyadic relations and the number of friends, whereas inexpressive aggression to the poorest friendship. The implications of these findings with respect to internalizing and externalizing problem behaviours for aggressive children are discussed.     

The informative value of emotional expressions: 'social referencing' in mother-child pretense

Mothers begin to pretend with their children during the second year, when children still have much to learn about the real world. Although it would be easy to confuse what is pretend with what is real, children at this young age often demonstrate comprehension during pretense situations. It is plausible that social referencing, in which the child uses the mother's emotional expression as a guide to behavior, might facilitate this emerging knowledge by signaling to the child not to take the pretend situation seriously. Data from 32 pairs of mothers and their 18-month-olds who had engaged in pretend and real snack behaviors were subjected to a sequential analysis to investigate a social referencing interpretation. Consistent with our hypothesis, behaviors suggestive of a baby's understanding pretense were more likely to follow a specific combination of behaviors consistent with social referencing than other combinations of behaviors. These results provide support for the possibility that children use information obtained through social referencing to assist understanding during pretense interactions.     

Relations of participation motives with number of golf rounds played and will to continue playing golf

In a sample of 256 golfers, ages 24 to 76 years, the relations of participation motives with number of golf rounds played and will to continue playing golf were examined. Multiple regression analysis clarified that lifelong sport was an influential motive.     

Changing Gender Roles in Prime-Time Commercials in Malaysia,Japan, Taiwan,and the United States

This study showed that during prime time, a new paradigm of gender role depiction has emerged in prime-time commercials in Japan, Taiwan, and Malaysia. Even though some stereotypes about the presentation of gender in commercials persist (for setting, product type, voice-over), the study found an equal number of males and females appearing as primary characters in commercials during prime time. In Japan, Malaysia, and Taiwan, the majority of commercials depicted males and females in nonstereotypical gender roles. Some shifts were also observed for role depiction in prime-time commercials in the United States. Reasons for these changes are discussed.     

Why does the base rate appear to be ignored? The equiprobability hypothesis

The base rate fallacy has been considered to result from people’s tendency to ignore the base rates given in tasks. In the present article, we note a particular, common structure of the tasks (the imbalanced probability structure) in which the fallacy is often observed. The equiprobability hypothesis explains the mechanism that produces the fallacy. This hypothesis predicts that task material that overrides people’s default equiprobability assumption can facilitate normative Bayesian inferences. The results of our two experiments strongly supported this prediction, and none of the alternative theories considered could explain the results. nt]mis|The present research was supported by Grant-in-Aid for Scientific Research 19500229 from the Japan Society for the Promotion of Science, awarded to M.H.     

Pattern evolution of crystalline Ge aggregates during annealing of an Al/Ge bilayer film deposited on a SiO2 substrate

When an Al/Ge bilayer film deposited on a SiO2 substrate is annealed at 373- 398 K, Ge atoms diffuse out from the inner amorphous Ge layer and spread over the free surface of the outer Al layer to form crystalline Ge aggregates exhibiting complex substructures. Scanning electron microscopy observations indicate that the activation energy for the pattern evolution of Ge aggregates on the free surface because of annealing is 1.56 eV which is about half the activation energy for crystallization of amorphous Ge.     

Infant's action skill dynamically modulates parental action demonstration in the dyadic interaction

When interacting with infants, human adults modify their behaviours in an exaggerated manner. Previous studies have demonstrated that infant‐directed modification affects the infant's behaviour. However, little is known about how infant‐directed modification is elicited during infant–parent interaction. We investigated whether and how the infant's behaviour affects the mother's action during an interaction. We recorded three‐dimensional information of cup movements while mothers demonstrated a cup‐nesting task during interaction with their infants aged 11 to 13 months. Analyses revealed that spatial characteristics of the mother's task demonstration clearly changed depending on the infant's object manipulation. In particular, the variance in the distance that the cup was moved decreased after the infant's cup nesting and increased after the infant's task‐irrelevant manipulation (e.g. cup banging). This pattern was not observed for mothers with 6‐ to 8‐month‐olds, who do not have the fine motor skill to perform the action. These results indicate that the infant's action skill dynamically affects the infant‐directed action and suggest that the mother is sensitive to the infant's potential to learn a novel action. A video abstract of this article can be viewed at: https://www.youtube.com/watch?v=VNS2IHwLIhg&feature=youtu.be