Eliciting Self-Explanations Improves Understanding

Learning involves the integration of new information into existing knowledge. Generating explanations to oneself (self-explaining) facilitates that integration process. Previously, self-explanation has been shown to improve the acquisition of problem-solving skills when studying worked-out examples. This study extends that finding, showing that self-explanation can also be facilitative when it is explicitly promoted, in the context of learning declarative knowledge from an expository text. Without any extensive training, 14 eighth-grade students were merely asked to self-explain after reading each line of a passage on the human circulatory system. Ten students in the control group read the same text twice, but were not prompted to self-explain. All of the students were tested for their circulatory system knowledge before and after reading the text. The prompted group had a greater gain from the pretest to the posttest. Moreover, prompted students who generated a large number of self-explanations (the high explainers) learned with greater understanding than low explainers. Understanding was assessed by answering very complex questions and inducing the function of a component when it was only implicitly stated. Understanding was further captured by a mental model analysis of the self-explanation protocols. High explainers all achieved the correct mental model of the circulatory system, whereas many of the unprompted students as well as the low explainers did not. Three processing characteristics of self-explaining are considered as reasons for the gains in deeper understanding.     

Fear of the Dark

Meditating on the liturgy of Holy Week, Aemiliana Lohr insisted that “the real Christian Pasch remains the mysterium of night”. The Christian mysterium is “always entire”, but its entirety we can never directly state or see; the darkness of our circumstance wans and waxes. We fear the dark, but what kind of fear is compatible with the command to “fear not”? Exploring this question in relation to Mark's passion narrative, the paper considers the kinds of context in which such reassurance as the first Christians sought might still be needed, for what is required of Christians is “patience”: the of staying awake in the dark. The paper concludes with remarks on the trinitarian grounds and christological character of patience.     

A meta-analysis of intergroup forgiveness

In the past decade, interest has flourished in the empirical study of forgiveness in the wake of intergroup conflicts. In the current paper, we sought to empirically integrate the diverse predictors of intergroup forgiveness building on a tripartite model that incorporates affective, cognitive, and constraining features. Using a random effects approach, we meta-analyzed (N = 13,371; k = 43) correlates of intergroup forgiveness across diverse conflicts (e.g. 65% intrastate, 35% interstate) and populations (20 different nationalities; 60% female). We tested the effect of nine distinct predictors and investigated study characteristics as moderators of these effects (i.e. sex of victim and conflict type). Collective guilt [r = 0.49] and trust [r = 0.42] emerged as the strongest facilitators, whereas negative emotions [r = ?0.33] and in-group identity [r = ?0.32] emerged as the strongest barriers to intergroup forgiveness. We discuss practical applications of these findings.     

Perfectionism in Pediatric Anxiety and Depressive Disorders

Although perfectionism has been identified as a factor in many psychiatric disorders across the life span, it is relatively understudied in pediatric anxiety and depressive disorders. Furthermore, there exists little cohesion among previous research, restricting the conclusions that can be made across studies. In this review, research associating perfectionism with pediatric anxiety and depression is examined and a framework is presented synthesizing research to date. We focus on detailing the current understanding of how perfectionism develops and interacts with other developmental features characteristic of anxiety and depression in children and potential pathways that result in anxiety and depressive disorders. This includes: how perfectionism is measured in children, comparisons with relevant adult literature, the development of perfectionism in children and adolescents, mediators and moderators of the link between perfectionism and anxiety and depression, and the role of perfectionism in treatment and prevention of these disorders. We also present research detailing perfectionism across cultures. Findings from these studies are beginning to implicate perfectionism as an underlying process that may contribute broadly to the development of anxiety and depression in a pediatric population. Throughout the review, difficulties, limitations, and gaps in the current understanding are presented while offering suggestions for future research.     

Female meadow voles,Microtus pennsylvanicus,respond differently to the scent marks of multiple male conspecifics

Many nonhuman animals are capable of discriminating a group or entity containing more objects from one containing less of the same objects. The capacity for making judgments of numerousness may also allow individuals to discriminate between potential mates. Female meadow voles (Microtus pennsylvanicus) may use judgments of relative numerousness to distinguish between potential suitors by selecting males that signal their interest by depositing more scent marks relative to other males. We used a familiarization–discrimination paradigm in the absence of training to test the hypothesis that female voles will discriminate between the different numerosities of scent marks of two male conspecifics that are similar in features of their phenotype and quality. During the exposure phase, we presented female voles with different ratios of feces scent marks from two males. During the test phase, we presented females with a single, fresh fecal scent mark from each of the two male donors, whose marks they had previously encountered during the exposure phase. In both phases, females spent more time investigating the scent mark(s) of the male that deposited more scent marks than that of the male that deposited fewer scent marks provided the difference in the ratio of scent marks provided by the male donors in the exposure phase was ≥2. Our results are consistent with studies on a variety of taxa, suggesting that numerosity discriminations are evolutionarily ancient and spontaneously available to nonhuman animals and humans.     

Emotional Salience and the Isolation Effect

When a homogeneous list contains a few items that are different from the rest of the items in the list, these isolated items show enhanced recall compared to the same items in a list where these items are not isolated. This phenomenon, known as the isolation effect, has been explained on the basis of isolated items eliciting salience. In this experiment, negative pictures and neutral pictures were isolated at the early and late part of the list. The salience explanation would predict that participants would pay more attention to these isolated items resulting in higher judgments of learning (JOL) ratings compared to the same items in the control list. Negative pictures showed the isolation effect for both early and late isolation; however, for early isolation, JOL was similar between the isolated and non-isolated pictures indicating that the emotional isolation effect does not require emotional salience.     

Parental Emotion Socialization in Clinically Depressed Adolescents: Enhancing and Dampening Positive Affect

This study compared parental socialization of adolescent positive affect in families of depressed and healthy adolescents. Participants were 107 adolescents (42 boys) aged 14 – 18 years and their parents. Half of the participants met criteria for major depressive disorder and the others were demographically matched adolescents without emotional or behavioral disorders. Results based on multi-source questionnaire and interview data indicated that mothers and fathers of depressed adolescents were less accepting of adolescents’ positive affect and more likely to use strategies that dampen adolescents’ positive affect than were parents of healthy adolescents. Additionally, fathers of depressed adolescents exhibited fewer responses likely to enhance the adolescents’ positive affect than were fathers of healthy adolescents. These findings build on those of previous work in examining parental responses to adolescent emotions, focusing on positive emotions and including both mothers and fathers.