Stereotype Threat Effects on Learning From a Cognitively Demanding Mathematics Lesson

Stereotype threat—a situational context in which individuals are concerned about confirming a negative stereotype—is often shown to impact test performance, with one hypothesized mechanism being that cognitive resources are temporarily co‐opted by intrusive thoughts and worries, leading individuals to underperform despite high content knowledge and ability (see Schmader & Beilock, 2012 ). We test here whether stereotype threat may also impact initial student learning and knowledge formation when experienced prior to instruction. Predominantly African American fifth‐grade students provided either their race or the date before a videotaped, conceptually demanding mathematics lesson. Students who gave their race retained less learning over time, enjoyed the lesson less, reported a diminished desire to learn more, and were less likely to choose to engage in an optional math activity. The detrimental impact was greatest among students with high baseline cognitive resources. While stereotype threat has been well documented to harm test performance, the finding that effects extend to initial learning suggests that stereotype threat's contribution to achievement gaps may be greatly underestimated.     

The essential moral self

It has often been suggested that the mind is central to personal identity. But do all parts of the mind contribute equally? Across five experiments, we demonstrate that moral traits—more than any other mental faculty—are considered the most essential part of identity, the self, and the soul. Memory, especially emotional and autobiographical memory, is also fairly important. Lower-level cognition and perception have the most tenuous connection to identity, rivaling that of purely physical traits. These findings suggest that folk notions of personal identity are largely informed by the mental faculties affecting social relationships, with a particularly keen focus on moral traits.     

Perceptual effects of linguistic category priming: The Stapel and Semin (2007) paradigm revisited in twelve experiments

Linguistic category priming is a novel paradigm to examine automatic influences of language on cognition (Semin, 2008). An initial article reported that priming abstract linguistic categories (adjectives) led to more global perceptual processing, whereas priming concrete linguistic categories (verbs) led to more local perceptual processing (Stapel & Semin, 2007). However, this report was compromised by data fabrication by the first author, so that it remains unclear whether or not linguistic category priming influences perceptual processing. To fill this gap in the literature, the present article reports 12 studies among Dutch and US samples examining the perceptual effects of linguistic category priming. The results yielded no evidence of linguistic category priming effects. These findings are discussed in relation to other research showing cultural variations in linguistic category priming effects (IJzerman, Saddlemyer, & Koole, 2014). The authors conclude by highlighting the importance of conducting and publishing replication research for achieving scientific progress.     

Intervallbehandlung statt disziplinarischer Entlassung

Background

Conduct disorder is a frequent mental health problem in children and adolescents characterized by high functional impairment and a poor prognosis. Different types of interventions have been established but only few have proven effective. Relevant effect sizes could only be shown for family centred interventions. Inpatient treatment is not the first line treatment even though children, adolescents and their families often present with a query for inpatient admission when outpatient resources are at their limits.

Aim

The effectiveness of a newly developed interval treatment for adolescents with conduct disorder, which focuses on motivation of the adolescent, involvement of the family in the therapy and the avoidance of disciplinary discharge, was evaluated.

Material and methods

A total of 19 adolescents aged between 16 and 18 years with conduct disorder was treated and assessed within the new interval treatment. The key symptoms of conduct disorder, sociodemographic data, psychosocial functioning (children global assessment of functioning scale, CGAS) as well as the severity of impairment of behavior (health of the nation outcome scales for children and adolescents, HoNOSCA) were recorded before treatment (T1). After completion of treatment (T2) the frequency of participation in the three possible treatment intervals, as well as psychosocial functioning and severity of impairment of behavior were documented.

Results

Interval treatment leads to a reduction of disciplinary discharges. Engagement in and motivation for treatment was enhanced. At the end of treatment a significant effect on psychosocial functioning, behavior and severity of symptoms could be shown for interval treatment.

Conclusion

Inpatient interval treatment for adolescents with conduct disorder is an innovative and effective concept, when outpatient treatment has reached its limits.     

Patients’ Views of Treatment-Focused Genetic Testing (TFGT): Some Lessons for the Mainstreaming of <Emphasis Type="Italic">BRCA1</Emphasis> and <Emphasis Type="Italic">BRCA2</Emphasis> Testing

This paper explores patients’ views and experiences of undergoing treatment-focused BRCA1 and BRCA2 genetic testing (TFGT), either offered following triaging to clinical genetics (breast cancer) or as part of a mainstreamed care pathway in oncology (ovarian cancer). Drawing on 26 in-depth interviews with patients with breast or ovarian cancer who had undergone TFGT, this retrospective study examines patients’ views of genetic testing at this point in their care pathway, focusing on issues, such as initial response to the offer of testing, motivations for undergoing testing, and views on care pathways. Patients were amenable to the incorporation of TFGT at an early stage in their cancer care irrespective of (any) prior anticipation of having a genetic test or family history. While patients were glad to have been offered TFGT as part of their care, some questioned the logic of the test’s timing in relation to their cancer treatment. Crucially, patients appeared unable to disentangle the treatment role of TFGT from its preventative function for self and other family members, suggesting that some may undergo TFGT to obtain information for others rather than for self.     

The effects of gendered information in stories on preschool children’s development of gender stereotypes

Social-cognitive theory posits that children learn gender stereotypes through gendered information. The present study examined whether children learn new gender stereotypes from stories when unknown words are linked to a gendered protagonist or context information. In Experiment 1, 40 3- to 6-year-old preschoolers were read stories with either a gendered protagonist embedded within a non-gendered context, or a non-gendered protagonist embedded within a gendered context. In Experiment 2, the same sample of children were read stories with the protagonist and the context displaying congruent or incongruent gender information. Each story featured an unknown activity linked with the stereotypical content. Both experiments indicate that the children rated the activity according to both the gender of the context and of the protagonist; however, the effect of the latter was stronger. In addition, children showed higher interest in the unknown activity if the protagonist’s gender matched their own sex. Thus, gender information in stories influences how children perceive unknown words.     

Optimizing treatment of schizophrenia. Enhancing affective/cognitive and depressive functioning

Recognition and treatment of schizophrenia has largely focused on positive symptoms of the disorder, such as delusions, hallucinations, and disorganization. However, other important symptoms, such as depression, cognition, and social functioning, have not received comparable attention. Fifty percent of schizophrenic patients suffer from comorbid depression, which is a major risk factor for suicide in this population, while 10% to 25% suffer from comorbid obsessive-compulsive disorder. Cognitive deficits commonly observed in patients with schizophrenia include problems with concentration, attention, and memory, as well as problem-solving and verbal skills. These deficits are observed at early stages of the illness and can predict deficits in functional capabilities, such as occupational and social skills, educational attainment, and the ability to live independently. The severity of such impairments affects all patient in this population, including up to 10% of patients working full time and up to one third of those working part time. In light of the debilitating effects of depression, cognitive impairment, and other aspects of affective functioning on the quality of life of patients with schizophrenia, physicians need to partner with their patients to address these concerns and determine an appropriate treatment regimen. This can be done with simple functional-based cognitive questioning, the use of evidence-based psychosocial practices, and psychoeducation on the many pharmacotherapeutic options. It is recommended that depressive or suicidal symptoms of schizophrenia be treated with an antidepressant or mood stabilizer only if the symptoms have not subsided after treatment of the psychosis with an atypical antipsychotic. Additionally, relative to older medications, atypicals have demonstrated benefit in improving some of the cognitive impairments.     

Laws and their instances

Philosophical Studies - I present an argument for the view that laws ground their instances. I then outline two important consequences that follow if we accept the conclusion of this argument....     

Complexities in Adjustment Patterns among the “Best and the Brightest”: Risk and Resilience in the Context of High Achieving Schools

Youth in high achieving schools (HAS) are at elevated risk for serious adjustment problems—including internalizing and externalizing symptoms and substance use—given unrelenting pressures to be “the best.” For resilience researchers, successful risk evasion in these high-pressure settings should, arguably, be defined in terms of the absence of serious symptoms plus behaviorally manifested integrity and altruism. Future interventions should target that which is the fundamental basis of resilience: Dependable, supportive relationships in everyday settings. These must be promoted between adults and children and among them, toward enhancing positive development among youth and families in these high stress environments.