The Productivity of Wh‐ Prompts when Children Testify

Wh‐ prompts (what, how, why, who, when, and where) vary widely in their specificity and accuracy, but differences among them have largely been ignored in research examining the productivity of different question types in child testimony. We examined 120 six‐ to 12‐year‐olds' criminal court testimony in child sexual abuse cases to compare the productivity of various wh‐ prompts. We distinguished among wh‐ prompts, most notably the following: what/how‐happen prompts focusing generally on events, what/how‐dynamic prompts focusing on actions or unfolding processes/events, what/how‐causality prompts focusing on causes and reasons, and what/how‐static prompts focusing on non‐action contextual information regarding location, objects, and time. Consistent with predictions, what/how‐happen prompts were the most productive, and both what/how‐dynamic prompts and wh‐ prompts about causality were more productive than other wh‐ prompts. Prosecutors asked proportionally more what/how‐dynamic prompts and fewer what/how‐static prompts than defense attorneys. Future research and interviewer training may benefit from finer discrimination among wh‐ prompts. Copyright © 2016 John Wiley & Sons, Ltd.     

Purpose in life in emerging adulthood: Development and validation of a new brief measure

Accruing evidence points to the value of studying purpose in life across adolescence and emerging adulthood. Research though is needed to understand the unique role of purpose in life in predicting well-being and developmentally relevant outcomes during emerging adulthood. The current studies (total n = 669) found support for the development of a new brief measure of purpose in life using data from American and Canadian samples, while demonstrating evidence for two important findings. First, purpose in life predicted well-being during emerging adulthood, even when controlling for the Big Five personality traits. Second, purpose in life was positively associated with self-image and negatively associated with delinquency, again controlling for personality traits. Findings are discussed with respect to how studying purpose in life can help understand which individuals are more likely to experience positive transitions into adulthood.     

Cross-cultural differences and similarities underlying other-race effects for facial identity and expression

Perceptual advantages for own-race compared to other-race faces have been demonstrated for the recognition of facial identity and expression. However, these effects have not been investigated in the same study with measures that can determine the extent of cross-cultural agreement as well as differences. To address this issue, we used a photo sorting task in which Chinese and Caucasian participants were asked to sort photographs of Chinese or Caucasian faces by identity or by expression. This paradigm matched the task demands of identity and expression recognition and avoided constrained forced-choice or verbal labelling requirements. Other-race effects of comparable magnitude were found across the identity and expression tasks. Caucasian participants made more confusion errors for the identities and expressions of Chinese than Caucasian faces, while Chinese participants made more confusion errors for the identities and expressions of Caucasian than Chinese faces. However, analyses of the patterns of responses across groups of participants revealed a considerable amount of underlying cross-cultural agreement. These findings suggest that widely repeated claims that members of other cultures “all look the same” overstate the cultural differences.     

Effects of Change in Social Content of Video Rewards on Response Patterns of Bonnet Macaques

Three individually housed bonnet macaques, with long-term experience in performing a joystick task with a reward choice of either viewing color video of a single bonnet group or obtaining a banana-flavored food treat, were presented with images of a new group when they chose to view social video. The change produced absolute increases in responding for social video and enhanced preference for viewing social video relative to obtaining the food treat, supporting the view that the monkeys were strongly attending to the social content of the videos.     

The intersensory origins of word‐comprehension: an ecological–dynamic systems view

How do infants begin to understand spoken words? Recent research suggests that word comprehension develops from the early detection of intersensory relations between conventionally paired auditory speech patterns (words) and visible objects or actions. More importantly, in keeping with dynamic systems principles, the findings suggest that word comprehension develops from a dynamic and complementary relationship between the organism (the infant) and the environment (language addressed to the infant). In addition, parallel findings from speech and non‐speech studies of intersensory perception provide evidence for domain general processes in the development of word comprehension. These research findings contrast with the view that a lexical acquisition device with specific lexical principles and innate constraints is required for early word comprehension. Furthermore, they suggest that learning of word–object relations is not merely an associative process. The data support an alternative view of the developmental process that emphasizes the dynamic and reciprocal interactions between general intersensory perception, selective attention and learning in infants, and the specific characteristics of maternal communication.     

Six-week postpartum maternal self-criticism and dependency and 4-month mother-infant self- and interactive contingencies

Associations of 6-week postpartum maternal self-criticism and dependency with 4-month mother-infant self- and interactive contingencies during face-to-face play were investigated in 126 dyads. Infant and mother face, gaze, touch, and vocal quality were coded second by second from split-screen videotape. Self- and interactive contingencies were defined as auto- and lagged cross-correlation, respectively, using multilevel time-series models. Statistical significance was defined as p<.05. Regarding self-contingency, (a) more self-critical mothers showed primarily lowered self-contingency, whereas their infants showed both lowered and heightened, and (b) infants of more dependent mothers showed primarily lowered self-contingency, whereas findings were absent in mothers. Regarding interactive contingency, (a) more self-critical mothers showed lowered attention and emotion contingencies but heightened contingent touch coordination with infant touch, and (b) more dependent mothers and their infants showed heightened facial/vocal interactive contingencies. Thus, maternal self-criticism and dependency have different effects on mother-infant communication.     

Separating cognitive capacity from knowledge: a new hypothesis

We propose that working memory and reasoning share related capacity limits. These limits are quantified in terms of the number of items that can be kept active in working memory, and the number of interrelationships between elements that can be kept active in reasoning. The latter defines the complexity of reasoning problems and the processing loads they impose. Principled procedures for measuring, controlling or limiting recoding and other strategies for reducing memory and processing loads have opened up new research opportunities, and yielded orderly quantification of capacity limits in both memory and reasoning. We argue that both types of limit might be based on the limited ability to form and preserve bindings between elements in memory.     

career concerns of unemployed u.s. war veterans: suggestions from a cognitive information processing approach

The authors examined U.S. war veterans' career concerns (e.g., interests, personality, barriers, career thoughts) to provide possible avenues for research‐based and theory‐driven intervention. The veterans who participated in the study were receiving mental health, substance abuse, and vocational services at a residential facility. Participants were found to have interests in all RIASEC (J. L. Holland, B. A. Fritzsche, & A. B. Powell, 1994; J. L. Holland & G. D. Gottfredson, 1994) interest areas, and negative career thinking was found to be related to a variety of negative indicators. Suggestions are provided for working with veterans using the Cognitive Information Processing approach to career decision making.     

A Case Study of Argumentation at Undergraduate Level in History

This article examines two essays by undergraduate students in the first year of study in History at a university in the UK. It also draws on documentary evidence from the department in question and interviews with the students themselves to paint a picture of the way argumentation operates at this level. While no firm conclusions can be drawn, the evidence suggests a department with a high degree of awareness of the importance of argument and argumentation in studying History; and students who are aware and articulate about the problem facing them in constructing essays in the discipline. Suggestions are made about induction into the epistemological and argumentative demands of undergraduate study.