Are twins different from singletons during early childhood?

This paper examines the specificity of intrafamilial experiences to which twins are exposed during early childhood, and the impact of this family context on the psychological development of twins. An overview of the literature on the psychological development of twins indicates two broad categories of findings. The first category covers studies dealing with the developmental features that appear early in twins. Although there are numerous studies comparing the psychomotor and verbal development of twins to singletons, only a few have dealt with the emergence of personality and identity, and most have been conducted in clinical settings. The second set of studies deals with mother-twin relations, explored in recent years in terms of the psychosocial stress created by twin births. Few studies have examined the mother-twin relationship in the light of major theories on mother-child bonding (psychoanalysis, attachment, interactionist model). These developmental models have mainly focused on mother-infant dyads, while the construction of this specific mother-twin relationship needs to be set within the framework of a triadic situation. Rather than describing a specific ‘twin mentality’, it is argued here that the twin situation should be seen as a special case of adaptative development, both for the mother and the child, which has effects on the formation of the individual.     

The Potential Mediating Role of Parenting Practices in the Development of Conduct Problems in a Clinic-Referred Sample

Research has consistently found associations among parenting practices, socioeconomic disadvantage, ethnicity and conduct problems in children. We investigated whether parenting practices might mediate the relation between ethnicity and conduct problems and the relation between socioeconomic status (SES) and conduct problems. The subjects were 141 clinic-referred children between the ages of 6 and 17 and their primary custodial parents. Using multiple indicators for each construct, except ethnicity, the mediational role of parenting was tested using structural equation modeling. The results indicated that the effects of SES on conduct problems was largely mediated by the influence of ineffective parenting practices. In contrast, ethnicity was not associated with conduct problems in this clinic-referred sample, even prior to controlling for SES and parenting practices, suggesting that the link between minority status and conduct problems may be dependent on the demographic characteristics of the sample. Exploratory analyses also revealed that there were ethnic differences in the types of parenting practices that were most strongly associated with conduct problems.     

The effect of a textured visual field on modality dominance in a ventriloquism situation

Despite the often encountered affirmation that vision completely dominates other modalities in intersensory conflict, there are cases where discordant auditorv information affects the localization of a visual signal. Experiment I shows that “auditory capture” occurs with a visual input reduced to a single luminous point in complete darkness, but not with a textured background. The task was to point at a flashing luminous point alternately in the presence of a synchronous sound coming from a source situated 15° to one side (“conflict trials,” designed to measure immediate reaction to conflict) and in its absence (“test trials,” to measure aftereffects). Adaptive immédiate reactions and aftereffects were observed in the dark, but not with a textured background. In Experiment II, on the other hand, “visual capture” of auditory localization was observed at the levels of both measures in the dark and with the textured background. That visual texture affects the degree of auditory capture of vision, but not the degree of visual capture of audition was confirmed at the level of aftereffects in Experiment III, where bisensory monitoring was substituted for pointing during exposure to conflict. The empirical finding eliminates apparent contradictions in the literature on ventriloquism, but cannot itself be explained in terms either of relative accuracy of visual and auditory localization or attentional adjustments.     

LE CARACTÈRE TOPOLOGIQUE DES PREMIÈRES REPRÈSENTATIONS SPATIALES DE l'ENFANT

The topological nature of the child's early spatial representations. Piaget's hypotheses revisited. — Three experiments bearing on Piaget's hypotheses on the topological nature of the child's early concepts of space are reported. The results of the first experiment, replicating Piaget's stereognostic technique on a larger scale, were shown to confirm the earliness of topological discriminations, but it was found also that some simple Euclidian discriminations (curvilinear vs rectilinear, indented vs non-indented forms) were not more difficult. The second experiment has shown that the child relied rather on topological than on simple Euclidian attributes when both types of attributes were presented in a conflictual situation; otherwise, the simple Euclidian discriminations were easier. In a third experiment, using a drawing technique along with visual exploration, topological discriminations proved easier than Euclidian discriminations in one instance only (open-closed vs curvilinear-rectilinear forms). It is suggested in conclusion that the child's early discriminations are not based on topology as such, but on certain geometrical properties which are fundamental to topology itself.     

The Measurement of Organizational Citizenship Behavior: Are We Assuming Too Much?

Organizational citizenship behavior (OCB) is assessed by measuring how frequently employees display extra-role and discretionary behaviors. One hundred forty-four managerial employees responded to an OCB scale and indicated the number of behaviors on the scale they believed to be formally evaluated. None of the behaviors were believed to be unevaluated by all employees. Data suggest that a typical OCB scale is not measuring citizenship behaviors for everybody, and that OCB measurement needs refinement. Best prediction of other organizational variables was obtained when both the OCB and an index of "unevaluated" behaviors were used as predictors. Supervisor fairness interacted with OCB when predicting organizational commitment, and this interaction was contingent on the extent OCBs were believed to be unevaluated.     

Women’s Income-generating Activity and Experiences of Economic Intimate Partner Violence in Rural Bangladesh

Sex Roles - Economic coercion is a form of intimate partner violence (IPV) that is distinct from but often co-occurs with physical, psychological, and sexual IPV. Women’s experiences of...     

The connection between cognitive development and specific fears and worries in normal children and children with below-average intellectual abilities: a preliminary study.

The present study explored the relationship between cognitive development and anxiety phenomena in 4-12-year-old children. Fears and worries of normal children (n=176) were compared to those of children with below-average intellectual abilities (children with BAIA; n=105). We evaluated to what extent level of cognitive development as indexed by a Piagetian conservation task was associated with the presence of fears and worries. While normal children and children with BAIA did not differ with regard to the content of their fears and worries, normal children more frequently reported such anxiety phenomena during the semi-structured Anxiety Interview than did children with BAIA. Furthermore, in normal children, evidence was found to suggest that level of cognitive development contributes to the experience of fears and worries. That is, anxiety phenomena were more prevalent among those children who passed a Piagetian conservation task. However, when anxiety phenomena were assessed by means of the Koala Fear Questionnaire (KFQ), a different picture emerged. KFQ data suggested that fears were less frequent in normal children and those children with BAIA who had a higher level of cognitive functioning. Apparently, the Anxiety Interview and the KFQ tap quite different aspects of anxiety. The KFQ seems to measure primitive fears that are likely to be prevalent among children with limited cognitive capacity, whereas the Anxiety Interview assesses more sophisticated anxiety phenomena that probably depend on high levels of cognitive functioning.