The Communication of Naïve Theories of the Social World in Parent–Child Conversation

Three studies examined the communication of naïve theories of social groups in conversations between parents and their 4-year-old children (N = 48). Parent–child dyads read and discussed a storybook in which they either explained why past social interactions had occurred (Study 1) or evaluated whether future social interactions should occur (Studies 2 and 3). In all 3 studies, the content of parents’ and children's explanations reflected an intuitive theory of social groups as markers of intrinsic obligations, whereby individuals are obligated to avoid harm to and direct positive actions toward their in-group members. Furthermore, Studies 2 and 3 suggested that when discussing the normative obligations that guide behavior, parents covertly reinforce their children's developing beliefs about social categories. Implications for the development of social cognition are discussed.     

The Ethical Standard of Care

The recent TeGenero phase I trial of a novel monoclonal antibody in healthy volunteers produced a drastic inflammatory reaction in participants receiving the experimental agent. Commentators on the ethics of the research have focused considerable attention on the role of financial considerations: the for-profit status of the biotechnology company and Contract Research Organization responsible respectively for sponsoring and conducting the trial and the amount of monetary compensation to participants. We argue that these financial considerations are largely irrelevant and distort ethical appraisal of this tragic research. Except for administering the antibody to all 6 participants nearly simultaneously, the trial appears to fulfill all of the critical ethical requirements for clinical research—social value, scientific validity, fair subject selection, favorable risk-benefit ratio, independent review, informed consent, and respect for enrolled participants.     

Metacognitive errors contribute to the difficulty in remembering proper names

While prior research has shown that proper names are more challenging to learn and remember than other types of information (e.g., occupations), little research has explored the role of metacognitive factors in proper name learning. Thus in four experiments participants learned, made predictions, and were tested on their memory for common nouns (i.e., occupations) and proper nouns (i.e., names). Results showed that memory predictions were consistently overconfident for names, whereas the discrepancy between predictions and performance was smaller for occupations. With experience, participants were able to modify predictions and, critically, Experiment 4 showed that improvements in the accuracy of memory predictions led participants to allocate more study time to names and thus improved memory for names. Such data suggest that theories of proper name learning should make provisions for deficits in metacognitive awareness.     

Belief-level markers of physical activity among young adult couples: Comparisons across couples without children and new parents

The health benefits of regular moderate–vigorous intensity physical activity (MVPA) are well established, yet young adults, particularly parents, often show declines in MVPA and may represent a critical population for intervention. Theory-based correlates used to guide future interventions are scant in this population. The purpose of this study was to examine theory of planned behaviour (TPB) belief-level constructs as correlates of directly assessed MVPA across cohorts of couples without children and with their first child over the initial 12?months. Participants were 238 adults (102 not expecting a child, 136 expecting first child) who completed baseline demographics, belief measures of the TPB and seven-day accelerometry, followed by assessments at 6 and 12 months. Results showed select medium-sized belief-PA correlations with sex and cohort interactions. Overall, women had larger affect-based behavioural belief associations with MVPA than men (e.g. PA relieves stress), and among new parents, mothers showed larger associations with control over MVPA than fathers. Mothers also had larger associations between control beliefs and MVPA compared to women without children (e.g. domestic duties, bad weather). Extremely high means and low variability on the behavioural beliefs show limited room for possible changes in intervention while control beliefs had low means suggesting room for change. Interventions targeting control among new mothers may be paramount for increasing MVPA, yet the TPB yielded less insight into the targets for promoting MVPA among young men.     

Perceptions of coparenting in foster care

Although literature supports the association between harmonious coparenting practices and lowered child problems, little is known about coparenting influences among family constellations in the foster care system. Via a compilation of a new coparenting practices measure, we examined similarities and differences on foster parent-derived perceptions of support/flexibility, shared communication, conflict/triangulation, and total coparenting between foster and biological parents and their independent contribution to child internalizing and externalizing problems. Self-reports were gathered from foster parents (N=80) in 2 groups: kin and nonkin. As compared with nonkin, kin foster parents reported higher perceived support/flexibility, shared communication, and total coparenting. A tendency for higher conflict/triangulation among kin foster parents was also found. After considering foster parent group, psychological distress, and harsh discipline, hierarchical regression analyses revealed that perceived total coparenting and conflict/triangulation contributed to child internalizing and externalizing problems. Results support the linkage between perceptions of coparenting and child problems among caregivers (foster and biological alike) in kin and nonkin arrangements and highlight training in coparenting in general, and conflict management in particular, as an important intervention focus to reduce the high level of child problems in this vulnerable population.     

The role of within-category variability in category-based induction: a developmental study

The present studies tested the hypothesis that strong assumptions about within-category homogeneity impede children's recognition of the inductive value of diverse samples of evidence. In Study 1a, children (7-year-olds) and adults were randomly assigned to receive a prime emphasizing within-category variability, a prime emphasizing within-category similarities, or to not receive a prime. Only following the variability prime, children demonstrated a reliable preference for evaluating diverse over nondiverse samples to determine whether there is support for a category-wide generalization. Adults demonstrated a robust preference for diverse samples in all conditions. These effects extended beyond the specific categories included in the prime, as well as to multiple types of test questions. Study 1b demonstrated that priming variability leads children to select diverse samples only when doing so is informative for induction. Implications for conceptual development are discussed.     

The impact of value-directed remembering on the own-race bias

Learners demonstrate superior recognition of faces of their own race or ethnicity, compared to faces of other races or ethnicities; a finding termed the own-race bias. Accounts of the own-race bias differ on whether the effect reflects acquired expertise with own-race faces or enhanced motivation to individuate own-race faces. Learners have previously been motivated to demonstrate increased recall for highly important items through a value-based paradigm, in which item importance is designated using high (vs. low) point values. Learners receive point values by correctly recalling the corresponding items at test, and are given the goal of achieving a high total point score. In two experiments we examined whether a value-based paradigm can motivate learners to differentiate between other-race faces, reducing or eliminating the own-race bias. In Experiment 1, participants studied own- and other-race faces paired with high or low point values. High point values (12-point) indicated that face was highly important to learn, whereas low point values (1-point) indicated that face was less important to learn. Participants demonstrated increased recognition for high-value own-race (but not other-race) faces, suggesting that motivation alone is not enough to reduce the own-race bias. In Experiment 2, we examined whether participants could use value to enhance recognition when permitted to self-pace their study. Recognition did not differ between high-value own- and other-race faces, reducing the own-race bias. Such data suggest that motivation can influence the own-race bias when participants can control encoding.