An evaluation scale of family environment for identification of children at risk of school failure

This study describes the development of the Home Environment Resources Scale, a Brazilian measure for families with children ages 6 to 12 years. The scale measures aspects of support for school achievement, made available to the child at home. A first version of the measure with 11 subscales was administered to 100 mothers or guardians of children with poor school achievement in a clinical setting. Analysis of the items in the first version resulted in a final version comprising 8 subscales with acceptable indices of internal consistency. Two validity studies were conducted. One aimed at verifying to what extent the Home Environment Resources Scale could discriminate the home environment of students referred to a mental health clinic on account of poor school performance. The sample included mothers of 53 referred and 23 nonreferred children. The two groups differed significantly in home resources and on four subscales. The other study assessed the validity, i.e., prediction of the academic outcome of children entering Grade 1. 70 children and their mothers participated. Results indicate that school achievement and social competence at school are mediated by family support.     

Context in selection of men and women in hiring decisions: gender composition of the applicant pool

The hypothesis that the sex composition of an applicant pool affects the hiring probabilities of individual job applicants was tested using gender-distinctive information on accepted and rejected job applicants in The Netherlands. The evidence supports this hypothesis, although the effect sizes are moderate. Both men and women have a lower probability of being hired when the applicant pool contains fewer applicants from their own sex.     

The impact of fear appeals on processing and acceptance of action recommendations

A stage model of processing of fear-arousing communications was tested in an experiment that examined the impact of vulnerability to a severe health risk, the quality of the arguments supporting a protective action recommendation, and the source to which the recommendation was attributed, on processing and acceptance of the recommendation. Argument quality influenced attitudes toward the recommendation (but not intention to act), and this effect was mediated by negative thoughts about the recommendation. Vulnerability influenced intention to act (but not attitudes), and this effect was mediated by perceived threat and positive thoughts about the recommendation. The pattern of findings suggests that although vulnerability to a severe health risk induces biased processing of the recommendation, biased processing is restricted to intentions and does not compromise the evaluation of the recommendation. The theoretical and practical implications of these findings are discussed.     

Working with Families from the Indian Sub-Continent: An Indo-German Experience*

Whereas most Western European therapists and clients consider emotional distance and abstinence as desirable and conducive in the therapeutic process, this may not always be the case with clients from India. Cultural components such as the contrast between linear and cyclic world-views and the traditional view of the psychologist as an advisor in India present a challenge to professionals with a Western background. Some factors such as the situation of women in society and seemingly too close familiy ties can mean that a Western therapist fails to promote the changes an Indian client is desiring for his or her family. However, besides cultural awareness and caution, one of the most helpful tools in work across cultures is curiosity in its most positive sense and the readiness to be surprised by ones’ clients.I would like to thank all my Indian colleagues who supported and advised me in my work in India.     

Intact retrieval inhibition in children’s episodic recall

Young children are assumed to be inefficient inhibitors in a number of cognitive tasks. In two experiments, we examined whether such deficits extend to children's episodic recall. We used two inhibition paradigms: retrieval-induced forgetting, the detrimental effect of retrieval practice with a subset of learned items on recall of the unpracticed items, and part-list cuing, the detrimental effect of the presentation of a subset of learned items on recall of the remaining items. In both experiments, the inhibitory effects were compared across three age groups: first or second graders, fourth graders, and young adults. The two children groups showed the same amounts of retrieval-induced forgetting and part-list cuing as the adult group, pointing to intact retrieval inhibition in young children's episodic recall. These results parallel very recent results on older adults' episodic recall, suggesting that both retrieval-induced forgetting and part-list cuing develop early in life and remain intact for the greater part of the lifespan.     

Response preparation and code overlap in dual tasks

In a dual-task paradigm, a visual-encoding task with a deferred verbal report of a moving target was combined with a speeded task, in which participants prepared a precued leftward or rightward key-press response that was withheld until an auditory go signal. We manipulated the interval between the response cue and the target for the visual-encoding task, the interval between this target and the go signal, and spatial cross-task compatibility between the direction of the target movement in the visual task and the speeded manual response. The results of two experiments suggest that visual encoding interferes with response preparation and with the initiation of the prepared manual response at a short target-go interval. Also, responses were faster in compatible than in incompatible trials, indicating a cross-task compatibility effect. Experiment 2 reversed this compatibility effect by instruction, suggesting that the compatibility effect is based on response-response overlap. In both experiments, response preparation impaired accuracy in the visual task. Taken together, these results suggest that response processes and visual encoding share common codes and processes.     

Pragmatism and Developmentalism in Brazilian Educational Thought in the 1950s/1960

This article proposes to analyse some aspects of the appropriation of New School thinking in Brazil, particularly Deweyan pragmatism, in the 1950s and 1960s. The analysis is based on the assumption that the developmentalist ideology that punctuated the debate on the economic, political and social restructuring of the country in these two decades constituted fertile ground for the return and expansion of pragmatist thinking amongst Brazilian educators, articulating itself, sometimes in contradictory ways, with this ideology. The focus of the analysis will be on the writings of the group of educators which circulated around the figure of Anísio Teixeira, at the time director of the National Institute for Pedagogic Studies (INEP), an organ linked to the Ministry of Education and Culture (MEC), which set itself the task of producing research that would support public policy in the field of education, as well as constituting itself as a center for teacher education and the stimulus and development of innovative experiences in the public school system. The appropriation of Deweyan pragmatism, in this context, had a triple perspective: pragmatism as scientific method, implying a specific conception of science, particularly the social sciences, with emphasis on the application of scientific knowledge in the solution of practical problems; as a way of democratic life; and as a synonym for experimentalism, in the sphere of schooling.     

Semantic competition between hierarchically related words during speech planning

There is overwhelming evidence that during speech planning semantically related words become lexically activated and compete for selection with the to-be-produced target word. The vast majority of this evidence stems from studies using the picture-word task, in which a distractor word (e.g., bird) drawn from the same semantic category as the target (e.g., fish) was shown to inhibit the picture-naming response more strongly than did an unrelated distractor word. By contrast, corresponding evidence from distractor words (e.g., carp) bearing a hierarchical relation to the target (e.g., fish) is sparse and inconclusive. In the present study, we investigated effects of subordinate-level distractors during basic-level naming and effects of basic-level distractors during subordinate-level naming. Hierarchically related distractors were found to inhibit the naming response in both situations. This pattern of results did not depend on whether the pictures were preferably named at the basic level or at the subordinate level. The results suggest that hierarchically related name alternatives compete for selection.