Early contributions to infants’ mental rotation abilities

Some cognitive abilities exhibit reliable gender differences, with females outperforming males in specific aspects of verbal ability, and males showing an advantage on certain spatial tasks. Among these cognitive gender differences, differences in mental rotation are the most robust, and appear to be present even in infants. A large body of animal research suggests that gonadal hormones, particularly testosterone, during early development could contribute to this gender difference in mental rotation. Also, substantial evidence supports an influence of socialization on mental rotation performance. The present study investigated the relationship of two types of factors, early postnatal testosterone exposure and parental attitudes about gender, to mental rotation performance in 61 healthy infants (29 males, 32 females). We measured salivary testosterone at two time points: 1–2.5 months of age and 5–6 months of age. Infants’ mental rotation performance and parents’ attitudes about gender were assessed at 5–6 months of age. As predicted, testosterone concentrations were significantly higher in boys than girls in early infancy (d = 0.54), and boys performed significantly better than girls on mental rotation (d = 0.64). A significant positive correlation between testosterone at age 1–2.5 months and mental rotation was found only in boys (r = 0.50, p = .01). A significant negative correlation between parents’ gender‐stereotypical attitudes and mental rotation performance was found only in girls (r = ?.57, p = .002). These findings suggest that the early postnatal testosterone surge (also known as “mini‐puberty”) may have organizational influences on mental rotation performance in boys, and that parents may influence their daughters’ mental rotation abilities beginning very early in life.     

Examining the response programming function of the Quiet Eye: Do tougher shots need a quieter eye?

Support for the proposition that the Quiet Eye (QE) duration reflects a period of response programming (including task parameterisation) has come from research showing that an increase in task difficulty is associated with increases in QE duration. Here, we build on previous research by manipulating three elements of task difficulty that correspond with different parameters of golf-putting performance; force production, impact quality and target line. Longer QE durations were found for more complex iterations of the task and furthermore, more sensitive analyses of the QE duration suggest that the early QE proportion (prior to movement initiation) is closely related to force production and impact quality. However, these increases in QE do not seem functional in terms of supporting improved performance. Further research is needed to explore QE’s relationship with performance under conditions of increased difficulty.     

Are two spaces better than one? The effect of spacing following periods and commas during reading

The most recent edition of the American Psychological Association (APA) Manual states that two spaces should follow the punctuation at the end of a sentence. This is in contrast to the one-space requirement from previous editions. However, to date, there has been no empirical support for either convention. In the current study, participants performed (1) a typing task to assess spacing usage and (2) an eye-tracking experiment to assess the effect that punctuation spacing has on reading performance. Although comprehension was not affected by punctuation spacing, the eye movement record suggested that initial processing of the text was facilitated when periods were followed by two spaces, supporting the change made to the APA Manual. Individuals’ typing usage also influenced these effects such that those who use two spaces following a period showed the greatest overall facilitation from reading with two spaces.     

Contextualizing the History of Yoga in Geoffrey Samuel’s The Origins of Yoga and Tantra: A Review Symposium

International Journal of Hindu Studies -     

Differential item functioning on the Five Facet Mindfulness Questionnaire is minimal in demographically matched meditators and nonmeditators

A recent study of the Five Facet Mindfulness Questionnaire reported high levels of differential item functioning (DIF) for 18 of its 39 items in meditating and nonmeditating samples that were not demographically matched. In particular, meditators were more likely to endorse positively worded items whereas nonmeditators were more likely to deny negatively worded (reverse-scored) items. The present study replicated these analyses in demographically matched samples of meditators and nonmeditators (n = 115 each) and found that evidence for DIF was minimal. There was little or no evidence for differential relationships between positively and negatively worded items for meditators and nonmeditators. Findings suggest that DIF based on items' scoring direction is not problematic when the Five Facet Mindfulness Questionnaire is used to compare demographically similar meditators and nonmeditators.     

Addressing social determinants of health: Supporting ex-offenders’ employment through use of the Systems Theory Framework

There remains a need for counselors well-prepared to work with ex-offenders. As counselors aim to meet ethical obligations toward advocacy, they often seek to address social determinants of health (SDOH) challenges. Those working with ex-offenders should be aware of unique employment challenges ex-offenders may face and possess a baseline knowledge of the justice system for pertinent collaboration. This paper provides an explanation of how the Systems Theory Framework may be used to address ex-offenders’ employment-related needs through addressing SDOH challenges and collaborating with the justice system. Implications for employment counselors, counselor educators, and supervisors and steps for future research conclude.