A comparison of methods for assessing preference for social interactions

Researchers have evaluated a variety of methods for assessing preference for social interactions, and generally have found that such assessments accurately identify differentially reinforcing, preferred interactions. However, few researchers have compared methods for assessing preference for social interactions, and none have done so with participants across different skill levels. The current study compared the stability and validity of hierarchies produced by social interaction preference assessments (SIPA) and picture-based multiple stimulus without replacement preference assessments (MSWO) with 8 individuals diagnosed with autism spectrum disorder (ASD). The MSWO most often produced valid hierarchies for participants who could match, identify, and tact pictures of social interactions and that the SIPA most often produced valid hierarchies for participants who could not identify or tact pictures of social interactions. A vocal paired-stimulus preference assessment (PSPA) was also conducted with a subset of participants who communicated vocally, and it produced valid hierarchies. Considerations and recommendations for selecting a method of assessing preference for social interactions are discussed.     

Factorial and convergent validity of the Youth Psychopathic Traits Inventory‐Short Version in Ghana

Studies have shown the existence of psychopathy construct in Western cultures. However, there is a general lack of research on this topical issue in non‐Western countries, specifically sub‐Saharan Africa. Consequently, this study investigated the factorial and convergent validity of the Youth Psychopathic Traits Inventory‐Short Version (YPI‐S) in 327 adolescents in Ghana. Confirmatory factor analysis supported a three‐factor structure (interpersonal, behavioural and affective) of psychopathy that was invariant across gender. These results were replicated in a cross‐validation sample comprising 363 adolescents. The YPI‐S factors correlated significantly and positively with reactive and proactive aggression, thus bolstering its construct validity. The YPI‐S and Big‐Five domains were related differently, and where significant correlations were observed, their directions generally confirmed and extended previous studies. All in all, the result generally suggested the existence of psychopathy construct among Ghanaian youth which can be described along interpersonal, affective and behavioural domains. However, the alterations made to the YPI‐S, coupled with its relatively low factor loadings and internal consistency largely, indicate cultural influences on the assessment of cross‐cultural traits. This study illuminated the problem of exporting Western‐based measures and their findings to non‐Western contexts.     

Examining the emerging entrepreneurial mindset in adolescence: A study in Nigeria

This study investigated the relationship of family environment, network, parental socio‐economic status, self‐efficacy and proactive personality on entrepreneurial intention of secondary school adolescents and the mediating role of self‐efficacy. The participants were 250 secondary school SS2 adolescents randomly selected from six secondary schools in Ibadan Metropolis, Ibadan, Oyo State, Nigeria. Structural Equation Modelling was used to analyse the data obtained from the participants. The results showed that all the contextual and individual factors had significant relationship with entrepreneurial intention and self‐efficacy partially mediated the relationship. It was suggested that counselling psychologists should consider the contextual and individual variables while assisting students in building their entrepreneurial intention.     

Unconceived alternatives and the cathedral problem

Synthese - Kyle Stanford claims we have historical evidence that there likely are plausible unconceived alternatives in fundamental domains of science, and thus evidence that our best theories in...     

Infinite idealizations in science: an introduction

We offer a framework for organizing the literature regarding the debates revolving around infinite idealizations in science, and a short summary of the contributions to this special issue.

     

“We're not gonna be friends anymore”: Associations between viewing relational aggression on television and relational aggression in text messaging during adolescence

A number of studies suggest that adolescents who view relational aggression on television are more likely to engage in higher levels of subsequent relational aggression in social interactions. This study examined longitudinal associations between viewing relational aggression on television and relationally aggressive behavior in text messaging over a 1-year period during adolescence. Participants were 197 adolescents who completed a number of questionnaires regarding media use and aggression. Adolescents were each given a BlackBerry device and a sample of text messages was coded for aggressive behavior. Results revealed that exposure to relational aggression on television was associated with higher levels of relational aggression in texting one year later, but only for girls. Results are discussed with reference to the General Aggression Model.     

Designing Translingual Pedagogies: Exploring Pedagogical Translation through a Classroom Teaching Experiment

This study examined how middle-grades language arts teachers learned to integrate a small-group collaborative translation activity into their teaching practice. We discuss what we call pedagogical translation as an emergent social practice, in which translation routines that are familiar to multilingual students may be leveraged toward instructional goals in a mainstream language arts class. The data were drawn from a classroom teaching experiment iteration of a larger design-based research study, whose goal is to create a fully developed instructional protocol useful to all teachers in linguistically diverse language arts classrooms, but especially teachers with limited or emerging proficiencies in languages other than English. We position pedagogical translation as a paradigm case of translingual pedagogy—instructional approaches designed to leverage the full range of emerging bilinguals’ linguistic resources—and we focus our analysis on the agentive participation of teachers as they integrate new translingual routines into their instructional practice. Using a conjecture mapping procedure, we describe the evolution of an instructional theory for how pedagogical translation can be leveraged toward literacy learning objectives. We present qualitative narratives describing how participating teachers made locally situated design choices that meshed new routines with existing instructional practice, documenting trajectories of teacher participation as agentive designers of translingual pedagogy.