Maternal regulation of infant reactivity from 2 to 6 months

Previous research has investigated the effect of maternal soothing behaviors on reducing infant reactivity but not the differential effects of specific maternal behaviors on infant stress responses. The present study investigated maternal regulation of 2- and 6-month-olds' responses to an inoculation and found a significant decline with age in both the intensity and duration of infants' crying. Maternal affection and touching decreased from 2 to 6 months, whereas maternal vocalizing and distraction behaviors increased. At both ages, the combination of maternal holding/rocking and vocalizing was associated with decreases in all levels of infant reactivity. Neither strategy alone, however, was found to be effective. Feeding/ pacifying behaviors were effective only when initial distress was at a low or moderate level, which suggests that the effectiveness of maternal regulatory behaviors may depend on the intensity of infants' crying.     

Cross- and within-cultural variations in children's understanding of distance, time, and speed interrelationships: a follow-up study

A problem with interpretations of differences in mathematic achievement between students from Asian countries and those from the United States is the seemingly implicit assumption of the cultural homogeneity of Asian societies. Researchers rarely measure the effects of variables within cultures that are hypothesized to be related to differences across cultures. In the present study, the authors examined the effects of socioeconomic status (SES) and quality of instruction on Chinese students' (1st, 3rd, and 5th grades) understanding of distance, time, and speed. The results indicated that (a) low SES in China can impede the development of children's mathematical cognition and (b) higher SES does not guarantee better performance. The implication is that the gap in mathematical performance between socioeconomically advantaged and disadvantaged children can be narrowed or even eliminated through instructional practices that focus on the systematic training of children's mathematical thinking.     

Shyness: relationship to social phobia and other psychiatric disorders

The relationship between shyness, social phobia and other psychiatric disorders was examined. The prevalence of social phobia was significantly higher among shy persons (18%) compared with non-shy persons (3%). However, the majority of shy individuals (82%) were not socially phobic. A significant and positive correlation was found between the severity of shyness and the presence of social phobia, but the data suggest that social phobia is not merely severe shyness. Social phobia was also positively and moderately correlated with introversion and neuroticism. Thus, shy persons with social phobia were shyer, more introverted, and more neurotic than other shy people, but none of these factors was sufficient to distinguish shy persons with social phobia from those without social phobia. The proportion of the shy group with psychiatric diagnoses other than social phobia was significantly higher than among the non-shy group, indicating that various diagnostic categories are prominent among the shy. The results are discussed in terms of the overlap in shyness and social phobia and the relationship of shyness to other psychiatric diagnoses and personality dimensions.     

A dog's got personality: a cross-species comparative approach to personality judgments in dogs and humans

This research offers a blueprint for how a cross-species comparative approach can be realized empirically. In a single design, parallel procedures and instruments were used in 2 species, dogs (Canis familiaris) and humans (Homo sapiens), to test whether personality differences exist and can be judged in dogs as accurately as in humans. Personality judgments of humans and dogs were compared on 3 accuracy criteria: internal consistency, consensus, and correspondence. Results showed that, on all 3 criteria, judgments of dogs were as accurate as judgments of humans. These findings are consistent with the evolutionary continuity hypothesis and suggest an important conclusion not widely considered by either personality or animal researchers: Personality differences do exist and can be measured in animals other than humans.     

The difference engine: A model of diversity in speeded cognition

A theory of diversity in speeded cognition, the difference engine, is proposed, in which information processing is represented as a series of generic computational steps. Some individuals tend to perform all of these computations relatively quickly and other individuals tend to perform them all relatively slowly, reflecting the existence of a general cognitive speed factor, but the time required for response selection and execution is assumed to be independent of cognitive speed. The difference engine correctly predicts the positively accelerated form of the relation between diversity of performance, as measured by the standard deviation for the group, and task difficulty, as indexed by the mean response time (RT) for the group. In addition, the difference engine correctly predicts approximately linear relations between the RTs of any individual and average performance for the group, with the regression lines for fast individuals having slopes less than 1.0 (and positive intercepts) and the regression lines for slow individuals having slopes greater than 1.0 (and negative intercepts). Similar predictions are made for comparisons of slow, average, and fast subgroups, regardless of whether those subgroups are formed on the basis of differences in ability, age, or health status. These predictions are consistent with evidence from studies of healthy young and older adults as well as from studies of depressed and age-matched control groups.     

大五人格理论与人事测评中的人格结构分析

本研究以工商企业人事选拔工作中参与实际测评的成人被试为研究对象,采用因素分析方法对中国成人人格的内隐结构进行了分析,并对所获取得主要特质因素与大五人格理论模型的关系和差别进行了探讨。     

Cultural Effects Rather Than a Bilingual Advantage in Cognition: A Review and an Empirical Study

The bilingual advantage hypothesis contends that the management of two languages in the brain is carried out through domain‐general mechanisms, and that bilinguals possess a performance advantage over monolinguals on (nonlinguistic) tasks that tap these processes. Presently, there is evidence both for and against such an advantage. Interestingly, the evidence in favor has been thought strongest in children and older adults, leading some researchers to argue that young adults might be at peak performance levels, and therefore bilingualism is unable to confer an improvement. We conducted a large‐scale review of the extant literature and found that the weight of research pointed to an absence of positive evidence for a bilingual advantage at any age. We next gave a large number of young adult participants a task designed to test the bilingual advantage hypothesis. Reasoning from the literature that young adults from an East Asian (Korean) culture would likely outperform those from a Western (British) culture, we also compared participants on this factor. We found no evidence for a bilingual advantage but did find evidence for enhanced performance in the Korean group. We interpret these results as further evidence against the bilingual advantage hypotheses.