Psychophysical thresholds of face visibility during infancy

The ability to detect and focus on faces is a fundamental prerequisite for developing social skills. But how well can infants detect faces? Here, we address this question by studying the minimum duration at which faces must appear to trigger a behavioral response in infants. We used a preferential looking method in conjunction with masking and brief presentations (300 ms and below) to establish the temporal thresholds of visibility at different stages of development. We found that 5 and 10 month-old infants have remarkably similar visibility thresholds about three times higher than those of adults. By contrast, 15 month-olds not only revealed adult-like thresholds, but also improved their performance through memory-based strategies. Our results imply that the development of face visibility follows a non-linear course and is determined by a radical improvement occurring between 10 and 15 months.     

Multimedia learning trumps retrieval practice in psychology teaching

It is well established that studying with (vs. without) visual illustrations as well as taking tests (vs. restudying) is beneficial for learning, but on which strategy should one put the efforts, or should they be combined for best learning? Eighty‐eight upper secondary school students were given a brief lecture presented verbally (6 classes) or with the aid of a visual illustration (visuoverbal, 6 classes). The information was processed again by taking a memory test or by restudying. Recall and transfer tests were conducted after some few minutes and again after one week. The visuoverbal lecture resulted in better learning than verbal presentation only. A significant study strategy by retention interval interaction was found. However, this interaction was not qualified by a testing effect. Hence, taking tests (retrieval practice) did not lead to better learning than restudying. It was concluded that it is worthwhile to use visual illustrations in teaching. However, the present study did not reveal any synergistic effects from the combination of visuoverbal presentation and retrieval practice.     

Parental illness intrusiveness and youth glycaemic control in type 1 diabetes: intergenerational associations and processes

Objective: This study examined associations between the functioning of youth with type 1 diabetes and their parents, including parenting dimensions as intervening mechanisms. The study adds to the existing literature by focusing on (1) the concept of parental illness intrusiveness; (2) the (understudied) periods of adolescence and emerging adulthood; and (3) maternal and paternal functioning. Design: Questionnaires were completed by 317 patient-mother dyads and 277 patient-father dyads. All patients (aged 14–25) had type 1 diabetes. The hypothesised model was compared to an alternative model using structural equation modelling. Main Outcome Measures: Youth reported on depressive symptoms and treatment adherence; Physicians provided HbA_1c-values. Parents reported on illness intrusiveness, depressive symptoms, and their child’s treatment adherence. Patients and parents reported on psychological control and overprotection. Results: The hypothesised path model had a good fit to the data. Parental illness intrusiveness was positively associated with depressive symptoms and both were positively related to overprotection and psychological control. Psychological control was positively related to patients’ depressive symptoms and negatively to treatment adherence. Poorer treatment adherence was associated with worse HbA_1c-values. Conclusion: These findings underscore the relevance of parental illness intrusiveness and emphasise the importance of mothers’ and fathers’ roles throughout adolescence and emerging adulthood.     

Parent–child interactions and relational aggression in peer relationships

The major aim of this review is to propose new ways of thinking about the role of parents in the development and course of children’s relationally aggressive behavior. An important theoretical framework from which to start thinking about linkages between parenting and relational aggression is provided by attachment theory. Attachment theory proposes that early family experiences are an important basis for the development of later peer relationships. Recent studies are only beginning to suggest possible linkages between children’s parental attachment and relational aggression. One possible reason for the scant research is that theoreticians studying these constructs have not yet developed a conceptual framework combining the two, but rather have focused on different characteristics of different interpersonal contexts. Based on the premise that both relational aggression and attachment are relational constructs and given the already established correlations between insecure attachment and physical aggression, this paper will attempt to devise a heuristic model that may serve as an aid to discover links between parent–child interactions, attachment, and relational aggression. Finally, implications for future studies of relational aggression are discussed.     

Further examination of the convergent and discriminant validity of the student–teacher relationship scale

Two studies extended psychometric research on the Student–Teacher Relationship Scale (STRS) with kindergarten and preschool children (N₁ = 60–71; N₂ = 35) and their teachers. These studies used a multi‐method approach to replicate and extend previous findings concerning the convergent validity of the STRS Closeness, Conflict, and Dependency scale and to further examine the discriminant validity of the STRS. Study 1 investigated convergence between the STRS scales and child‐ and peer‐reports of the same constructs based on a multi‐trait multi‐method approach. Study 2 examined the pattern of associations between the STRS and indicators of teacher–child relationship quality rated by external observers. Support was found for the convergent validity and to a lesser extent the discriminant validity of the STRS Closeness and Conflict scale. For the STRS Dependency scale, additional research remains necessary. Copyright © 2009 John Wiley & Sons, Ltd.     

Students' conceptions of constructivist learning in different programme years and different learning environments

Background Constructivist views of learning have brought conceptions of learning to attention again. Conceptions are considered important determinants of effective learning. Students can differ in their conceptions depending on their educational experience. Aims The present study investigated students' conceptions of constructivist learning. Do students with greater experience in their academic programme differ in their conceptions of constructivist learning compared to students with less experience/ In addition, to what extent are conceptions of constructivist learning different in a conventional, lecture‐based curriculum compared to a constructivist, problem‐based learning curriculum/ Samples Three groups (i.e. first‐year, second‐year, and third‐year students) in two different curricula (i.e. conventional, lecture‐based and constructivist, problem‐based) were tested. Methods A cross‐sectional design was used. Students' conceptions of constructivist activities (i.e. knowledge construction, cooperative learning, self‐regulation, use of authentic problems, self‐perceived inability to learn, and motivation to learn) were measured by a questionnaire. Data were analyzed using a two‐way multivariate analysis of variance (MANOVA). Results A significant difference in questionnaire's scores between year 1 and year 2 (but not between year 2 and 3) was found with respect to conceptions about knowledge construction, self‐regulation, and the use of authentic problems, but not for cooperative learning and motivation to learn. For self‐perceived inability, an interaction effect was found. Furthermore, results showed significant differences between both curriculum groups on all dependent measures. Conclusions Differences in conceptions can be perceived between students who enter a new learning programme (i.e. higher education) and students who already have one year of experience in higher education. Among students with more than one year of educational experience, differences disappear. Furthermore, this study shows that the learning environment can make a difference with respect to students' conceptions of constructivist learning activities.     

The Effects of Family Type, Family Relationships and Parental Role Models on Delinquency and Alcohol Use Among Flemish Adolescents

This study focused on the effects of family type, family relationships and socialization on alcohol consumption and delinquent behaviour among Flemish adolescents. Data came from the second round of the Leuven Adolescents and Families Study and were collected in 2010 by paper-and-pencil questionnaires in 10 different secondary schools (N = 1,688). The results show that children living in non-intact families are more likely to be delinquent and to drink alcohol at an age it is not legally allowed (below 16 years old). High delinquent behaviour is found among boys in single parent families and among girls in stepfamilies. For alcohol use the reverse is true. A good relationship with the same-sex parent is negatively associated with delinquency. High interparental conflict increases delinquency for boys and alcohol use for girls. Parental role models are highly important, since drinking behaviour of parents, and especially the same-sex parent, are positively associated with externalising problems of children.     

“Benevolent Patriarchy”: Palestinian Women between “Ideal” and “Reality”

In this article polygyny is used to illustrate how the ideal of benevolent patriarchy and the “good” Muslim man as the benevolent patriarch tends to create a discrepancy between the legal and the moral in Islamic legislation as well as in Islamic discourse. The study is based on fieldwork in the West Bank in 2011 when 49 Islamist and Islamic-oriented women were interviewed. The main finding of this study is that Islamist women tend to accept the Islamic gender system as the divine will, and they also accept its legal expression, Personal Status Law. However, there is a little awareness of the lack of legal consequences for men who do not behave according to the moral code, which is not explicitly but only implicitly assumed in the law.     

Preparing fingers within and between hands: Examining the maximal preparation benefit in older age

Previous research has demonstrated an age-related deficit in the preparation of finger responses. A key question is whether the age-related deficit reflects differences in speed of preparation or differences in the maximal preparation benefit that can be attained given sufficiently long preparation intervals. The present study examined this issue by asking a group of younger and older adults to perform the finger-cueing task with four, relatively long, preparation intervals that varied randomly across trials. Reaction time results demonstrated that older adults were deficient in preparing two fingers on two hands at the two shortest preparation intervals, but not at the two longest ones. This outcome suggests that, with randomised preparation intervals, older adults require more time than younger adults to achieve the maximal level of between-hands preparation.     

From the stage to the laboratory: magicians, psychologists, and the science of illusion

In 1894, French psychologist Alfred Binet published an article on the psychology of conjuring. By observing five magicians perform in his laboratory, he was hoping to gain a better understanding of the psychological processes responsible for inducing illusions in an audience. This article focuses on the subjects of these experiments and their world. It attempts to explain why five men belonging to a profession in which secrecy was vital agreed to enter the laboratory and reveal their tricks. It argues that magicians saw themselves as men of science and that, by entering Binet's laboratory, they were responding to an opportunity to participate in a world to which they wished to belong.