Effects of task difficulty on sibling teaching in middle childhood

Teaching styles were investigated in 28 middle‐class sibling dyads (older sibling M age = 8.2 yrs; younger sibling M age =5.11 yrs) using two sets of block design tasks (five easy; five hard). Older siblings employed a greater number of strategies (i.e. physical demonstrations, scaffolding, corrective feedback) in the hard than in the easy tasks, thus demonstrating the ability to adjust teaching strategies according to task difficulty. Teachers also employed more frequent strategies when learners were younger indicating that they may be sensitive to developmental differences. In the hard tasks, learners responded positively to teacher guidance, but were also more likely to reject the teacher's help, perhaps demonstrating responsibility for their own learning. Findings are discussed in light of current social‐cognitive approaches highlighting the important roles of both teacher and learner during episodes of sibling teaching in middle childhood. Copyright © 2006 John Wiley & Sons, Ltd.     

Spatial patterns of Indian serial burglars with relevance to geographical profiling

Earlier studies in Western countries have shown remarkably consistent spatial patterns in serial offenders, mainly for serious crimes notably serial killing and rape, but also (although with less clear patterns) for burglary. The universality of such spatial patterns are of theoretical interest in contributing to our understanding of criminal spatial behaviour and have practical significance for the possibility of using geographic profiling in developing countries. As such, burglars in India provide a particularly interesting test of the generality of the observed spatial consistencies. Information was therefore obtained on the offence location choices of 30 burglars, committing 150 offences in the Rourkela and Keonjhar districts of India. The home to crime distances were compared with those from developed countries, revealing similar but slightly shorter distances. In addition, the domocentricity of criminal spatial activity, reflected in the ‘marauder’ model (Canter & Gregory 1994) was tested through examination of the Canter Circle hypothesis, the mean interpoint distances (as they related to average distances from home), and the home base ‘search costs’ using a geographical profiling system (Dragnet). Overall the study found that the spatial patterns of the sample of Indian Burglars were not very different from their counterparts in the UK, North America and Australia, showing that the areas in which an offender is active tend to be shaped by, and, relatedly, close to, where he or she lives, irrespective of the part of the world in which this is. These results suggest that geographical profiling systems such as Dragnet would be productively used on the Indian sub‐continent. The results also contribute to our understanding of possible universalities in offender spatial behaviour. Copyright © 2006 John Wiley & Sons, Ltd.     

Toward an Integrated Model of Applicant Faking Behavior1

The present research tested a model that integrated the theory of planned behavior (TPB) with a model of faking presented by McFarland and Ryan (2000) to predict faking on a personality test. In Study 1, the TPB explained sizable variance in the intention to fake. In Study 2, the TPB explained both the intention to fake and actual faking behavior. Different faking measures (i.e., difference scores and social desirability scales) tended to yield similar conclusions, but the difference scores were more strongly related to the variables in the model. These results provide support for a model that may increase understanding of applicant faking behavior and suggest reasons for the discrepancies in past research regarding the prevalence and consequences of faking.     

Examining Perceptions of Ambiguous and Unambiguous Threats of Racial Harassment and Managerial Response Strategies1

Scenarios involving ambiguous or unambiguous threats of racial harassment were crossed with four managerial response strategies (taking action, acknowledgment, reframing, denial). Results suggest that minority members are more likely to view repeated racial jokes as severe and are more likely to report the behavior to a manager. For minority group members, racial identification moderated the relationship between type of harassment and perceived severity. For majority group members, blindness to privilege and unawareness of racial issues moderated the relationship between type of harassment and likelihood to report the incident. Taking action was associated with more positive perceptions of organizational justice and a belief that the organization would be less tolerant toward future incidents involving racial harassment. Differences across groups (Whites, African Americans, Hispanics/Latinos, and Asians) were found, suggesting a perceptual gap based on racial schema.     

Developmental Differences in the Ability to Provide Temporal Information About Repeated Events

Children (n = 372) aged 4–8 years participated in one or four occurrences of a similar event and were interviewed 1 week later. Compared with 85% of children who participated once, less than 25% with repeated experience gave the exact number of times they participated, although all knew they participated more than once. Children with repeated experience were asked additional temporal questions, and there were clear developmental differences. Older children were more able than younger children to judge relative order and temporal position of the four occurrences. They also demonstrated improved temporal memory for the first and last relative to the middle occurrences, while younger children did so only for the first. This is the first systematic demonstration of children's memory for temporal information after a repeated event. We discuss implications for theories of temporal memory development and the practical implications of asking children to provide temporal information. Copyright © 2015 John Wiley & Sons, Ltd.