Reading development in a tracked school system: A longitudinal study over 3 years using propensity score matching

Background. Assigning students to different school tracks on the basis of their achievement levels is a widely used strategy that aims at giving students the best possible learning opportunity. There is, however, a growing body of literature that questions such positive effects of tracking. Aims. This study compared the developmental trajectories of reading comprehension and decoding speed between students at academic track schools that typically prepare students for university entrance and students at non-academic track schools that usually prepare students for vocational education. Sample. In a longitudinal design with three occasions of data collection, the authors drew on a sample of N= 1,508 5th graders (age at T1 about 11 years, age at T3 about 14 years) from 60 schools in Germany. The academic track sample comprised n= 568 students; the non-academic track sample comprised n= 940 students. Method. Achievement measures were obtained by standardized tests of reading comprehension and decoding speed. Students at the different tracks were closely matched using propensity scores. To compare students’ growth trajectories between the different school tracks, we applied multi-group latent growth curve models. Results. Comparable results were recorded for the complete (unmatched) sample and for the matched pairs. In all cases, students at the different tracks displayed a similar growth in reading comprehension, whereas larger growth rates for students at academic track schools were recorded for decoding speed. Conclusions. Our findings contribute to an increasing body of literature suggesting that tracking might have undesired side effects.     

What triggers helping versus harming of ambivalent groups? Effects of the relative salience of warmth versus competence

According to the behavior from intergroup affect and stereotypes (BIAS) map, groups stereotyped as cold and competent receive active harm and passive facilitation, whereas groups stereotyped as warm and incompetent receive active facilitation and passive harm. Extending previous research, we conducted four studies to examine what determines helping and what determines harming behaviors toward ambivalent groups. In Study 1 (N = 58) we demonstrated that groups stereotyped as cold and competent evoke intentions of active harm due to a relative salience of their lack of warmth, whereas they elicit intentions of passive facilitation due to a relative salience of their competence. In Study 2 (N = 88) we demonstrated that groups stereotyped as warm and incompetent elicit intentions of active facilitation due to a relative salience of their warmth, whereas they elicit intentions of passive harm due to a relative salience of their lack of competence. Studies 3 (N = 54) and 4 (N = 67) replicated these findings and further demonstrated that the effects on active, but not passive, behaviors were mediated by distinct emotions. Implications for ambivalent groups are discussed.     

Reducing developmental risk for emotional/behavioral problems: a randomized controlled trial examining the Tools for Getting Along curriculum

Researchers have demonstrated that cognitive-behavioral intervention strategies - such as social problem solving - provided in school settings can help ameliorate the developmental risk for emotional and behavioral difficulties. In this study, we report the results of a randomized controlled trial of Tools for Getting Along (TFGA), a social problem-solving universally delivered curriculum designed to reduce the developmental risk for serious emotional or behavioral problems among upper elementary grade students. We analyzed pre-intervention and post-intervention teacher-report and student self-report data from 14 schools, 87 classrooms, and a total of 1296 students using multilevel modeling. Results (effect sizes calculated using Hedges' g) indicated that students who were taught TFGA had a more positive approach to problem solving (g=.11) and a more rational problem-solving style (g=.16). Treated students with relatively poor baseline scores benefited from TFGA on (a) problem-solving knowledge (g=1.54); (b) teacher-rated executive functioning (g=.35 for Behavior Regulation and .32 for Metacognition), and proactive aggression (g=.20); and (c) self-reported trait anger (g=.17) and anger expression (g=.21). Thus, TFGA may reduce risk for emotional and behavioral difficulties by improving students' cognitive and emotional self-regulation and increasing their pro-social choices.     

Virtual special issue on theory and research on collective action in the European Journal of Social Psychology

This virtual special issue presents a collection of 23 articles that present theory and research on collective action in the European Journal of Social Psychology. The articles are organized according to four major themes that emerged. In the first section, articles on identification with the disadvantaged group, identification with the superordinate group, and identity content as predictors of collective action are summarized. The second section combines articles examining the role of sociostructural variables (permeability, legitimacy, and stability) for collective action. The third section comprises articles on the psychological implications of sociostructural variables (emotions, efficacy beliefs, threat perceptions) as predictors of collective action. In the final section, articles that highlight the dynamic perspective on collective action are presented. This issue contains articles on collective action conducted by disadvantaged groups, advantaged groups, and opinion‐based groups. After the conceptual overview, commonalities and distinctions between the articles are highlighted, and some directions for future research are outlined. Copyright © 2012 John Wiley & Sons, Ltd.     

Parallel consolidation of simple features into visual short-term memory

Although considerable research has examined the storage limits of visual short-term memory (VSTM), little is known about the initial formation (i.e., the consolidation) of VSTM representations. A few previous studies have estimated the capacity of consolidation to be one item at a time. Here we used a sequential-simultaneous manipulation to reexamine the limits of consolidating items into VSTM. Participants viewed briefly presented and masked color patches (targets), which were shown either sequentially or simultaneously. A probe color followed the targets and participants decided whether it matched one of the targets or was a novel color. In four experiments, we consistently found equal performance for sequential and simultaneous presentations for two targets. Worse performance in the simultaneous than the sequential condition was observed for larger set sizes (three and four). Contrary to previous results, suggesting a severe capacity limit of one item, our results indicate that consolidation into VSTM can occur in parallel and without capacity limits for at least two items.     

Does Positive Perception of Oneself Boost Learning Motivation and Performance?

We examine whether core self‐evaluations (CSEs) affect learning motivation and performance beyond individual‐level established predictors of general mental ability and conscientiousness. Based on self‐regulation theories, we develop and test a process model, whereby learning motivation mediates the effects of CSE on performance. We also compare the explanatory value of single and multidimensional models of learning motivation. Using a longitudinal design and data from 631 students, we provide support for the proposed model, indicating the usefulness of CSE as another important, indirect predictor of performance in a learning setting via multiple dimensions of learning motivation: self‐efficacy, goal setting, and goal commitment. The results also indicate the superiority of the multidimensional model of learning motivation over the unidimensional model of learning motivation as a mediator. We conclude with the discussion of theoretical and practical implications of this finding for management education.     

An experimental study of behavioural coping strategies in free-ranging female Barbary macaques (Macaca sylvanus)

A fundamental goal of stress research is to understand how individuals cope with challenges. Studies on a range of vertebrate species suggest that three groups of behaviour-affiliative, aggressive and self-directed behaviours-serve as coping strategies. To date, experimental studies of coping behaviour have tended to be conducted in captive conditions; the limited number of studies in free-ranging or wild settings have been observational in nature. We investigated coping behaviours in free-ranging female Barbary macaques (Macaca sylvanus) at Trentham Monkey Forest, UK, using an experimental playback approach to quantify subjects' responses to mildly aversive threat-grunts. Compared to silent control trials, playbacks of threat-grunts increased aggressive behaviours and one of the two self-directed behaviours examined (self-scratching). No such differences were seen for self-grooming, or for any affiliative behaviour. Elevations in the rate of one measure of aggression, lunging, were positively related to an average measure of adrenocortical activity (median faecal glucocorticoid metabolite levels over the study period). Evidence from females in a variety of Old World monkey species, including Barbary macaques, indicates that affiliative behaviours have an important role in coping with stressful events in the medium to longer term. Our results suggest that, in the short term, female Barbary macaques may use aggressive rather than affiliative behaviours in response to mild stress. These findings highlight the importance of considering how coping mechanisms may vary over time after a stressor, and how coping mechanisms relate to adrenocortical activity. Playback approaches like ours provide a powerful, flexible tool to explore issues such as this in free-ranging and wild animal populations.     

Acceptance and Commitment Therapy for a Heterogeneous Group of Treatment-Resistant Clients: A Treatment Development Study

Acceptance and commitment therapy (ACT) has been shown to have broad applicability to different diagnostic groups, and there are theoretical reasons to consider its use with clients with chronic mental health problems. We report an innovative treatment development evaluation of ACT for a heterogeneous group of ”treatment-resistant clients” (N = 10) who had attended a mean of 3.5 previous psychological interventions. All clients had Axis I presentations and half met diagnostic criteria for Axis II disorders. Functioning, assessed at pre- and postintervention, and at 6- and 12-month follow-up, showed improvements over time on all primary outcome measures, driven largely by significant changes occurring between baseline and 6-month follow-up. Improvements were associated with ACT processes of change. The data thus suggest that a broad range of clients who had not benefited from standard care may benefit from ACT.     

Enhanced attentional capture in trait anxiety

Attentional Control Theory (ACT) proposes that anxiety is specifically associated with more attentional distraction by salient stimuli. Moreover, there is some suggestion that worry is one mechanism whereby anxiety impairs attentional control. However, direct evidence for these hypotheses is lacking. In the current study we addressed limitations of previous work by examining the relationships between trait anxiety and worry and attentional distraction by a salient, task-irrelevant color singleton in a visual search task. Results revealed that trait anxiety, but not worry, was related to increased attentional distraction (i.e., capture) by the color singleton. The current results suggest that anxiety is associated with a general enhancement of bottom-up processes involved in motivational significance detection. (PsycINFO Database Record (c) 2012 APA, all rights reserved).