There’s More Than Meets the Eye: Facial Appearance and Evaluations of Transsexual People

Recent events have drawn attention to the prejudice and discrimination faced by transpeople; however, there is limited research on attitudes toward transpeople. We studied the effects of facial appearance on the evaluations of transsexuals in 239 heterosexual undergraduate students from the midwestern United States. Men had significantly more negative evaluations than women. The gender of the transsexual (male-to-female or female-to-male) had limited effects on evaluations; however, the transsexual whose facial appearance was congruent with their desired gender was perceived as more attractive than the transsexual whose facial appearance was incongruent. Negative evaluations were correlated with higher levels of transphobia and sexual prejudice. Further investigation is needed on the factors that influence prejudicial attitudes toward transpeople, including physical appearance.     

A developmental typology of adolescent personality

The purpose of the current study is to examine whether Block's personality types (i.e. Resilients, Undercontrollers and Overcontrollers) are replicable as developmental trajectories. We applied a Latent Class Growth Analysis (LCGA) framework to five‐ annual‐wave data on a sample of early to middle adolescents (n = 923). Our results showed that Block's Resilients, Undercontrollers and Overcontrollers are indeed replicable as developmental trajectories across adolescence. These developmental types were related to problem behaviour in a similar way as types found in studies using cross‐sectional data. As such, Resilients reflected low levels of problem behaviour, Undercontrollers had high levels of delinquency and Overcontrollers had high levels of depression. Implications and suggestions for further research are discussed. Copyright © 2009 John Wiley & Sons, Ltd.     

Adolescent Brain Development and the Risk for Alcohol and Other Drug Problems

Dynamic changes in neurochemistry, fiber architecture, and tissue composition occur in the adolescent brain. The course of these maturational processes is being charted with greater specificity, owing to advances in neuroimaging and indicate grey matter volume reductions and protracted development of white matter in regions known to support complex cognition and behavior. Though fronto-subcortical circuitry development is notable during adolescence, asynchronous maturation of prefrontal and limbic systems may render youth more vulnerable to risky behaviors such as substance use. Indeed, binge-pattern alcohol consumption and comorbid marijuana use are common among adolescents, and are associated with neural consequences. This review summarizes the unique characteristics of adolescent brain development, particularly aspects that predispose individuals to reward seeking and risky choices during this phase of life, and discusses the influence of substance use on neuromaturation. Together, findings in this arena underscore the importance of refined research and programming efforts in adolescent health and interventional needs.     

“The Cancer Bond”: Exploring the Formation of Cancer Risk Perception in Families with Lynch Syndrome

This study explores the social context of hereditary cancer risk perception in three families, an African-American family, a Mexican-American family, and a Caucasian family, each with Lynch Syndrome documented by a mismatch repair gene mutation. Communication network assessments measured family communication about cancer experiences and genetic testing information among a total of 26 participants. Participant narratives were evaluated to gain insight into how family cancer experiences and genetic testing information have shaped perceptions of cancer risk. Analysis of communication networks indicated that some families discussed cancer experiences to a greater extent than genetic testing information, and vice-versa. Interviews elucidated that sharing both types of health information led participants to conceptualize linkages among a strong family history of cancer, genetic testing information, and cancer prevention strategies. Understanding how different types of family communication influence the formation of perceived hereditary disease risk may enhance efforts to tailor genetic counseling services for families.     

Driving impairs talking

It is well known that conversation (e.g, on a cell phone) impairs driving. We demonstrate that the reverse is also true: Language production and comprehension, and the encoding of the products of comprehension into memory, are less accurate when one is driving. Ninety-six pairs of drivers and conversation partners engaged in a story-retelling task in a driving simulator. Half of the pairs were older adults. Each pair completed one dual-task block (driving during the retelling task) and two single-task control blocks. The results showed a decline in the accuracy of the drivers’ storytelling and of their memory for stories that were told to them by their nondriving partners. Speech production suffered an additional cost when the difficulty of driving increased. Measures of driving performance suggested that the drivers gave priority to the driving task when they were conversing. As a result, their linguistic performance suffered.     

Sex differences in language first appear in gesture

Children differ in how quickly they reach linguistic milestones. Boys typically produce their first multi‐word sentences later than girls do. We ask here whether there are sex differences in children’s gestures that precede, and presage, these sex differences in speech. To explore this question, we observed 22 girls and 18 boys every 4 months as they progressed from one‐word speech to multi‐word speech. We found that boys not only produced speech + speech (S+S) combinations (‘drink juice’) 3 months later than girls, but they also produced gesture + speech (G+S) combinations expressing the same types of semantic relations (‘eat’ + point at cookie) 3 months later than girls. Because G+S combinations are produced earlier than S+S combinations, children’s gestures provide the first sign that boys are likely to lag behind girls in the onset of sentence constructions.     

Two‐year‐olds are vigilant of others’ non‐verbal cues to credibility

Data from three experiments provide the first evidence that children, at least as young as age two, are vigilant of others’ non‐verbal cues to credibility, and flexibly use these cues to facilitate learning. Experiment 1 revealed that 2‐ and 3‐year‐olds prefer to learn about objects from someone who appears, through non‐verbal cues, to be confident in performing actions on those objects than from someone who appears uncertain when performing actions on those objects. Experiment 2 revealed that when 2‐year‐olds observe only one model perform a single action, either confidently or unconfidently, they do not use the model’s level of confidence in this single instance to influence their learning. Experiment 3 revealed that 2‐year‐olds will use a single model’s level of confidence to guide their learning if they have observed that the model has a history of being either consistently confident or consistently uncertain. These findings reveal that young children selectively alter their learning based on others’ non‐verbal cues of credibility, and underscore the importance of an early sensitivity to socio‐cognitive cues for human learning and development.     

The first steps in word learning are easier when the shoes fit: comparing monolingual and bilingual infants

English, French, and bilingual English-French 17-month-old infants were compared for their performance on a word learning task using the Switch task. Object names presented a /b/ vs. /g/ contrast that is phonemic in both English and French, and auditory strings comprised English and French pronunciations by an adult bilingual. Infants were habituated to two novel objects labeled 'bowce' or 'gowce' and were then presented with a switch trial where a familiar word and familiar object were paired in a novel combination, and a same trial with a familiar word–object pairing. Bilingual infants looked significantly longer to switch vs. same trials, but English and French monolinguals did not, suggesting that bilingual infants can learn word–object associations when the phonetic conditions favor their input. Monolingual infants likely failed because the bilingual mode of presentation increased phonetic variability and did not match their real-world input. Experiment 2 tested this hypothesis by presenting monolingual infants with nonce word tokens restricted to native language pronunciations. Monolinguals succeeded in this case. Experiment 3 revealed that the presence of unfamiliar pronunciations in Experiment 2, rather than a reduction in overall phonetic variability was the key factor to success, as French infants failed when tested with English pronunciations of the nonce words. Thus phonetic variability impacts how infants perform in the switch task in ways that contribute to differences in monolingual and bilingual performance. Moreover, both monolinguals and bilinguals are developing adaptive speech processing skills that are specific to the language(s) they are learning.