The influence of training for the atomistic schema on the development of the density concept among gifted and nongifted children

The present study was conducted for two purposes. The first was to test the relations between the schema of atomism and the concept of density, and to examine the effects of Piagetian stage and M-capacity on these relations. This was accomplished by giving training for the schema of atomism to children at different stages and with varying M- capacities. The second purpose was to test the effects of age (9–10 versus 11–12 years) and IQ (gifted versus nongified children) as variables that would influence the outcome of training. A total of 120 children were tested. The findings were that the effects of the training and the IQ variables were significant while the effect of the age variable was not. When stage and M-capacity were covaried the effects of training and IQ remained significant. Implications for issues of developmental theory and educational practice are discussed.     

The measurement of pupillary dilation: A facilitating apparatus

The measurement of pupillary dilation has been facilitated by the invention of new sophisticated devices such as remote eye trackers. However, they are expensive and immobile, making their use impossible in studies with low budgets or those conducted outside of the laboratory. As a result, the conventional and tedious method of manually recording the pupil sizes from negatives of movie films, frame by frame, must still be used. The conventional method suffers from various limitations and is quite slow. The present article describes an optical apparatus that overcomes most of the limitations of the conventional method and, hence, increases the measurement efficiency.     

The Irony of Harmony: Intergroup Contact Can Produce False Expectations for Equality

ABSTRACT— Positive intergroup contact has been a guiding framework for research on reducing intergroup tension and for interventions aimed at that goal. We propose that beyond improving attitudes toward the out-group, positive contact affects disadvantaged-group members' perceptions of intergroup inequality in ways that can undermine their support for social change toward equality. In Study 1, participants were assigned to either high- or low-power experimental groups and then brought together to discuss either commonalities between the groups or intergroup differences. Commonality-focused contact, relative to difference-focused contact, produced heightened expectations for fair (i.e.,  egalitarian) out-group behavior among members of disadvantaged groups. These expectations, however, proved unrealistic when compared against the actions of members of the advantaged groups. Participants in Study 2 were Israeli Arabs (a disadvantaged minority) who reported the amount of positive contact they experienced with Jews. More positive intergroup contact was associated with increased perceptions of Jews as fair, which in turn predicted decreased support for social change. Implications for social change are considered.     

Attitudes and Attributions Associated With Female and Male Partner Violence1

In an interview study, we examined attitudes toward intimate partner violence (IPV). We examined whether attitudes toward IPV varied as a function of sample (student, general, and incarcerated), participant gender, and abuse history, or as a function of perpetrator gender. Additionally, participants' conflict‐resolution strategies were examined. Findings revealed that perpetrator gender and participant abuse history were the most influential factors in shaping attitudes. Males and females evaluated violence similarly. Overall, there was greater acceptance for abuse perpetrated by females than by males, and participants who had either perpetrated or received abuse were the most condoning of IPV. A lack of conflict skills was associated with IPV. For males, this lack of skills generalized to situations outside of the relationship.     

Bimodal bilinguals reveal the source of tip-of-the-tongue states

Bilinguals report more tip-of-the-tongue (TOT) failures than monolinguals. Three accounts of this disadvantage are that bilinguals experience between-language interference at (a) semantic and/or (b) phonological levels, or (c) that bilinguals use each language less frequently than monolinguals. Bilinguals who speak one language and sign another help decide between these alternatives because their languages lack phonological overlap. Twenty-two American Sign Language (ASL)-English bilinguals, 22 English monolinguals, and 11 Spanish-English bilinguals named 52 pictures in English. Despite no phonological overlap between languages, ASL-English bilinguals had more TOTs than monolinguals, and equivalent TOTs as Spanish-English bilinguals. These data eliminate phonological blocking as the exclusive source of bilingual disadvantages. A small advantage of ASL-English over Spanish-English bilinguals in correct retrievals is consistent with semantic interference and a minor role for phonological blocking. However, this account faces substantial challenges. We argue reduced frequency of use is the more comprehensive explanation of TOT rates in all bilinguals.     

Observational learning from tool using models by human-reared and mother-reared capuchin monkeys (<Emphasis Type="Italic">Cebus apella</Emphasis>)

Studies of wild capuchins suggest an important role for social learning, but experiments with captive subjects have generally not supported this. Here we report social learning in two quite different populations of capuchin monkeys (Cebus apella). In experiment 1, human-raised monkeys observed a familiar human model open a foraging box using a tool in one of two alternative ways: levering versus poking. In experiment 2, mother-raised monkeys viewed similar techniques demonstrated by monkey models. A control group in each population saw no model. In both experiments, independent coders detected which technique experimental subjects had seen, thus confirming social learning. Further analyses examined fidelity of copying at three levels of resolution. The human-raised monkeys exhibited fidelity at the highest level, the specific tool use technique witnessed. The lever technique was seen only in monkeys exposed to a levering model, by contrast with controls and those witnessing poke. Mother-reared monkeys instead typically ignored the tool and exhibited fidelity at a lower level, tending only to re-create whichever result the model had achieved by either levering or poking. Nevertheless this level of social learning was associated with significantly greater levels of success in monkeys witnessing a model than in controls, an effect absent in the human-reared population. Results in both populations are consistent with a process of canalization of the repertoire in the direction of the approach witnessed, producing a narrower, socially shaped behavioural profile than among controls who saw no model. Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users.     

Affective and cardiovascular effects of experimentally-induced social status

OBJECTIVE: Observational research suggests subordinate social status is associated with negative mental and physical health outcomes. However, observational studies have limitations, including confounding of social status with other factors, limited ability to infer causality, and difficulty of obtaining detailed affective and physiologic data. This study used experimental methods to test the hypothesis that subordinate social status per se causes psychological distress and cardiovascular arousal. DESIGN: Forty-four women were randomly assigned to an induced subordinate or dominant status condition. Social status was manipulated using a procedure derived from status construction theory. MAIN OUTCOME MEASURES: Affective responses were assessed via self-report. Cardiovascular responses were assessed by measures of systolic and diastolic blood pressures obtained with an automated blood pressure machine. RESULTS: Participants in the subordinate condition perceived themselves as lower in status; the reverse was true for dominant condition participants. Compared with induced dominant status, induced subordinate status produced increased negative affect and systolic blood pressure over the course of the study. CONCLUSION: Findings suggest social status can be experimentally manipulated and short-term induction of subordinate status can have adverse effects on affect and stress-related physiological systems. Results have implications for understanding how socioeconomic status "gets under the skin" to influence health.     

The role of preschoolers' social understanding in evaluating the informativeness of causal interventions

Preschoolers use information from interventions, namely intentional actions, to make causal inferences. We asked whether children consider some interventions to be more informative than others based on two components of an actor’s knowledge state: whether an actor possesses causal knowledge, and whether an actor is allowed to use their knowledge in a given situation. Three- and four-year-olds saw a novel toy that activated in the presence of certain objects. Two actors, one knowledgeable about the toy and one ignorant, each tried to activate the toy with an object. In Experiment 1, either the actors chose objects or the child chose for them. In Experiment 2, the actors chose objects blindfolded. Objects were always placed on the toy simultaneously, and thus were equally associated with the effect. Preschoolers’ causal inferences favored the knowledgeable actor’s object only when he was allowed to choose it (Experiment 1). Thus, children consider both personal and situational constraints on knowledge when evaluating the informativeness of causal interventions.     

Attachment-related strategies during thought suppression: ironic rebounds and vulnerable self-representations

The authors conducted 2 studies of attachment-related variations in thought suppression. Participants were asked, or not asked, to suppress thoughts about a relationship breakup and then to perform a Stroop task under high or low cognitive load. The dependent variables were the rebound, of previously suppressed separation-related thoughts (Study 1) and the accessibility of self-traits (Study 2). Under low cognitive load, avoidant individuals did not show any rebound of separation-related thoughts and activated positive self-representations. Under high cognitive load, avoidant participants failed to suppress thoughts of separation and were more likely to activate negative self-representations. Attachment anxiety was associated with high activation of negative self-representations and unremitting separation-related thoughts. The results are discussed in terms of the hidden vulnerabilities of avoidant individuals.