Longitudinal stability of friendships in rhesus monkeys (Macaca mulatta): individual- and relationship-level effects

The longevity of children's friendships is influenced by a multitude of individual- and relationship-level attributes, but little is known about the factors that impact friendship maintenance in nonhuman primate juveniles. We investigated whether the following predicted the longitudinal stability of friendships in juvenile rhesus monkeys (Macaca mulatta): (1) individual characteristics including sex, dominance rank, matriline size, and temperament; and (2) relationship characteristics including kinship, reciprocity, complexity, and similarity between friends in sex, rank, and temperament. We recorded affiliative interactions of 29 two-year-old rhesus monkeys, previously observed as yearlings, at the California National Primate Research Center. Friends were defined as peers with whom subjects spent more time affiliating than expected by chance. Temperament had been assessed at 3-4 months of age. Sex was the only individual characteristic predicting friendship stability: males maintained more friendships from age one to two than did females. Relationship characteristics predicting friendship stability included similarity between individuals in temperament, kinship, and sex. In addition, reciprocated friendships, rather than unidirectional friendships, were significantly more likely to persist over time. Our findings suggest that the factors influencing friendship maintenance in rhesus monkeys are similar to those impacting human friendship longevity.     

A Test of the Testing Effect: Acquiring Problem‐Solving Skills From Worked Examples

The “testing effect” refers to the finding that after an initial study opportunity, testing is more effective for long‐term retention than restudying. The testing effect seems robust and is a finding from the field of cognitive science that has important implications for education. However, it is unclear whether this effect also applies to the acquisition of problem‐solving skills, which is important to establish given the key role problem solving plays in, for instance, math and science education. Worked examples are an effective and efficient way of acquiring problem‐solving skills. Forty students either only studied worked examples (SSSS) or engaged in testing after studying an example by solving an isomorphic problem (STST). Surprisingly, results showed equal performance in both conditions on an immediate retention test after 5 min, but the SSSS condition outperformed the STST condition on a delayed retention test after 1 week. These findings suggest the testing effect might not apply to acquiring problem‐solving skills from worked examples.     

Listening, not watching: situational familiarity and the ability to detect deception

In 4 experiments, the authors investigated the influence of situational familiarity with the judgmental context on the process of lie detection. They predicted that high familiarity with a situation leads to a more pronounced use of content cues when making judgments of veracity. Therefore, they expected higher classification accuracy of truths and lies under high familiarity. Under low situational familiarity, they expected that people achieve lower accuracy rates because they use more nonverbal cues for their veracity judgments. In all 4 experiments, participants with high situational familiarity achieved higher accuracy rates in classifying both truthful and deceptive messages than participants with low situational familiarity. Moreover, mediational analyses demonstrated that higher classification accuracy in the high-familiarity condition was associated with more use of verbal content cues and less use of nonverbal cues.     

The Impact of Children's Language Ability on Parent Cognitions and Harsh Discipline Practices

This study examined associations between children's language ability and maternal cognitions about the intentionality and aversiveness of child behaviour, and mothers' reported harsh discipline responses to child misbehaviour. We tested associations with each type of cognition separately as well as in a single model to explore their unique associations. Participants included 69 mothers and their 18‐ to 37‐month‐old children. Mothers completed the Parenting Scale and were asked to rate the aversiveness and intentionality cognitions in response to eight common toddler problem behaviours. The Preschool Language Scale was administered to the children by an objective evaluator. A path analysis demonstrated that children's language ability was associated with maternal intentionality cognitions about their children's behaviour, which, in turn, was associated with mothers' harsh discipline. These findings highlight the importance of examining developmental markers of harsh parenting. Copyright © 2013 John Wiley & Sons, Ltd.     

Extraversion and job performance: How context relevance and bandwidth specificity create a non-linear,positive, and asymptotic relationship

The personality factor of extraversion has been associated with performance in some occupations (e.g., sales), and it has been one of the most consistent personality predictors of leadership. Recent research indicates that extraversion could have a non-linear relation with performance. At the same time, many researchers have contended that scholars should utilize measures of personality narrower than factors and that the bandwidth and relevance of personality should fit both the criterion and the context of a study. We argue and find that by examining an aspect of extraversion (i.e., social potency) in a particular vocational context (i.e., enterprising job demands), non-linear, asymptotic (diminishing marginal benefits) effects will be demonstrated on a relevant type of performance (i.e., enterprising job performance). We review implications, limitations, and avenues for future research.     

Untersuchungen zur Handlungs- und Affektpsychologie

Ohne Zusammenfassung     

Couple Identity Gaps,the Management of Conflict,and Biological and Self‐Reported Stress in Romantic Relationships

This study investigates the role of couple identity gaps in romantic partners' communicative and physiological management of stress during a conflict‐inducing discussion task. A total of 118 couples participated in a laboratory study in which they engaged in a conflict‐inducing discussion. Perceptions of intra‐ and extrarelationship couple identity gaps were associated with greater self‐reported anxiety and stress for men and greater negativity for women during the conversation. Extrarelationship identity gaps were also significantly associated with heightened cortisol and (salivary alpha‐amylase) sAA reactivity and delayed recovery, especially for women. The study extends the research on couple identity by introducing the concept of identity gaps into relational contexts to help explain why couples vary in their ability to manage stress.     

Developing Praxis: Mobilising Critical Race Theory in Community Cultural Development

Race remains a significant issue in the lives of many people in Australia. For example, Indigenous Australians lives continue to be marked by social and economic disadvantage and everyday experiences of exclusion. Within this context, the Community Arts Network Western Australia promote social change and the empowerment of Indigenous groups through community cultural development. With an emphasis on community strengths and resources, community arts practice is employed to create, promote, and improve opportunities for participation, network development and empowerment. In this article, we explore these projects from a community psychology orientation, which is committed to developing opportunities for inclusion and also exposing the workings of power in everyday settings. Although there have been many positive outcomes that have resulted from the different activities with communities, there have also been significant barriers to transformative practice, in particular, issues of racialisation and continuing colonisation. We discuss our efforts aimed at understanding racism, which have included engaging with critical race theory and whiteness studies within the context of Indigenous and non‐Indigenous partnerships for change. Copyright © 2013 John Wiley & Sons, Ltd.     

A Longitudinal Study of Semantic Grouping Strategy Use in 6–11-Year-Old Children: Investigating Developmental Phases,the Role of Working Memory,and Strategy Transfer

This two-cohort longitudinal study on the development of the semantic grouping strategy had three goals. First, the authors examined if 6–7-year-olds are nonstrategic before becoming strategic after prompting at 8–9 years of age, and if 8–9-year-olds are prompted strategic before spontaneous strategy use at 10–11 years of age. Children 6–7 and 8–9 years old performed two sort-recall tasks (one without and one with a grouping prompt) at two time points separated 1.5 years from each other. Second, the authors investigated whether short-term or working memory capacity at time point 1 predicted recall in children who did or did not use the semantic grouping strategy 1.5 years later. Third, the authors investigated whether prompted strategic children and children who used the strategy spontaneously differed in strategy transfer to a new task. Developmental results confirmed previous cross-sectional results, but in a longitudinal two-cohort study 6–7-year-olds were nonstrategic, and became prompted strategic around 8–9 years of age, followed by spontaneous strategy use at age 10–11 years. The authors found that memory capacity was not predictive of later use of the strategy. New findings were that prompted strategic children were as equally able as spontaneously strategic children to transfer the strategy to a new task, albeit with smaller recall benefits.     

What Is Wrong with Hacker's Wittgenstein? On Grammar,Context and Sense‐Determination

Peter Hacker defends an interpretation of the later Wittgenstein's notion of grammar, according to which the inherently general grammatical rules are sufficient for sense‐determination. My aim is to show that this interpretation fails to account for an important contextualist shift in Wittgenstein's views on sense‐determination. I argue that Hacker attributes to the later Wittgenstein a rule‐based, combinatorial account of sense, which Wittgenstein puts forward in the Tractatus. I propose that this is not how we should interpret the later Wittgenstein because he insists that particular circumstances of use play a necessary role in determining the boundary between sense and nonsense.