Exploratory and confirmatory factor analysis of a short-form of the EMBU among Chinese adolescents

The present study used a sample of Chinese adolescents and validated a short-form of the Egna Minnen Betr?ffande Uppfostran: One's Memories of Upbringing (s-EMBU) assessing perceived parental rearing styles. A Chinese revision of the s-EMBU by the authors was administered to a total of 779 high school students, ages 11 to 19 years. Exploratory factor analysis with half of the sample yielded a three-factor solution of Rejection, Emotional Warmth, and Overprotection, accounting for 47.1% of the total variance onthe father form and 48.8% of the total variance on the mother form. Then, confirmatory factor analysis indicated a good fit of the three-factor model to the data in the other half of the sample. The three subscales consisted of 6, 6, and 7 items, respectively. Scores on these subscales had Cronbach alphas ranging from .71 to .81, indicating adequate internal consistency. These psychometric properties suggest its applicability for research with Chinese adolescents.     

Is dyslexia a visual perceptive disorder? New empirical data

Several studies have shown that a phonological deficit is the origin of developmental dyslexia, because dyslexics have important difficulties in mapping orthographic to phonological codes. However, visual criteria are still used for the diagnosis of dyslexia and to develop methods of intervention. This study attempts to determine whether there are visual problems in dyslexic children. To this aim, dyslexic children and children without reading difficulties, matched by chronological age, participated in two experiments. One study was based on the Reversal test and the other was a visual decision task in which participants had to decide whether two letters were the same or different. There were 40 pairs of letters, to measure reaction times and mistakes. The results showed that dyslexics had similar performance to controls in the detection of different visual stimuli. Developmental dyslexics do not appear to have visual perceptual problems, but a particular difficulty to retrieve the phonological code of graphemes.     

Visual processing of music notation: a study of event-related potentials

In reading music, the acquisition of pitch information depends mostly on the spatial position of notes, hence more spatial processing, whereas the acquisition of temporal information depends mostly on the visual features of notes and object recognition. This study used both electrophysiological and behavioral methods to compare the processing of pitch and duration in reading single musical notes. It was observed that in the early stage of note reading, identification of pitch could elicit greater N1 and N2 amplitude than identification of duration at the parietal lobe electrodes. In the later stages of note reading, identifying pitch elicited a greater negative slow wave at parietal electrodes than did identifying note duration. The sustained contribution of parietal processes for pitch suggests that the dorsal pathway is essential for pitch processing. However, the duration task did not elicit greater amplitude of any early ERP components than the pitch task at temporal electrodes. Accordingly, a double dissociation, suggesting involvement of the dorsal visual stream, was not observed in spatial pitch processing and ventral visual stream in processing of note durations.     

Kullback–Leibler Information and Its Applications in Multi-Dimensional Adaptive Testing

This paper first discusses the relationship between Kullback–Leibler information (KL) and Fisher information in the context of multi-dimensional item response theory and is further interpreted for the two-dimensional case, from a geometric perspective. This explication should allow for a better understanding of the various item selection methods in multi-dimensional adaptive tests (MAT) which are based on these two information measures. The KL information index (KI) method is then discussed and two theorems are derived to quantify the relationship between KI and item parameters. Due to the fact that most of the existing item selection algorithms for MAT bear severe computational complexity, which substantially lowers the applicability of MAT, two versions of simplified KL index (SKI), built from the analytical results, are proposed to mimic the behavior of KI, while reducing the overall computational intensity.     

Association of <Emphasis Type="Italic">ADAM10</Emphasis> and <Emphasis Type="Italic">CAMK2A</Emphasis> Polymorphisms with Conduct Disorder: Evidence from Family-Based Studies

Twin and family studies have shown that genetic factors play a role in the development of conduct disorder (CD). The purpose of this study was to identify genetic variants associated with CD using a family-based association study. We used 4,720 single nucleotide polymorphisms (SNPs) from the Illumina Panel and 11,120 SNPs from the Affymetrix 10K GeneChips genotyped in 155 Caucasian nuclear families from Genetic Analysis Workshop (GAW) 14, a subset from the Collaborative Study on the Genetics of Alcoholism (COGA). 20 SNPs had suggestive associations with CD (p < 10⁻³), nine of which were located in known genes, including ADAM10 (rs383902, p = 0.00036) and CAMK2A (rs2053053, p = 0.00098). Our results were verified using the International Multi-Center ADHD Genetics Project (IMAGE) dataset. In conclusion, we identified several loci associated with CD. Especially, the two genes (ADAM10 and CAMK2A) have been reported to be associated with Alzheimer’s disease, bipolar disorder and depression. These findings may serve as a resource for replication in other populations.     

Re-examining the positivity of self-evaluations among East Asians and European Americans

Evidence from recent studies suggests that the method used to assess self-enhancement can influence the interpretation of findings on the existence of self-enhancement among East Asians. Circumventing many of the methodological problems associated with previous studies, we conducted a cross-cultural study that contrasted participants’ self-evaluations of personality traits with peer ratings. Specifically, East Asian and European American participants provided separate self- and peer-ratings on measures of individualistically- and collectivistically-valued traits in a round-robin design. Results revealed greater self-enhancement tendency among European Americans on both traits. Moreover, European Americans, but not East Asians, provided self-ratings that were more positive than peer-ratings. These findings challenge claims regarding the use of tactical self-enhancement among East Asians.     

English as a foreign language (EFL) homework diaries: evaluating gains and constraints for self-regulated learning and achievement

Although homework completion is said to be rather important to achievement, nowadays there is a growing concern of educators about the increasing number of students who do not engage properly on doing the homework tasks and the subsequent impact on school failure rates. Focusing on English as a Foreign Language (EFL) and using a sample of 591 Portuguese fifth and sixth graders, the present study analyses the role played by a number of homework variables on students' achievement (proximal and distal), and their mediating role on the use of self-regulated learning strategies and perceived self-efficacy in the domain. Data confirm the indirect effect of homework on school achievement, by means of the referred cognitive and motivational variables (use of self-regulated learning strategies and self-efficacy). These findings are further discussed in order to highlight the significant role homework completion can play on fighting school failure.     

Implementation of training programs in self-regulated learning strategies in Moodle format: results of a experience in higher education

This paper tests the efficacy of an intervention program in virtual format intended to train studying and self-regulation strategies in university students. The aim of this intervention is to promote a series of strategies which allow students to manage their learning processes in a more proficient and autonomous way. The program has been developed in Moodle format and hosted by the Virtual Campus of the University of Oviedo. The present study had a semi-experimental design, included an experimental group (n=167) and a control one (n=206), and used pretest and posttest measures (self-regulated learning strategies' declarative knowledge, self-regulated learning macro-strategy planning-execution-assessment, self-regulated learning strategies on text, surface and deep learning approaches, and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a significant improvement in their declarative knowledge, general and on text use of learning strategies, increased their deep approach to learning, decreased their use of a surface approach and, in what concerns to academic achievement, statistically significant differences have been found in favour of the experimental group.     

Development and validation of a scale to assess positive youth development values

This paper describes the development of a self-report scale for adolescents to assess positive youth development values. It presents a substantial number of psychometric results performed on a sample of 2,400 adolescents (1,068 boys and 1,332 girls) from 12 to 17 years ( M = 14.73, SD = 1.25), who were studying secondary education in Western Andalusia. The results provide evidence of the psychometric quality of items, cross-validity of a structure of eight first-order factors and three second-order factors, obtained through exploratory and confirmatory factor analysis, and adequate reliability. This study concludes that the scale presents adequate evidence of validity and reliability that allows assessment, especially in school contexts, of a broad set of values of particular relevance to positive youth development.     

Keeping a Sound Marriage: How Couples with Children with Autism Spectrum Disorders Maintain Their Marriages

This study focused on strengths and variables that contribute to marital successes for couples with children with autism spectrum disorders (in this article, referred to as “autism”). Particularly, the purpose of this study was to examine what husbands and wives with children with autism in contrast to couples with children who are typically developing identify as helpful to maintaining their marriages. Concept mapping methodology was used for this research study. Couples with children with autism and couples with children who are typically developing participated in telephone interviews and then grouped and rated the statements generated from their interviews. Groupings were translated into pictorial maps showing relationships and patterns. Couples with children with autism shared common perceptions about factors that help to keep their marriages strong: communication and shared foundational ideas about marriage. Communication was a cluster for all groups of husbands and wives. Only mothers of children with autism identified time for self-care as a distinct cluster.