Measurement invariance of self-continuity strategies: Comparisons of early adolescents from Brazil,Canada and Colombia

Data from 655 early adolescents from three contexts (Curitiba, Brazil; Montreal, Canada and Barranquilla, Colombia) were used to test for measurement invariance in the constructs of essentialism and narrativism. These two different strategies have been proposed to explain the perceptions of stability of self-continuity over time. Essentialism predicates self-continuity on some fundamental, unchanging aspect of the self. In contrast, narrativism is an understanding of self-continuity as a result of one's cumulative experiences and decisions. Previous research using interview methods have found that these two strategies are mutually exclusive expressions of self-continuity. The current study sought to test this conceptualization using a questionnaire that assessed the underlying structural relation between essentialism and narrativism. The analyses supported a two factor model with measurement invariance across samples allowing for a comparison of mean differences across language and cultural barriers. As a whole, these findings highlight the need to examine developmental changes in warranting strategies for self-continuity.     

The benefits and risks of strategic genealogy and dichotomy

This contribution to a symposium on Manuel A. Vásquez’ More Than Belief: A Materialist Theory of Religion (2011) looks at the role of genealogy in the book. Vásquez reviews a range of authors (from Plato to Tweed) to contextualize his view that the study of religion should place greater emphasis on embodiment, practices, and emplacement. The resulting sequence of paraphrases is highly dichotomized; some illustrate the 'dominant canon' that he critiques and some the view that he champions. This is used to illustrate two very broad 'epistemologies.' (In this light, the book champions a very general meta-theoretical stance, not a specific theory.) I suggest that this approach does not offer an argument, i.e., independent rational support, for Vásquez' view. However, it does tell a story that could be very persuasive in the study of religion, given that the use of theory in the discipline tends to be a matter of applying precedents and concepts from an accepted body of literature.     

Some effects of external circumstances on the inner experience of two child patients

This paper describes the research findings that formed part of a professional doctorate in Child Psychoanalytic Psychotherapy. It explores the impact of unresolved mourning following parental death in early adolescence on subsequent adolescent development. Via reference to a single case study, it describes emergent and overlapping themes related both to the bereavement process and adolescent development, and links the themes with psychoanalytic theoretical research in both adolescent development and bereavement. It considers how these themes changed over the course of an intensive psychotherapeutic treatment.     

Variable coordination of eye and head movements during the early development of attention: A longitudinal study of infants aged 12–36 months

This longitudinal study investigated the effects of attentional development on peripheral stimulus localization by analyzing the eye and head movements of toddlers as they matured from 12 to 36 months. On each trial of an experiment, a central fixation point and a 30° peripheral stimulus were presented, such that in the gap condition the fixation disappeared 300 ms before the peripheral stimulus, whereas in the no-overlap condition it disappeared simultaneously as the peripheral stimulus, and in the overlap condition the fixation remained present when the peripheral target occurred. Results showed that eye and head movement latencies were highly correlated in all conditions and ages. However, at 12 months, head movements were as fast as eye movements, whereas during the subsequent development, eye movements became increasingly faster than head movements. These findings are indicative of a transition between 12 and 36 months due either to a change in attentional control, or to changes in the size of the visual field in which only eye movements occur.     

Synchronous and time-lagged effects between occupational self-efficacy and objective and subjective career success: Findings from a four-wave and 9-year longitudinal study

We integrated research on the dimensionality of career success into social-cognitive career theory and explored the positive feedback loop between occupational self-efficacy and objective and subjective career success over time (self-efficacy → objective success → subjective success → self-efficacy). Furthermore, we theoretically accounted for synchronous and time-lagged effects, as well as indirect reciprocity between the variables. We tested the proposed model by means of longitudinal structural equation modeling in a 9-year four-wave panel design, by applying a model comparison approach and indirect effect analyses (N = 608 professionals). The findings supported the proposed positive feedback loop between occupational self-efficacy and career success. Supporting our time-based reasoning, the findings showed that unfolding effects between occupational self-efficacy and objective career success take more time (i.e., time-lagged or over time) than unfolding effects between objective and subjective career success, as well as between subjective career success and occupational self-efficacy (i.e., synchronous or concurrently). Indirect effects of past on future occupational self-efficacy via objective and subjective career success were significant, providing support for an indirect reciprocity model. Results are discussed with respect to extensions of social-cognitive career theory and occupational self-efficacy development over time.     

Perceived control and long-term changes in disability in late middle-aged and older persons: An eight-year follow-up study

This article examined the predictive role of perceived control in long-term changes in disability among 1541 independently living older persons. Disability referred to self-reported difficulties with (instrumental) activities of daily living. Perceived control referred to the extent to which one assumes oneself as having control over one's life chances, unlike the fatalistic assumption that one's life is ruled by external factors. Data on disability and perceived control were collected in 1993 and recollected in 2001. Covariates included age, gender, living arrangement, level of education, and the number of chronic medical conditions. Regression equations were estimated with disability in 2001 as outcome and the selected variables as predictors. The level of perceived control decreased and the level of disability increased significantly over an 8-year period. The predictive role of perceived control for subsequent change in disability was statistically significant but not very strong. The association between perceived control in 1993 and disability in 2001 was stronger for older persons (>65 years) compared to younger persons (≤65 years).     

Do students really prefer repeated rereading over testing when studying textbooks? A reexamination

ABSTRACT

Experimental studies have shown that testing promotes better long-term retention than repeated rereading. Regarding implications for educational practice, based on a survey study seemingly showing that students prefer repeated rereading over testing when studying [Karpicke, J. D., Butler, A. C., & Roediger, H. L. (2009). Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? Memory, 17, 471–479. doi:10.1080/09658210802647009], it has been concluded that increasing the number of tests may boost students’ achievement. However, a closer look at the survey study reveals that “repeated rereading” has been operationalised in terms of “restudying” which represents a term that may subsume a variety of study strategies. We reexamined the study behaviour of students in a more fine-grained way by surveying both their hypothetical (Study 1) and real (Study 2) study behaviour when restudying texts. Results showed that rereading is preferred only by few students early in the learning process, with almost all shifting to testing late in the learning process, and that rereading is mainly performed in terms of “rereading not understood parts”, and rarely in terms of “repeated rereading”. These results indicate that the implications of the testing effect for educational practice may have to be reconsidered.     

语素意识对学前儿童言语技能发展的预测作用：追踪研究的证据

为探讨词素意识、同形语素意识和形旁意识等不同层面语素意识对汉语儿童口语词汇、汉字识别和阅读理解能力发展的预测作用,本研究对75名学前儿童进行了一年半的追踪,结果发现:(1)学前儿童的语素意识和言语技能随时间均有显著增长。(2)在控制了因变量的自回归效应后,同形语素意识对一年半后的口语词汇成绩仍有显著的预测作用;词素意识能显著预测一年半后的汉字识别成绩;词素意识和形旁意识是儿童一年半后阅读理解成绩变异的重要解释变量。这表明语素意识对于学前儿童语言技能的发展具有重要的预测作用。