6- to 9-Month old infants discriminate vowel durations in variable speech contexts

Discriminating temporal relationships in speech is crucial for speech and language development. However, temporal variation of vowels is difficult to perceive for young infants when it is determined by surrounding speech sounds. Using a familiarization-discrimination paradigm, we show that English-learning 6- to 9-month-olds are capable of discriminating non-native acoustic vowel duration differences that systematically vary with subsequent consonantal durations. Furthermore, temporal regularity of stimulus presentation potentially makes the task easier for infants. These findings show that young infants can process fine-grained temporal aspects of speech sounds, a capacity that lays the foundation for building a phonological system of their ambient language(s).     

Interreligious dialogue groups and the mass media

ABSTRACT

Interreligious dialogues have received attention since they were introduced as a security policy and social pacification measure after the attack on 9/11. This essay examines the development of interreligious dialogue in Germany as well as the influence of media discourses on interreligious dialogue and asks to what extent they affect the motives, goals and modes of communication of both Muslim and non-Muslim participants. This analysis leads to the thesis that the mass media’s frequent security-policy framing of Islam within issues of integration, violence, and threat has developed interreligious dialogue groups as a space of face-to-face coping processes with the imagined religious conflict. Muslims attend it in order to put Islam in a different and positive frame. For the Christian participants this also presents the opportunity to reach a new relevance of religion in the public secular space.     

A social psychological perspective on World War II collaboration in the 21st century: A Belgian case

The present study addresses antecedents and consequences of attitudes towards collaboration in the context of World War II (WWII) in Belgium. A survey conducted on 922 Belgian French- and Dutch-speaking participants shows that, on overall, Dutch-speakers perceive collaboration as more moral and support amnesty of the former collaborators at a higher level than their Francophone counterparts. In addition, we show that these attitudes are predicted by the generational belonging, linguistic and national identification of the participants. Finally, we find that attitudes towards WWII collaboration are linked to specific political prospects for the future of the country only among Dutch-speakers. These findings suggest that, 75 years after its end, the issue of collaboration during WWII still divides the Belgian society. Furthermore, they underline the added value of a multilevel approach in the understanding of social psychological phenomena.     

An integrative framework on the impact of allies: How identity-based needs influence intergroup solidarity and social movements

What impact do advantaged group allies have within social movements? Although solidarity between advantaged and disadvantaged group members is often encouraged to achieve long-term social change, allies run the risk of being ineffective or counterproductive, therefore making it important to shift our focus towards understanding the impact of allies. We propose an integrative theoretical framework describing the positive and negative impact of allies based on their distinct identity-based needs: advantaged group members’ need for moral acceptance and disadvantaged group members’ need for empowerment and respect. By consolidating extant literature and identifying gaps in prior research, we propose a set of hypotheses concerning (a) tensions that arise within intergroup solidarity efforts for social change between advantaged group allies and disadvantaged group members, and (b) the role of allies in influencing broader public opinion to advance the psychology of social change.     

Exploring a Training IRAP as a single participant context for analyzing reversed derived relations and persistent rule-following

Rule-governed behavior and derived stimulus relations have always shared strong conceptual links within behavior analysis. However, experimental analysis linking the two domains remains limited. The current study consisted of three experiments that aimed to continue to bridge this experimental gap. The first experiment sought to establish the extent to which a training version of the implicit relational assessment procedure (IRAP) could be used to establish and successfully reverse experimentally established derived relations. The results suggested that the Training IRAP could successfully produce derived reversals. Experiments 2 and 3 explored the extent to which reversed derived relations would control rule-governed behavior when the contingencies for rule-following competed with the rule. In Experiment 2, the task contingencies were immediately in opposition to the (reversed) derived rule, and participants generally responded in accordance with the task contingencies, rather than the rule. In Experiment 3, the task contingencies were initially rule-consistent before a contingency reversal that later made them rule-inconsistent. Here evidence of rule-persistence emerged. The results of the research are considered within the context of a recent framework that has emerged out of RFT for analyzing the dynamics involved in derived relational responding.     

Behaviors of ADHD and Peer Relationship Difficulties in Chinese and American Youths: Role of Co-Occurring Behaviors of Depression and Anxiety

Abstract

The co-occurrence of behaviors of attention-deficit/hyperactivity disorder (ADHD) with behaviors of anxiety or behaviors of depression is the norm, but little is known on how the co-occurrence accounted for youths’ peer relations. The authors report results on difficult peer relations in relation to behaviors of ADHD, co-occurring behaviors of depression, and behaviors of anxiety from three studies on 862 youths in China and in the United States. Study 1 included 313 ethnically and socioeconomically diverse American youths; Study 2 included 250 youths who were adopted out of Chinese orphanages by American parents; and Study 3 included 299 youths from Beijing, China. Data on difficult peer relations and behaviors of ADHD, depression, and anxiety were collected with the third edition of Behavior Assessment System for Children-Self Report of Personality. In all three studies, each type of problems alone significantly predicted difficult peer relations, but behaviors of ADHD were not significant when co-occurring behaviors of depression or co-occurring behaviors of anxiety were considered. Despite that the youths in our study had different cultural and personal backgrounds, there was no evidence that behaviors of ADHD were detrimental to youths’ peer relations when behaviors of depression or anxiety were considered. Implications for intervention were discussed.     

论曾国藩的睦邻观

在中国传统家庭伦理思想中,睦邻观是一个重要的层面。曾国藩作为晚清大儒、深受中国传统文化之浸润。在其丰富的家庭伦理思想中,睦邻观是重要内容之一,当代人从中或许可以获得一些有益的启示。     

Bringing together humanistic and intergroup perspectives to build a model of internalisation of normative social harmdoing

This article introduces a model of the internalisation of normative social harmdoing: the MINSOH. This model seeks to explain how group members internalise harmful social norms such that they personally endorse their groups' normative actions. To this aim, the MINSOH integrates two divergent yet complementary theoretical perspectives: self-determination theory and the social identity approach. These perspectives differ in their basic assumptions about the possibility for harm to become internalised, yet when integrated, they provide a powerful account of how harmdoing can become internalised. The MINSOH proposes specific conditions under which harmful normative actions become accepted by group members. This article outlines multiple self-determined motivations for harmdoing and discrete group processes that enable harmdoing to be internalised and autonomously enacted, and reviews factors that facilitate (i.e., strong/unique/comparative social identification; endorsement of ideological justifications) and block the internalisation process (presence of multiple identities/diverging norms; inclusive superordinate identity). Directions for future research are then discussed.