Confidence-judgment accuracy as a predictor of test performance

As part of the regular classroom testing procedure, undergraduate students in an introductory psychology course were asked to provide confidence judgments along with their answers to multiple-choice test items. The two objectives of the study were to determine the extent of students' confidence-judgment accuracy and the degree of relationship of this memory-monitoring ability to overall test performance. The results showed that even the students having the poorest test performance showed some confidence-judgment accuracy, and, more importantly, there was a strong positive relationship between confidence-judgment accuracy and test performance, r(43) = .49. Thus, students who know more also are better able to distinguish between known and unknown information.     

On the development of communicative understandings: An early strategy for interpreting and responding to messages

Young children's apparently sophisticated understanding of language is explained by a simple heuristic which produces responses fortuitously appropriate to many of the messages directed to them. Specifically, the strategy recruits action responses to language unless some element, either linguistic or nonlinguistic, indicates otherwise. Two experiments tested for the existence of the heuristic by examining the responses of children, 19–34 months of age, to sentences susceptible of more than one interpretation. In the first experiment such sentences were spoken in as neutral a context as possible. In the second, the same sorts of sentences were presented in contexts supporting either action or informing responses. The results of both experiments indicate that young children interpret and respond to language in terms of an action-based strategy. Moreover, the observed effects of context show that even young children engage in a continuous, context-sensitive process of interpretation. The data are discussed with regard to speech act theory and its role in a developmental theory of understanding.     

An Ecological Approach to Therapy With Gender Minorities

This special series includes four articles that review important considerations for clinical work with gender minorities, including youth and young adults, individuals who are nonbinary, transgender individuals in inpatient or residential care, and transgender individuals recovering from trauma. These articles provide important insights and concrete suggestions for how to enact affirming practice, spanning across macro, mezzo, and micro levels. Ultimately, a multilevel approach to working with transgender and gender diverse individuals is essential to addressing health disparities in this population, as the work of an affirming provider goes beyond the therapy hour and the therapy office or treatment unit. In this commentary, I review the major themes from these contributions, provide a perspective on how they fit within the existing literature, and provide an overview of pressing future directions in gender minority research.     

On the formation of personal space and self-boundary structures in early human development: The case of infant stranger reactivity

Personal space and self-boundary are, respectively, sociological and intra-psychological concepts that refer to a complex of behavioral and subjective events between and within individuals. While there are large bodies of literature concerned with each of these concepts, literature that cuts across many disciplines of study, there has never been an integration of these concepts around specific human developmental issues. The present article focuses upon human infancy as a period in which both personal space and self-boundary phenomena can be observed. Developmental links between personal space and self-boundary phenomena in infancy and adulthood are outlined and discussed.     

Social class differences in sociodramatic play: A critical review

Studies of children's sociodramatic play as a function of socioeconomic status report conflicting and marginal findings which militate against unqualified generalizations that economically disadvantaged children engage in less and poorer-quality sociodramatic play. Further, definitive conclusions on the basis of these studies are unwarranted because of flawed methodological procedures, confounding variables, and insufficient consideration of how verbal behavior, a critical component of sociodramatic play, is affected by situational variables. It is concluded that data from play intervention studies with low-income children and ethnographic studies of children from non-Western societies are virtually irrelevant to the issue of social class differences. The theoretical significance of social class differences in pretend play in general, and sociodramatic play in particular, even if found consistently, is unclear. In future research, priority should be given to both improved assessment of social class differences and clarification of how these differences relate to competences thought to be consequences of sociodramatic and pretend play.     

Validation of the Multidimensional Inventory for Religious Spiritual Well-being with Iranian samples

ABSTRACT

This study was designed to investigate the validation of a Farsi version of the Multidimensional Inventory for Religious Spiritual Well-being (MI RSWB 48) in a convenience sample of 442 Iranian people. Respondents completed a series of demographic questions and the MI RSWB 48. The Cronbach's α coefficient was .82. The MI RSWB 48 items identified two factors, but these factors did not match the two dimensions for which the scale was devised. The Hope Immanent (HI), and Experiences of Sense and Meaning (SM) subscales loaded on Factor 1, but General Religiosity (GR) was loaded on this factor rather than Forgiveness (FO). The Factor 2 had loadings from the FO and Hope Transcendent (HT) subscales. Furthermore, the FO subscale scores had weak associations with the scores for Transcendent dimension. This study suggests that the subscale scores on the MI RSWB 48 may have different implications for Christian and Muslim respondents.