Trait emotional intelligence and behavioral problems among adolescents: A cross-informant design

This study examined how self and parental ratings of trait emotional intelligence (trait EI), relate to self and parental ratings of internalizing and externalizing problems. A total of 263 adolescents between 13 and 17 years and their parents participated in the study, completing two forms of the Trait Emotional Intelligence Questionnaire (TEIQue-AF and TEIQue-360°) and the Child Behavior CheckList (CBCL-YSR and CBCL-parents’ report). Results revealed a strong correspondence between father and mother ratings, especially for externalizing problems. A doubly MANOVA, with gender as the between-subjects variable, rating source (father, mother, and adolescent) as the within-subjects variable, and the four trait EI factors as dependent variables revealed a significant effect of ratings. Both fathers and mothers attributed higher Well-being and Self-control to their children than the children attributed to themselves. The findings showed that while multisource ratings of trait EI generally converge, they are differentially predictive of external criteria.     

Construct validity of global life-satisfaction judgments: A look into the black box of self–informant agreement

Life-satisfaction judgments are ubiquitously used as indicators of wellbeing. The construct validity of these judgments relies heavily on self–informant agreement. However, agreement is necessary, but not sufficient to claim that life-satisfaction judgments are valid. In addition, self–informant agreement should be based on the use of valid information about satisfaction with important life domains. An alternative possibility is that agreement is based on impressions about personality traits. We tested these two hypotheses in a model that predicted self-ratings and informant ratings of life satisfaction from shared perceptions of personality and satisfaction with life domains. In a round-robin study of families, we found that life-domains were the key predictor of self–informant agreement. However, the Depressiveness facet of Neuroticism had a small direct effect. In addition, it was indirectly related to self–informant agreement because it predicts lower satisfaction in important life-domains that were used to form life-satisfaction judgments.     

Self-face perception in 12-month-old infants: A study using the morphing technique

The present study investigated self-face perception in 12-month-old infants using the morphing technique. Twenty-four 12-month-old infants participated in both the main and control experiments. In the main experiment, we used the participant’s own face, an unfamiliar infant’s face (age- and gender-matched), and a morphed face comprising 50 % each of the self and unfamiliar faces as stimuli. The control experiment followed the same procedure, except that the self-face was replaced with another unfamiliar face. In both experiments, two of these stimuli were presented side by side on a monitor in each trial, and infants’ fixation duration was measured. Results showed that shorter fixation durations were found for the morphed face compared with the self-face and the unfamiliar face in the main experiment, but there were no significant preferences for any comparisons in the control experiment. The results suggest that 12-month-old infants could detect subtle differences in facial features between the self-face and the other faces, and infants might show less preference for the self-resembling morphed face due to increased processing costs, which can be interpreted using the uncanny valley hypothesis. Overall, representations of the self-face seem to a certain extent to be formed by the end of the first year of life through daily visual experience.     

An effective metacognitive strategy: learning by doing and explaining with a computer‐based Cognitive Tutor

Recent studies have shown that self‐explanation is an effective metacognitive strategy, but how can it be leveraged to improve students' learning in actual classrooms? How do instructional treatments that emphasizes self‐explanation affect students' learning, as compared to other instructional treatments? We investigated whether self‐explanation can be scaffolded effectively in a classroom environment using a Cognitive Tutor, which is intelligent instructional software that supports guided learning by doing. In two classroom experiments, we found that students who explained their steps during problem‐solving practice with a Cognitive Tutor learned with greater understanding compared to students who did not explain steps. The explainers better explained their solutions steps and were more successful on transfer problems. We interpret these results as follows: By engaging in explanation, students acquired better‐integrated visual and verbal declarative knowledge and acquired less shallow procedural knowledge. The research demonstrates that the benefits of self‐explanation can be achieved in a relatively simple computer‐based approach that scales well for classroom use.