Transmitting pro‐environmental behaviours to the next generation: A comparison between Germany and Japan

The present study examined the processes by which children acquire pro‐environmental behaviours in different cultures. Our focus was on parental influence. Several studies have been conducted on adults' environmental behaviours; however, we know little about how children's environmental attitudes and behaviours are formed. We conducted a questionnaire survey with elementary school children and one of their parents in Germany and Japan. Two hundred and twenty‐one pairs participated in Germany and 365 in Japan. The results of structural equation modelling showed that parents' behaviours affected children's environmental behaviours directly and also via the subjective norm (the children's experienced expectations of their parents). A comparison of the two countries revealed that hypothesized cultural differences between the impact of personal norms and subjective norms were clearer for adults. The results also showed that the effects of subjective norms were stronger for children, indicating that children are more likely to be influenced by expectations of others. The results of the study suggest that for promoting children's environmental behaviours, showing the behaviours in daily life would be most effective.     

Challenges in Developing a Cultural Evidence‐Based Psychotherapy in the USA: Suggestions for International Studies

In this article, we underscore some of the cultural challenges and limitations of the evidence‐based psychotherapy (EBP) utilised within the USA with the hope that these problems will be avoided or ameliorated in Australia and other countries. Although the EBP research is very diverse and complex, we categorise this fast‐growing literature using a threefold classification system that underscores culture. This classification system is proposed to examine the influence of culture on EBPs. The three categories used are (a) universal evidence‐based psychotherapies or universal psychotherapies, (b) race and ethnic minority evidence‐based psychotherapies or racial/ethnic psychotherapies, and (c) cultural evidence‐based psychotherapies or cultural psychotherapies. After each category is described, its benefits and limitations are discussed, emphasising implications for culturally diverse and international studies. We conclude with suggestions to promote the advancement of a more effective and inclusive cultural EBP in which researchers from different countries can collaborate and learn from each other.     

Single-word predictions of upcoming language during comprehension: Evidence from the cumulative semantic interference task

Comprehenders predict upcoming speech and text on the basis of linguistic input. How many predictions do comprehenders make for an upcoming word? If a listener strongly expects to hear the word “sock”, is the word “shirt” partially expected as well, is it actively inhibited, or is it ignored? The present research addressed these questions by measuring the “downstream” effects of prediction on the processing of subsequently presented stimuli using the cumulative semantic interference paradigm. In three experiments, subjects named pictures (sock) that were presented either in isolation or after strongly constraining sentence frames (“After doing his laundry, Mark always seemed to be missing one …”). Naming sock slowed the subsequent naming of the picture shirt – the standard cumulative semantic interference effect. However, although picture naming was much faster after sentence frames, the interference effect was not modulated by the context (bare vs. sentence) in which either picture was presented. According to the only model of cumulative semantic interference that can account for such a pattern of data, this indicates that comprehenders pre-activated and maintained the pre-activation of best sentence completions (sock) but did not maintain the pre-activation of less likely completions (shirt). Thus, comprehenders predicted only the most probable completion for each sentence.     

Values and helping behavior: A study in four cultures

Values are important factors in determining individuals' behaviours. Previous studies have examined the relations between values and helping behaviour, but usually in the context of a single culture. The current study examines the relations between personal value types and helping behaviour among university students (N = 722) in four cultures (Germany, Scotland‐UK, Israel and Turkey). Across cultures, the value types of self‐transcendence versus self‐enhancement and conservation versus openness to change were positively related to helping. Specifically, self‐transcendence values were positively related, and self‐enhancement and openness to change values negatively related, to helping behaviour. The correlations pattern did not differ significantly between cultures.     

Serial killers,spiders and cybersex: Social and survival information bias in the transmission of urban legends

This study uses urban legends to examine the effects of the social information bias and survival information bias on cultural transmission across three phases of transmission: the choose‐to‐receive phase, the encode‐and‐retrieve phase, and the choose‐to‐transmit phase. In line with previous research into content biases, a linear transmission chain design with 60 participants aged 18–52 was used to examine the encode‐and‐retrieve phase, while participants were asked to rank their interest in reading the story behind a headline and passing a story on for the other two phases. Legends which contained social information (Social Type), legends which contained survival information (Survival Type), and legends which contained both forms of information (Combined Type) were all recalled with significantly greater accuracy than control material, while Social and Combined Type legends were recalled with significantly greater accuracy than Survival Type legends. In another study with 30 participants aged 18–22, no significant differences were found between legend types in either the choose‐to‐receive phase or the choose‐to‐transmit phase.     

Agreement and movement: a syntactic analysis of attraction

This paper links experimental psycholinguistics and theoretical syntax in the study of subject-verb agreement. Three experiments of elicited spoken production making use of specific characteristics of Italian and French are presented. They manipulate and examine its impact on the occurrence of 'attraction' errors (i.e. incorrect agreement with a word that is not the subject of the sentence). Experiment 1 (in Italian) shows that subject modifiers do not trigger attraction errors in free inverted VS (Verb Subject) structures, although attraction was found in VS interrogatives in English (Vigliocco, G., & Nicol, J. (1998). Separating hierarchical relations and word order in language production. Is proximity concord syntactic or linear? Cognition, 13-29) In Experiment 2 (in French), we report stronger attraction with preverbal clitic object pronouns than with subject modifiers. Experiment 3 (in French) shows that displaced direct objects in the cleft construction trigger attraction effects, in spite of the fact that the object does not intervene between the subject and the verb in the surface word order (OSV). Moreover, attraction is stronger in structures with subject-verb inversion (...). These observations are shown to be naturally interpretable through the tools of formal syntax, as elaborated within the Principles and Parameters/Minimalist tradition. Three important constructs are discussed: (1) the hierarchical representation of the sentence during syntactic construction, and the role of intermediate positions by which words transit when they move; (2) the role of specific hierarchical (c-command) but also linear (precedence) relations; and (3) the possibility that agreement involves two functionally distinct components. A gradient of computational complexity in agreement is presented which relates empirical evidence to these theoretical constructs.     

Early child grammars: qualitative and quantitative analysis of morphosyntactic production

This article reports on a series of 5 analyses of spontaneous production of verbal inflection (tense and person–number agreement) by 2-year-olds acquiring French as a native language. A formal analysis of the qualitative and quantitative results is developed using the unique resources of Optimality Theory (OT; Prince & Smolensky, 2004). It is argued that acquisition of morphosyntax proceeds via overlapping grammars (rather than through abrupt changes), which OT formalizes in terms of partial rather than total constraint rankings. Initially, economy of structure constraints take priority over faithfulness constraints that demand faithful expression of a speaker's intent, resulting in child production of tense that is comparable in level to that of child-directed speech. Using the independent Predominant Length of Utterance measure of syntactic development proposed in Vainikka, Legendre, and Todorova (1999), production of agreement is shown first to lag behind tense then to compete with tense at an intermediate stage of development. As the child's development progresses, faithfulness constraints become more dominant, and the overall production of tense and agreement becomes adult-like.     

Neural modeling and imaging of the cortical interactions underlying syllable production

This paper describes a neural model of speech acquisition and production that accounts for a wide range of acoustic, kinematic, and neuroimaging data concerning the control of speech movements. The model is a neural network whose components correspond to regions of the cerebral cortex and cerebellum, including premotor, motor, auditory, and somatosensory cortical areas. Computer simulations of the model verify its ability to account for compensation to lip and jaw perturbations during speech. Specific anatomical locations of the model's components are estimated, and these estimates are used to simulate fMRI experiments of simple syllable production.     

Assigning Grammatical Gender During Word Production

The present study was designed to examine the processes by which grammatical gender is assigned during word production. French words varied in strength of sublexical cues, based on whether the word ending was typical for one gender rather than neutral about gender, and lexical cues, derived from the associated definite article being uninformative about gender for words beginning with a vowel, but informative for words beginning with a consonant. In Experiment 1, when native French speakers classified the gender of mentally evoked names of pictures, no effects of these cues were obtained. Experiment 2 used an improved methodology, with participants classifying the gender of words translated from English. English-speaking learners of French were influenced strongly by lexical and sublexical cues, while French speakers showed a weaker influence. However, for both speaker groups, words whose gender was classified slowly during recognition were also classified slowly during production, and error rates were similarly correlated across tasks. The conclusion was that gender is not equally available for all words once the associated “lemma” is accessed. Current models of language production may have to incorporate mechanisms allowing differential speed of access to gender information depending on a word’s formal properties.