Directedness and engagement in chimpanzee vocal ontogeny

Directedness and engagement during pre-verbal vocal communication play a major role in language development. What was their role in the evolution of language? This question invites us to examine these behaviours in chimpanzee vocal ontogeny. We collected observational data on infant (N = 15) and juvenile (N = 13) chimpanzees at Chimfunshi Wildlife Orphanage, Zambia. We examined the impact of age and vocalization type (grunts, whimpers, laughs and screams) on directed cues (gaze directedness and face directedness) and engagement (mutual face directedness) during vocal communication. We also assessed the impact of directed cues and engagement on social interactions by coding the behaviour of social partners before, during and after a vocalisation, and examining whether they contingently changed their behaviour in response to the vocalisation if it was directed or if engagement occurred. We found that face directed vocalisations showed a general increase during ontogeny and we observed call-type dependent effects of age for mutual face directedness. Only face directed vocalisations were significantly predictive of behavioural responses in social partners. We conclude that like young humans, young chimpanzees routinely exhibit directed behaviours and engagement during vocal communication. This social competency improves during ontogeny and benefits individuals by increasing the chances of eliciting behavioural responses from social partners. Directedness and engagement likely provide a foundation for language phylogenetically, as well as ontogenetically.

Research Highlights

• We show that directedness and engagement routinely occur during early chimpanzee vocalisations.
• Directedness increases throughout chimpanzee vocal ontogeny, similar to human infants.
• Directedness enhances social partner responsiveness, demonstrating a direct benefit to this style of communication.
• Directedness and engagement could provide a route towards language phylogenetically as well as ontogenetically.

     

Stereotypes in the classroom's air: Classroom racial stereotype endorsement,classroom engagement,and STEM achievement among Black and White American adolescents

Initiatives promoting diversity, equity, and inclusion in predominantly White contexts, including STEM fields, have primarily relied on approaches to increase the representation of minoritized individuals. However, an increase in the representation of minoritized individuals is only one step of the process, as the present study suggests that explicit beliefs about particular racial groups’ abilities also matter. The present article examined whether classroom racial stereotype endorsement about science and math disadvantaged Black American adolescents relative to their White American peers. Across two longitudinal studies with 533 and 1,189 adolescents (N-adolescents = 1722; N-classrooms = 86; 45% Black American, 55% White American; 51% females; M-age = 13–14), classroom pro-White/anti-Black stereotype endorsement in the fall term predicted better science and math achievement scores for White American adolescents and lower science and math achievement scores for Black American adolescents at the end of the academic year. Student- and teacher-reported student engagement in science and math classrooms mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and students’ achievement scores. Results suggest that classrooms may be important conduits for communicating racial stereotypes that create racially hostile STEM learning environments.

Research Highlights

• Using a longitudinal sample of 1722 adolescents enrolled in 86 classrooms, the present study examined the consequences of classroom racial stereotype endorsement during adolescence.
• White American adolescents demonstrated favorable achievement scores in science and math when their classmates endorsed traditional, or pro-White/anti-Black, stereotypes.
• Black American adolescents showed worse achievement scores in science and math when their classmates endorsed pro-White/anti-Black stereotypes.
• Classroom engagement mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and achievement scores for both Black and White American adolescents.

     

Diversifying the Social Scientific Study of Religion: The Next 70 Years

Here I argue that we need to diversify the social scientific study of religion and chart a plan for how we are already and will continue to do so. At the time of the 70th anniversary of our association, I reflect on where—as an association—we have come from and where we are going. Our origin story points to an expansive vision for what would become the Society for the Scientific Study of Religion (SSSR), but unfortunately our past has also been marked by an overrepresentation of white male leadership. It was only in 1982 that the society elected its first woman president, Mary Augusta Neal, and only in 2015 that it elected its first person of color, Fenggang Yang. Here, I discuss our hope for a more diverse future: attending to diversity in studies of religion, diversity in the groups of people who are encouraged to study religion, and efforts to translate religion research well to diverse groups of listeners. I share with you pieces of the new SSSR strategic plan, spearheaded in 2018 by Korie Edwards, the first black and woman of color President of the SSSR: particularly the pieces that are most attentive to diversity. I also highlight insights from my own scholarly story about diversity that I have learned through my work with the Religion and Public Life Program at Rice University.     

Factorial validity of the Utrecht Work Engagement Scale (UWES) across occupational groups in Norway

Nerstad, C.G.L., Richardsen, A.M. & Martinussen, M. (2009). Factorial validity of the Utrecht Work Engagement Scale (UWES) across occupational groups in Norway. Scandinavian Journal of Psychology. The present study investigated the factorial validity of the Utrecht Work Engagement Scale (UWES) among 1266 participants from ten different occupational groups. Confirmatory factor analyses of the total sample, as well as multi‐group analyses and analyses of each of the ten occupational groups separately, indicated that a three‐dimensional model of both the UWES‐17 and the short version, UWES‐9, provided a better fit to the data than a one‐ and two‐dimensional model. The results of multi‐group analyses and analyses of each of the groups separately, indicated that with a few exceptions, the three‐factor model of work engagement provided the best fit. Results indicated factorial invariance and the internal consistencies were acceptable. The fit of the UWES‐9 was slightly better than the UWES‐17. It is concluded that the Norwegian short version may be recommended over the UWES‐17.     

领导-下属外向性人格匹配性与下属工作投入的关系:基于支配补偿理论

基于支配补偿理论,本研究考察领导与下属外向性人格的匹配性对下属工作投入的影响。对743对领导-下属进行配对问卷调查,在两个时间点获取调查数据。多项式回归与响应面分析表明,下属与领导外向性人格差异越大,下属工作投入水平越高。在下属与领导外向性人格存在差异的情形下,"高下属外向性、低领导外向性"组合比"低下属外向性、高领导外向性"组合,下属的工作投入水平更高。在下属与领导外向性人格一致的情形下,下属的工作投入和外向性人格存在倒U型曲线关系。研究证明了在外向性维度上领导和下属是支配互补的关系时,下属的工作投入水平更高。