Generational gains on the Draw-a-Person IQ scores: A three-decade comparison from Turkey

In 1977 Draw-a-Person test was administered to fifth grade school children in a city and its surrounding rural villages in Turkey. In 2010, more than thirty years later, the test was administered again to a corresponding group of fifth grade children in the same locations. It is rare that we get scores from the ‘same’ population over a period of more than three decades. This paper reports such a comparison over time and draws attention to continuities and changes that provide us with insights into the effects of social change and development on human performance. In line with the commonly reported increases in intelligence test scores over time, gains in the DAP scores were found. At the same time, the variations along the rural-urban and socio-economic development levels obtained in 1970s were maintained in 2010. The comparative results point to greater gains at the lower part of the IQ distribution, in the less developed areas, decreasing the overall variance among the different groups.     

Empathy development from 8 to 16 months: early signs of concern for others

The study examined the responses of typically developing infants to the distress of another, prior to and following the transition to the second year. Infants’ responses to maternal simulations of distress and to a peer distress videotape were observed from 8 to 16 months, using an accelerated longitudinal design (overall n = 37). Modest levels of affective and cognitive empathy for another in distress were already evident before the second year, and increased gradually (and not always significantly) across the transition to the second year. Prosocial behavior was rare in the first year and increased substantially during the second year. Self-distress reactions were rare overall. Individual differences in cognitive and affective empathy assessed in the first year, particularly at 10-months, predicted the levels of prosocial behavior observed in the second year. No gender differences were found. Theoretical implications and future research directions are discussed.     

The promise and potential of studying the “invisible hand” of teacher influence on peer relations and student outcomes: A commentary

Peers influence children's social-emotional development and school engagement in important and unique ways. Recent research on peer social networks documents that children are affected by the nature of the school-based peer ecology, as well as by their personal peer experiences. Yet, little is known about how teachers affect the peer ecology, nor how teachers can promote positive peer influences in the school context. The four studies in this special section examine this issue. Together, they document the promise and the potential of studying the “invisible hand” of teacher influence on peer relations, and illustrate the need for further research in this area. This commentary considers the contributions of these papers for conceptualizing processes of transactional teacher and peer influence on student outcomes, and implications for interventions designed to reduce problem behaviors or increase school engagement. In addition, it considers the limitations of current knowledge and directions for future research.     

Sex and ear differences in spontaneous and click-evoked otoacoustic emissions in young adults

Effects of sex and handedness on the production of spontaneous and click-evoked otoacoustic emissions (OAEs) were explored in a non-hearing impaired population (ages 17-25 years). A sex difference in OAEs, either produced spontaneously (spontaneous OAEs or SOAEs) or in response to auditory stimuli (click-evoked OAEs or CEOAEs) has been reported in infants and children, but healthy young adults seldom have been the target of study. In the current data, a robust sexual dimorphism was confirmed, with women producing more numerous and stronger SOAEs, and CEOAEs with greater response amplitude compared to men. A right-ear advantage was found for the number of SOAEs produced and, in women, for SOAE power. Although handedness did not moderate the ear asymmetry in production, exploratory analyses revealed that departures from strong right hand preference were associated in the present sample with reduced numbers or strengths of OAEs. The results are discussed with respect to differential exposure to androgens during prenatal development.     

A model of communicative perspective-taking for typical and atypical populations of children

Successful communication requires that individuals attend to the perspective of their conversational partners and use this information to modify their behavior accordingly. This paper presents a framework by which to understand children’s communicative perspective-taking skills and, within this framework, outlines three routes by which children’s communicative perspective-taking performance can be disrupted. First, children may have difficulty in communicative contexts due to deficits in mentalizing ability whereby they are unable to appreciate another’s perspective. Second, children may have intact mentalizing abilities but do not have the cognitive skills to support the use of this information when generating communicative behaviors. Third, decreased social exposure may lead to exacerbated deficits in either mentalizing ability or the use of mentalistic information within communicative contexts. Patterns within both typical and atypical populations (i.e., autism, ADHD, and mood disorders) are reviewed.     

Determinants of ethnic identity development in adulthood: A longitudinal study

Ethnic identity is defined in terms of the interaction between exploration of and commitment to a given cultural background. The present study investigated the effect of individual background, role transitions, and the social environment on the development of ethnic identity in a sample of German adults aged 21–73 years (N = 2,940). Additionally, identity transitions and the moderating effect of disequilibrating life events on identity over time were examined (N = 827). Overall, results are consistent with findings for other identity domains: Respondents could be assigned to one of four identity stages, ranging from unexamined to achieved identity. Particularly, the individual background and the extent of community involvement affected ethnic identity formation in adulthood. Longitudinal analyses revealed that only one-third of respondents had remained in the same identity stage; most individuals had transitioned forward or backward. Changes in ethnic identity were not moderated by disequilibrating life events.     

Age-related qualitative differences in post-error cognitive control adjustments

Detecting an error signals the need for increased cognitive control and behavioural adjustments. Considerable development in performance monitoring and cognitive control is evidenced by lower error rates and faster response times in multi-trial executive function tasks with age. Besides these quantitative changes, we were interested in whether qualitative changes in balancing accuracy and speed contribute to developmental progression during elementary school years. We conducted two studies investigating the temporal and developmental trajectories of post-error slowing in three prominent cognitive conflict tasks (Stroop, Simon, and flanker). We instructed children (8-, 10-, and 12-year-old) and adults to respond as fast and as accurately as possible and measured their response times on four trials after correct and incorrect responses to a cognitive conflict. Results revealed that all age groups had longer response times on post-error versus post-correct trials, reflecting post-error slowing. Critically, slowing on the first post-error trial declined with age, suggesting an age-related reduction in the orienting response towards errors. This age effect diminished on subsequent trials, suggesting more fine-tuned cognitive control adjustments with age. Overall, the consistent pattern across tasks suggests an age-related change from a relatively strong orienting response to more balanced cognitive control adaptations.     

早期亲子触觉经验促进个体社会性发展的心理机制

近期研究显示,早期亲子触觉经验和个体的社会性发展存在密切联系。关于这种联系产生的原因,已有研究多从神经科学的角度,探讨CT传入神经(C-tactile afferents)及有关环路在其间可能起到的作用。基于已有文献,本文将提出一个综合模型,系统阐述背后涉及的心理机制,着重论证亲子关系、个体探索行为以及与之关联的心理成分在其间扮演的角色,并在此基础上从研究设计的局限、有关变量关系的多元性以及未来可拓展方向对该领域研究进行进一步讨论和展望。     

应对校园欺凌:社会情绪能力的干预研究

校园欺凌现象在全球范围普遍存在,为有效解决校园欺凌问题,研究一采用《特拉华校园受欺凌量表》、《简易应对方式量表》以及《社会情绪健康量表》对416名5～6年级小学生进行了调查,结果发现,小学生消极应对方式可以显著预测校园受欺凌,社会情绪能力在消极应对方式与校园受欺凌中起调节作用。此基础上,研究二开展基于社会情绪能力的校园受欺凌团体辅导干预研究。结果表明,社会情绪能力的提升可以显著降低校园受欺凌水平。