Treatment of Young Children's Bedtime Refusal and Nighttime Wakings: A Comparison of “Standard” and Graduated Ignoring Procedures

Young children with sleep problems received either standard or graduated ignoring treatment. Both brief treatments were superior to a wait-list control condition and resulted in comparable improvements in bedtime and nighttime sleep problems. At bedtime, the treatments did not differ with respect to maternal compliance and stress. For nighttime wakings, mothers in the graduated ignoring group reported higher rates of compliance and less treatment-related stress. Maternal characteristics predicted treatment outcome in the standard ignoring condition. Following treatment, only positive side effects were observed. When compared to the wait-list group, mothers in the standard ignoring group reported less verbose discipline and decreased stress in parenting, while mothers in the graduated ignoring group reported improved parent–child relationships. Treatment gains were maintained over a 2-month follow-up period.     

Substance Use,Related Problem Behaviors and Adult Attachment in a Sample of High Risk Older Adolescent Women

We tested a hypothesis about the usefulness of attachment theory in aiding our understanding of substance use and related problem behaviors among a high-risk group of women. The data were from an ongoing longitudinal study of pregnant and parenting adolescents, and were collected via interview at 5.5 and 6 years postpartum (n = 232). At enrollment, the respondents were an average age of 16. Using regressing analysis (OLS and logistic), differences in attachment security were found to be related to substance use and related problem behaviors and attachment differences in behavior were found to be partially mediated by psychological distress.     

Hearing about a story character's negative emotional reaction to having been dishonest causes young children to cheat less

There is extensive research on the development of cheating in early childhood but research on how to reduce it is rare. The present preregistered study examined whether telling young children about a story character's emotional reactions towards cheating could significantly reduce their tendency to cheat (N = 400; 199 boys; Age: 3–6 years). Results showed that telling older kindergarten children about the story character's negative emotional reaction towards rule violation significantly reduced cheating, but telling them about the positive emotional reaction towards rule adherence did not. These results show that children as young as age 5 are able to use information about another child's emotional reaction to guide their own moral behavior. In particular, highlighting another child's negative emotional reaction towards a moral transgression may be an effective way to reduce cheating in early childhood. This finding, along with earlier cheating reduction findings, suggests that although cheating is common in early childhood, simple methods can reduce its occurrence.     

The meaning of masculinity for educated young Bedouins

Israel's Bedouin population—an Indigenous, traditional, collective, patriarchal society—is at the height of social change, introducing modernization, religion and altered gender relations. Young Bedouin men are experiencing the ramifications of their masculine identity. As in other collective societies that emphasize mutual dependence and cooperation, honour has great meaning and unlike individualistic societies, maintaining masculine and family honour is important in the construction of masculinity. These cultural differences may influence young men's views of honour, particularly family honour, which is a key principle in collective cultures. An exploratory qualitative study used semi-structured interviews of 20 educated Bedouin young men and grounded theory to investigate what masculinity means for them. They defined masculinity by comparing theirs to that of the ‘other’. They also described the crucial evaluators of masculinity: the family's older men. Protection and close supervision of women were found to be key factors in the assessment of masculinity. Also evident was the influence of the men's education on their gendered perceptions and their use of Western-oriented language regarding egalitarianism and women's rights. The findings may contribute to social work practice, especially in patriarchal societies, and may help in understanding how men may use their patriarchal power to generate change.     

Linking Religious Upbringing to Young Adult Moral Formation

Recent scholarship has conceptualized morality in terms of multidimensional, intuitive traits that influence what people regard as right or wrong. Ample literature shows that religious factors are closely related to moral traits. However, little research has explored links between religious upbringing and adult moral outcomes. This study uses longitudinal data from the National Study of Youth and Religion to examine how diverse forms of religious socialization in adolescence are related to two well-validated social-scientific conceptions of morality in young adulthood: Haidt's moral foundations and Schwartz’ values typology. Using regression analyses and Lindeman, Merenda, and Gold (LMG) decomposition methods, I show that different aspects of religious upbringing are linked to the development of both moral foundations and values. Religious factors play a stronger role than either sociodemographics or parent political ideology in predicting young adult moral characteristics. Results highlight the centrality of religious upbringing to the state and trajectory of the population-level moral structure.     

幼儿记忆回涨实验研究

以哈尔滨师范大学幼儿园全体幼儿为对象（未经筛选）,采用录音机播放识记材料的方法,对幼儿记忆回涨现象进行了研究。结果发现：幼儿确实存在着不同于艾宾洁斯遗忘曲线的记忆回涨现象,而且年龄不同记忆回涨高峰时间亦不相同;复习与回涨高峰的关系实验结果发现,幼儿记忆回涨高峰期间复习效果最好。     

USE OF COMPONENT ANALYSES TO IDENTIFY ACTIVE VARIABLES IN TREATMENT PACKAGES FOR CHILDREN WITH FEEDING DISORDERS

We evaluated the separate components in treatment packages for food refusal of 4 young children. First, treatment packages were implemented until food acceptance improved. Next, a component analysis was conducted within a multielement or reversal design to identify the active components that facilitated food acceptance. The results indicated that escape extinction was always identified as an active variable when assessed; however, other variables, including positive reinforcement and noncontingent play, were also identified as active variables for 2 of the children. The results suggest that the component analysis was useful for identifying variables that affected food acceptance.     

Reaction times of younger and older men: effects of compound samples and a prechoice signal on delayed matching-to-sample performances.

Five younger (18 to 23 yrs) and five older (65 to 73 yrs) men were exposed to a series of immediate and delayed (0 to 15 seconds) matching-to-sample problems. Presentation of the pairs of delayed comparison stimuli was either signaled or unsignaled, and the sample contained either 1, 2, or 3 elements, one of which appeared as the positive stimulus. During initial sessions, unlimited time was available to respond. Subsequently, correct responses were reinforced only if they occurred within a specified time limit. A general finding was slower responding with increased delay and with increased number of sample elements. These effects were reduced when the comparison stimuli were signaled and when time limits were in effect. Errors increased as a function of the manipulations of sample complexity and time limits, but did not change systematically when the delay between sample and comparison stimuli was varied. Although the younger men generally responded more quickly than the older ones, men of both ages showed increased speeds when limits were placed on response time, and these changes were maintained when the temporal contingencies were removed.     

Meaning of Social Inclusion to Young People Not in Employment,Education or Training

The ‘social inclusion’ of young people, particularly those who are ‘not in education, employment or training’, is a contemporary concern in policy discourses. However, it has been argued that the term ‘social inclusion’ is defined by adults and imposed on young people, and there is little understanding of what ‘social inclusion’ means to young people themselves. Using a participatory methodology, this study investigated what ‘being included’ meant to young people. A qualitative approach with a thematic analysis was used to explore the accounts of 11 participants and yielded three main themes. ‘“Acceptance”—the building blocks of inclusion’ reflected the power of interpersonal acceptance in determining young people's sense of inclusion. ‘“Learning why I don't matter”—when power and discourse shape inclusion’ illustrated how social discourses and power dynamics influenced young people's experience of inclusion. ‘“Keeping up or falling behind”—internalising the discourse of inclusion’ reflected how young people internalised some of these societal definitions of inclusion and responded to them. Those who felt ‘accepted’ or ‘included’ in a ‘mainstream’ sense articulated a sense of agency and hope. For those who did not, it appeared that agency dissolved as did a sense of hope for the future. Although the participants negotiated their ‘inclusion’ through close, trusting relationships with others, the application of the societal discourses of inclusion such as productivity, independence and career mindedness had the potential to leave them feeling excluded, isolated and distressed. Copyright © 2011 John Wiley & Sons, Ltd.     

Japanese and British Children's Understanding of the Social Function of Pretend Crying

The purpose of this study was to investigate cross-cultural differences in children's understanding of pretend crying. Five- and 6-year-olds from Japan and the United Kingdom (N = 71) heard two hypothetical stories in which the protagonist of each story pretended to cry in front of another person. Children were asked about the appearance–reality distinction of pretend crying, the other character's thoughts and behavior, and the children's own moral judgment of pretend crying. Cultural differences were found in their understanding of the social function of pretend crying. Japanese children judged that pretend crying elicited another's concern and prosocial behavior more than British children. There were no significant differences in appearance–reality distinction or moral judgments between Japanese and British children. All participants successfully discriminated between pretend crying and real crying, and most participants judged pretend crying as “not good” behavior. These results suggested that Japanese children might be more expected to be sensitive to others’ feelings, and that such cultural differences in communication and socialization lead to different patterns in expectations of the social consequences of pretend crying.