Breastfeeding and offspring’s compassion and empathy in adulthood: A study with an over 30-year follow-up

This study investigated whether breastfeeding predicts offspring’s dispositional compassion and empathy from early adulthood to middle age. The parents of the participants (N = 1,394) of the Young Finns study answered questions about breastfeeding in 1983, and the participants’ compassion and empathy were evaluated in 1997‒2012 (participants were aged 20‒50 years). Breastfeeding did not predict the course of compassion or empathy in adulthood at the age of 20‒50 years. The associations remained non-significant, when adjusted for age, gender, socioeconomic factors, and a wide range of characteristics of the family environment (including mother’s gestational age; premature birth; birth weight; number of other children at home; parental mental disorder; parental relationship status; parental postnatal smoking; parental postnatal alcohol use; parenting behavior; and child’s externalizing behavior). In conclusion, breastfeeding seems not to predict offspring’s compassion or empathy in adulthood. The findings may present a hopeful perspective for children growing up with non-breastfeeding caregivers.     

English as a foreign language (EFL) homework diaries: evaluating gains and constraints for self-regulated learning and achievement

Although homework completion is said to be rather important to achievement, nowadays there is a growing concern of educators about the increasing number of students who do not engage properly on doing the homework tasks and the subsequent impact on school failure rates. Focusing on English as a Foreign Language (EFL) and using a sample of 591 Portuguese fifth and sixth graders, the present study analyses the role played by a number of homework variables on students' achievement (proximal and distal), and their mediating role on the use of self-regulated learning strategies and perceived self-efficacy in the domain. Data confirm the indirect effect of homework on school achievement, by means of the referred cognitive and motivational variables (use of self-regulated learning strategies and self-efficacy). These findings are further discussed in order to highlight the significant role homework completion can play on fighting school failure.     

Prediction of mathematics achievement: effect of personal, socioeducational and contextual variables

Based upon the self-regulated learning theoretical framework this study examined to what extent students' Math school achievement (fifth to ninth graders from compulsory education) can be explained by different cognitive-motivational, social, educational, and contextual variables. A sample of 571 students (10 to 15 year old) enrolled in the study. Findings suggest that Math achievement can be predicted by self-efficacy in Math, school success and self-regulated learning and that these same variables can be explained by other motivational (ej., achievement goals) and contextual variables (school disruption) stressing this way the main importance of self-regulated learning processes and the role context can play in the promotion of school success. The educational implications of the results to the school levels taken are also discussed in the present paper.     

Conceptual Analysis and Analytical Definitions in Frege

Logical (or conceptual) analysis is in Frege primarily not an analysis of a concept but of its sense. Five Fregean philosophical principles are presented as constituting a framework for a theory of logical or conceptual analysis, which I call analytical explication. These principles, scattered and sometime latent in his writings are operative in Frege's critique of other views and in his constructive development of his own view. The proposed conception of analytical explication is partially rooted in Frege's notion of analytical definition. It may also be the basis of what is required of a reduction of one domain to another, if it is to have the philosophical significance many reductions allegedly have.     

Selecting the best unbalanced repeated measures model

This study examined the performance of selection criteria available in the major statistical packages for both mean model and covariance structure. Unbalanced designs due to missing data involving both a moderate and large number of repeated measurements and varying total sample sizes were investigated. The study also investigated the impact of using different estimation strategies for information criteria, the impact of different adjustments for calculating the criteria, and the impact of different distribution shapes. Overall, we found that the ability of consistent criteria in any of the their examined forms to select the correct model was superior under simple covariance patterns than under complex covariance patterns, and vice versa for the efficient criteria. The simulation studies covered in this paper also revealed that, regardless of method of estimation used, the consistent criteria based on number of subjects were more effective than the consistent criteria based on total number of observations, and vice versa for the efficient criteria. Furthermore, results indicated that, given a dataset with missing values, the efficient criteria were more affected than the consistent criteria by the lack of normality.     

Wittgenstein on the Experience of Meaning and the Meaning of Music

On the basis of some ideas of Wittgenstein’s, an argument is presented to the effect that the ability to feel or to experience meaning conditions the ability to mean, and is thus essential to our notion of meaning. The experience of meaning, as manifested in the “fine shades” of use and behaviour, is central to Wittgenstein’s late conception of meaning. In explicating the basic elements involved here, I first try to clarify the notion of feeling and its relationship to meaning, emphasising its central role in music as explanatory of its use in language. The feeling of words, in this sense, is an objective feature of their meaning and use, and should be distinguished from feelings as psychological processes or experiences that may accompany the use of words. I then explain its philosophical significance by arguing that word‐feeling, and the “experience of meaning,” are basically instances of Wittgenstein’s general conception of aspect and aspect‐perception, which are important elements in his later conception of meaning and of thought. The nature of this experience is explicated in terms of grasping internal relations and relevant comparisons, which is manifested in a “mastery of a technique,” or “feeling at home” in a certain practice. In this sense, I argue, the ability to experience the meaning of a word is essential to the very intentionality of our thought and language. The ability to experience meaning is also a precondition for using words in a “secondary sense,” which is of great significance in itself. I conclude by pointing to the application of these notions of understanding, feeling and experience, as well as their explication in terms of comparisons, internal relations and mastery of technique, to music, where they are so apt and natural.     

Group Identity and Readiness to Change Unemployment Status

The authors assessed the degree to which unemployed individuals identified with an unemployed “in‐group” and the subsequent impact on readiness to change their unemployed status. Participants from 2 Australian employment agencies completed the Group Identification Scale and the Lam Assessment on Stages of Employment Readiness measure. Findings suggest that the extent of family unemployment affects unemployed in‐group identification and predicts readiness to change unemployed status. Duration of unemployment was negatively correlated with readiness to change. Results suggest that unemployed individuals form an in‐group. Interventions to assist unemployed individuals to return to the workforce should take this into account for effectiveness to be maximized.     

A Cross-Cultural Evaluation of the Personal Wellbeing Index – School Children in Samples of Australian and Portuguese Adolescents

The practice of comparing nations on subjective wellbeing (SWB) is becoming commonplace, with many countries ranked by economists and social scientists alike according to average levels of SWB based on survey responses. Such large, multi-national population surveys have the potential to generate insights into the causes and correlates of SWB within different cultural groups, as well as inform policy regarding how to improve the wellbeing of citizens. At the heart of these large-scale research endeavors are SWB measures that function equivalently between the various participating cultural groups. For this reason, it is concerning that their remains a paucity of research that supports measurement equivalence for many SWB instruments commonly employed. Thus, it remains unclear whether variations in SWB across cultures reflect true differences, or whether these differences reflect measurement biases (e.g., response bias inherent within a particular cultural group). The aim of this study was to examine the psychometric equivalence of the Personal Wellbeing Index–School Children (PWI-SC) in convenience samples of Australian and Portuguese adolescents using multiple-group confirmatory factor analysis. Participants comprising the Australian sample were 1104 Victorian high-school students aged between 12 and 19 years (M?=?14.42, SD?=?1.63). Participants comprising the Portuguese sample were 573 high-school students living in Portugal aged between 12 and 18 years (M?=?14.32, SD?=?1.72). The results demonstrated strict factorial invariance between both versions of the PWI-SC, suggesting that this scale measures the same underlying construct in both samples. Moreover, these findings provide preliminary support for quantitative comparisons between Australian and Portuguese adolescents on the SWB variable as valid.     

Employee Stock Options: Are They Indeed Superior to Other Incentive Compensation Schemes?

Although employee stock options are gaining in popularity as a compensation plan aimed at improving work performance, there is neither theoretical nor empirical evidence that they are indeed superior to other incentive schemes, such as profit sharing and gain sharing. This paper examines, from a theoretical perspective, the possible effects of four incentive plans on employee motivation and performance: merit pay, profit sharing, gain sharing, and employee stock options. The analysis relies on two behavioral theories, Expectancy and Equity, and a conceptual financial framework. The different approaches yield incongruent predictions as to which of the four schemes can be expected to most enhance employee motivation. While the managerial theories favor stock options over profit or gain sharing, financial theory makes the case that all plans are identical in a competitive labor market, whereas if stock options are restricted and the labor market exhibits some degree of imperfection, gain and profit sharing plans may prove superior.