The Recruitment of Shifting and Inhibition in On‐line Science and Mathematics Tasks

Prior research has investigated the recruitment of inhibition in the use of science/mathematics concepts in tasks that require the rejection of a conflicting, nonscientific initial concept. The present research examines if inhibition is the only EF skill recruited in such tasks and investigates whether shifting is also involved. It also investigates whether inhibition and/or shifting are recruited in tasks in which the use of science/mathematics concepts does not require the rejection of an initial concept, or which require only the use of initial concepts. One hundred and thirty‐three third‐ and fifth‐grade children participated in two inhibition and shifting tasks and two science and mathematics conceptual understanding and conceptual change (CU&C) tasks. All the tasks were on‐line, and performance was measured in accuracy and RTs. The CU&C tasks involved the use of initial concepts and of science/mathematics concepts which required conceptual changes for their initial formation. Only in one of the tasks the use of the science/mathematics concepts required the concurrent rejection of an initial concept. The results confirmed that in this task inhibition was recruited and also showed that the speed of shifting was a significant predictor of performance. Shifting was a significant predictor of performance in all the tasks, regardless of whether they involved science/mathematics or initial concepts. It is argued that shifting is likely to be recruited in complex tasks that require multiple comparisons of stimuli and the entertainment of different perspectives. Inhibition seems to be a more selective cognitive skill likely to be recruited when the use of science/mathematics concepts requires the rejection of a conflicting initial concept.     

The role of consumer ethical beliefs in product‐harm crises

The purpose of this paper is to investigate the consumer reaction during a product‐harm crisis by examining the interdependencies that exist among their ethical beliefs as consumers, their attributions of blame, their feelings of anger and finally their purchase intentions towards the affected company. To test the five research hypotheses, a questionnaire containing a hypothetical crisis scenario of a fictitious company was distributed to 277 consumers. Respondents were asked to read the scenario and answer questions regarding their attribution of responsibility to the company, their feelings of anger and their purchase intentions. In order to investigate consumers' ethical beliefs, a Consumer Ethics Scale was also included in the questionnaire. Structural equation modelling revealed a significant, positive correlation between attributions of blame, anger and ethical beliefs. Moreover, anger negatively affects purchase intentions, whereas the attribution of blame was not found to be significantly connected to purchase intentions. In spite of the rational connection between ethics and crisis, there is lack of research correlating these two concepts. Based on this gap in the literature, the current research attempts to connect ethical beliefs with consumer reactions and emotions during product‐harm crises. Copyright © 2011 John Wiley & Sons, Ltd.     

The Effect of Creative Gymnastics Intervention on Physical Activity Self-Efficacy in Primary School Students

One of the main factors that affects participation in physical activities is self-efficacy. The purpose of this study was to examine if a creative gymnastics intervention could affect physical activity self-efficacy in children. One hundred and twelve (55 boys and 57 girls) 4th grade students participated. Fourteen lessons of creative gymnastics were taught to experimental group (50 students). The control group (62 students) had free movement activity. Self-efficacy for physical activity was measured using the Physical Activity Self-Efficacy Scale (PASES). The results showed that there was significant interaction between program type and time. There was a substantial main effect for time and for the type of intervention. The Bonferroni correction showed that there was an effect only on the group of creative gymnastics over time; in the control group there was no effect over time. The findings of this study indicate that an intervention that focuses on creative gymnastics could enhance physical activity self-efficacy in children.     

Gliding across the liminal space between counsellor and counselling researcher: Using collective biography practices in the teaching of counselling research methodologies

Aims: Drawing on their engagement in a specific collective biography research project, the co-authors aim to demonstrate how the weaving together of creative story-telling and the theory underlining collective biography practices resulted in an understanding of rhizomatic research methodologies from within the process. This paper aims to demonstrate one way in which research methodologies training can become more firmly embedded within counsellor training courses. Method: A collective of counselling students and a session tutor colleague used collective biography practices to research their memories of traversing the liminal space between ‘counsellor’ and ‘counselling researcher’. Alongside the resulting collective stories, a collaborative review of the research process examined our chosen ways of working within the project. Outcomes: Engaging in collective biography practices resulted in an experiential shift from ‘learning to do counselling research’ to ‘becoming counselling researchers’. Weaving together research processes and researcher reflexivity generated personal and professional learning. Ways in which these research methodologies complement core components of counselling training, within and beyond the teaching of research, were identified. Conclusions: Collective biography practices offer a way of introducing non-arboreal creative research methodologies into counsellor training. Careful consideration of potential challenges surrounding the introduction of these practices is required.     

The intersection of individual differences,personality variation, & military service: A twin comparison design

ABSTRACT

In societies where military service is voluntary multiple factors are likely to affect the decision to enlist. Past research has produced evidence that a handful of personality and social factors seem to predict service in the military. However, recent quantitative genetic research has illustrated that enlistment in the military appears to be partially heritable and thus past research is potentially subject to genetic confounding. To assess the extent to which genetic confounding exists, the current study examined a wide range of individual-level factors using a subsample of twins (n = 1,232) from the restricted-use version of the National Longitudinal Study of Adolescent to Adult Health. The results of a series of longitudinal twin comparison models, which control for the latent sources of influence that cluster within families (i.e., shared genetic and family factors), illustrated generally null findings. However, individuals with higher scores on measures of extraversion and the general factor of personality were more likely to enlist in the military, after correction for familial confounding. Nonetheless, the overall results suggest that familial confounding should be a methodological concern in this area of research, and future work is encouraged to employ genetically informed methodologies in assessments of predictors of military enlistment.     

Emotional and behavioural problems in children dealing with maternal breast cancer: a literature review

ABSTRACT

A significant number of breast cancer survivors are living with their minor children. In this review we investigated the impact of maternal breast cancer on children. A literature search conducted through PubMed, Scopus, Cochrane Library and CINAHL yielded 26 relevant studies, which documented a variety of effects. Evidence has been presented that dealing with maternal breast cancer can cause uncertainty, anxiety and depression in children, but may also lead to enhanced social and academic performance. The risk of problems in these children is reported to be associated with both low parental affective responsiveness and excessive parental involvement. Internalising child problems were shown to be linked with maternal depression and family dysfunction, and externalising problems with family dysfunction and communication problems. Some of these problems may be modified by interventions for supporting these families, which should be designed to include both parents and children, and also the healthcare personnel.