Educational risk factors for psychological truancy in Lesotho: a qualitative exploration

A qualitative case study design was used to explore educational risk factors that may contribute to psychological truancy in a Lesotho secondary school. Purposively sampled teachers (n = 4, females = 50%) and pupils (n = 4, females = 75%), who have experience of psychological truancy, took part in a focus group and individual interviews. Inductive content analysis was used to analyse data emanating from the interviews. The findings indicate that pupil–teacher relationships, the use of English as medium of instruction and a lack of resources may be educational risk factors contributing to psychological truancy. Positive pupil–teacher relationships and active classroom engagement are prerequisites for successful and active learning.     

Fields of Tension in a Boundary-Crossing World: Towards a Democratic Organization of the Self

In their study of the relationship between self and society, scientists have proposed taking society as a metaphor for understanding the dynamics of the self, such as the analogy between the self and the functioning of a totalitarian state or the analogy between the self and the functioning of a bureaucratic organization. In addition to these models, the present article proposes a democratic society as a metaphor for understanding the workings of a dialogical self in a globalizing, boundary-crossing world. The article follows four steps. In the first step the self is depicted as extended to the social and societal environment and made up of fields of tension in which a multiplicity of self-positions are involved in processes of positioning and counter-positioning and in relationships of social power. In the second step, the fertility of the democratic metaphor is demonstrated by referring to theory and research from three identity perspectives: multicultural, multiracial, and transgender. In the fields of tension emerging between the multiplicity of self-positions, new, hybrid, and mixed identities have a chance to emerge as adaptive responses to the limitations of existing societal structures. In the third step, we place the democratic self in a broader societal context by linking three levels of inclusiveness, proposed by Self-Categorization Theory (personal, social, and human) to recent conceptions of a cosmopolitan democracy. In the fourth and final step, a model is presented which allows the formulation of a series of specific research questions for future studies of a democratically organized self.     

Lexical or syntactic control of sentence formulation? Structural generalizations from idiom production

To compare abstract structural and lexicalist accounts of syntactic processes in sentence formulation, we examined the effectiveness of nonidiomatic and idiomatic phrasal verbs in inducing structural generalizations. Three experiments made use of a syntactic priming paradigm in which participants recalled sentences they had read in rapid serial visual presentation. Prime and target sentences contained phrasal verbs with particles directly following the verb (pull off a sweatshirt) or following the direct object (pull a sweatshirt off). Idiomatic primes used verbs whose figurative meaning cannot be straightforwardly derived from the literal meaning of the main verb (e.g., pull off a robbery) and are commonly treated as stored lexical units. Particle placement in sentences was primed by both nonidiomatic and idiomatic verbs. Experiment 1 showed that the syntax of idiomatic and nonidiomatic phrasal verbs is amenable to priming, and Experiments 2 and 3 compared the priming patterns created by idiomatic and nonidiomatic primes. Despite differences in idiomaticity and structural flexibility, both types of phrasal verbs induced structural generalizations and differed little in their ability to do so. The findings are interpreted in terms of the role of abstract structural processes in language production.     

Memory for non-native language: The role of lexical processing in the retention of surface form

Research on memory for native language (L1) has consistently shown that retention of surface form is inferior to that of gist (e.g., Sachs, 1967). This paper investigates whether the same pattern is found in memory for non-native language (L2). We apply a model of bilingual word processing to more complex linguistic structures and predict that memory for L2 sentences ought to contain more surface information than L1 sentences. Native and non-native speakers of English were tested on a set of sentence pairs with different surface forms but the same meaning (e.g., “The bullet hit/struck the bull's eye”). Memory for these sentences was assessed with a cued recall procedure. Responses showed that native and non-native speakers did not differ in the accuracy of gist-based recall but that non-native speakers outperformed native speakers in the retention of surface form. The results suggest that L2 processing involves more intensive encoding of lexical level information than L1 processing.     

The Impact of Conflict Issues on Fixed-Pie Perceptions, Problem Solving, and Integrative Outcomes in Negotiation

It is argued that a negotiator's fixed-pie perception, cooperative motivation, problem-solving behavior, and integrative outcomes are influenced by the content of the negotiation—the conflict issue. Negotiation involves conflicting interests, conflicting ideas about intellective problems, or conflicting ideas about evaluative problems. Study 1 showed that individuals in a negotiation about interests have a stronger fixed-pie perception and have a lower cooperative motivation than individuals in an evaluative negotiation, with intellective negotiations taking an intermediate position. Study 2 showed that individuals in a negotiation about interests made more trade-offs and reached higher joint outcomes than individuals in an intellective or evaluative negotiation. Study 3 replicated this finding in a field study. The studies bridge insights from negotiation research and decision-making research and show that the conflict issue has important effects on the negotiation process.     

Schematic knowledge changes what judgments of learning predict in a source memory task

Source monitoring can be influenced by information that is external to the study context, such as beliefs and general knowledge (Johnson, Hashtroudi, & Lindsay, 1993). We investigated the extent to which metamnemonic judgments predict memory for items and sources when schematic information about the sources is or is not provided at encoding. Participants made judgments of learning (JOLs) to statements presented by two speakers and were informed of the occupation of each speaker either before or after the encoding session. Replicating earlier work, prior knowledge decreased participants’ tendency to erroneously attribute statements to schematically consistent but episodically incorrect speakers. The origin of this effect can be understood by examining the relationship between JOLs and performance: JOLs were equally predictive of item and source memory in the absence of prior knowledge, but were exclusively predictive of source memory when participants knew of the relationship between speakers and statements during study. Background knowledge determines the information that people solicit in service of metamnemonic judgments, suggesting that these judgments reflect control processes during encoding that reduce schematic errors.     

Direct and indirect effects of parenting practices on socio‐moral approval of aggression in Polish young adults. Do all practices matter?

The purpose of this article was to determine the socialisation antecedents of socio‐moral approval of aggression (SMAA). In Study 1, we assessed factorial structure and reliability of the SMAA with a sample of 355 students who reported on the extent to which they approved of six forms of aggressive behaviour and six justifications of aggression. Two‐factor solutions were obtained with regard to forms and justifications of aggressive acts. Thus, approval of extreme and minor aggression was distinguished as well as legitimate and illegitimate justifications of aggression. In Study 2, we tested the path models of the socialisation antecedents that contributed to the high approval of minor and extreme aggressive acts as well as legitimate and illegitimate justifications of aggression. Data were collected from 173 undergraduate students. Path analyses showed that high levels of approval of extremely aggressive acts and of illegitimate justifications of aggression were preceded by a sequence of negative life events, beginning with frequent misbehaviour in childhood, corporal punishment used by parents and ending with delinquency in adolescence. The approval of minor aggression had little relation to socialisation factors apart from a detrimental effect of psychological aggression while approval of legitimate justifications of aggression had no socialisation antecedents.     

<Emphasis Type="Bold">Assessing priming for prosodic representations: Speaking rate,intonational phrase boundaries,and pitch accenting</Emphasis>

Recent work in the literature on prosody presents a puzzle: Some aspects of prosody can be primed in production (e.g., speech rate), but others cannot (e.g., intonational phrase boundaries, or IPBs). In three experiments we aimed to replicate these effects and identify the source of this dissociation. In Experiment 1 we investigated how speaking rate and the presence of an intonational boundary in a prime sentence presented auditorily affect the production of these aspects of prosody in a target sentence presented visually. Analyses of the targets revealed that participants’ speaking rates, but not their production of boundaries, were affected by the priming manipulation. Experiment 2 verified whether speakers are more sensitive to IPBs when the boundaries provide disambiguating information, and in this different context replicated Experiment 1 in showing no IPB priming. Experiment 3 tested whether speakers are sensitive to another aspect of prosody—pitch accenting—in a similar paradigm. Again, we found no evidence that this manipulation affected pitch accenting in target sentences. These findings are consistent with earlier research and suggest that aspects of prosody that are paralinguistic (like speaking rate) may be more amenable to priming than are linguistic aspects of prosody (such as phrase boundaries and pitch accenting).