Do you "want" to play? Distinguishing between conflicted shyness and social disinterest in early childhood

This study attempted to distinguish two types of social withdrawal in early childhood: (a) one based on social fear and anxiety despite a desire to interact socially (conflicted shyness) and (b) one based on the lack of a strong motivation to engage in social interaction (social disinterest). Two samples of preschoolers (n = 119 and n = 127) 3-5 years of age participated. Their mothers completed the newly developed Child Social Preference Scale, which was designed to assess conflicted shyness and social disinterest. Maternal ratings of child temperament, parenting style, and social goals, teacher ratings of child social adjustment, observations of child free-play behaviors, and child interview assessments of perceived competence and preference for playing with peers were also collected. Distinct patterns of associations were found between conflicted shyness and social disinterest and outcome variables. Implications for the motivational underpinnings and adjustment outcomes of shyness and social disinterest are explored.     

Iranian Academia: Evolution after Revolution and Plagiarism as a Disorder

Recently, a few of scientific journals raise serious questions about scientific ethics and moral judgment of some of the Iranian government’s senior executives in their papers. Plagiarism, under any circumstances is not justified, and we do not intend to justify it in this note. However, we find it useful in understanding why otherwise respected, responsible individuals may engage in plagiarism by terse review of the history Iranian academia.     

Psychometric Properties of the Book Readings for An Affective Classroom Education (BRACE) Coding System

Abstract

In the present study, the relation between children’s emotion knowledge and preschool teachers’ book reading behaviors during shared book reading in the classroom was examined. A new coding system, the Book Readings for an Affective Classroom Education (BRACE), was developed to capture teachers’ macro-level book reading behaviors (i.e., dialogic reading) and micro-level use of emotion language (i.e., emotion coaching) during shared book reading. Results showed good reliability and validity of the BRACE. Further, teachers’ dialogic reading and emotion coaching behaviors during shared book reading positively predicted child emotion knowledge in Spring (T2), after controlling for children’s initial level of emotion knowledge in Fall (T1). In addition, a significant interaction between teachers’ book reading style and child emotion knowledge at T1 on emotion knowledge at T2 indicated that teachers’ effective book reading style was especially beneficial to children who had lower emotion knowledge at the beginning of the school year.     

A Case Study of Negative Affixes in Sadegh Hedayat’s Letters: The Effect of Bipolar Mood Disorder

This research studies the morphological features found in Sadegh Hedayat’s letters, who, based on linguistic and psychological studies, may have had bipolar disorder. It aims to assess the impact of various types of moods on the frequency of negative affixes through qualitative analysis of the letters’ text. The letters are written in Persian, and include six negative derivational affixes. As bipolar disorder includes four episodes, all letters are analyzed on the basis of six negative affixes concerning the episodes using SPSS. The results indicate that each episode shows totally different characteristics in using negative affixes. In fact, Hedayat mostly used negative affixes in depression, confirming psychological studies, and it is revealed that he mostly used negative affixes in hypomania when he experienced an irritated mood. Moreover, the frequency of negative affixes in mixed episode shows a combination of hypomania and depression, which is in agreement with previous studies. Additionally, euthymia shows few negative affixes.     

Effect of Pre-Marriage Counseling on Marital Satisfaction of Iranian Newlywed Couples: A Randomized Controlled Trial

This study examined the effect of selected sexual and nonsexual aspects of pre-marriage counseling on the marital satisfaction of Iranian newlywed couples. A sample of 200 couples was divided randomly into two groups, one group receiving ordinary education (the no intervention group, NIG), the other group receiving special education (the intervention group, IG). IG couples attended four lecture sessions given by the researchers consisting of family planning, personal health, different aspects of sexuality, communication and conflict resolution skills. NIG couples attended lectures presented in the normal preparation program, based on just family planning and personal health. All lectures were given a few months prior to marriage, and then marital satisfaction was assessed 4 months after marriage with 40 questions of the ENRICH questionnaire. Final analysis was based on 64 completed questionnaires. The results indicated that, 4 months after marriage, sexual, nonsexual and marital satisfaction in IG was significantly higher than in the control group.     

How speakers interrupt themselves in managing problems in speaking: evidence from self-repairs

When speakers detect a problem in what they are saying, they must decide whether or not to interrupt themselves and repair the problem, and if so, when. Speakers will maximize accuracy if they interrupt themselves as soon as they detect a problem, but they will maximize fluency if they go on speaking until they are ready to produce the repair. Speakers must choose between these options. In a corpus analysis, we identified 448 speech repairs, classified them as major (as in a fresh start) or minor (as in a phoneme correction), and measured the interval between suspension and repair. The results showed that speakers interrupted themselves not at the moment they detected the problem but at the moment they were ready to produce the repair. Speakers preferred fluency over accuracy.     

Don’t Fret, Be Supportive! Maternal Characteristics Linking Child Shyness to Psychosocial and School Adjustment in Kindergarten

The goal of this study was to explore the moderating role of maternal personality and parenting characteristics in the links between shyness and adjustment in kindergarten. Participants were 197 children enrolled in kindergarten programs (and their mothers and teachers). Multisource assessment was employed, including maternal ratings, behavioral observations, teacher ratings, and individual child interviews. Results indicated that shyness was associated with a wide range of socio-emotional and school adjustment difficulties in kindergarten. Moreover, support for the moderating role of parenting was also found. Relations between shyness and certain indices of maladjustment were stronger among children with mothers characterized by higher neuroticism, BIS sensitivity, and an overprotective parenting style, and weaker for mothers characterized by high agreeableness and an authoritative parenting style.     

Factors Challenging the Spiritual Rehabilitation of Iranian Men Affected by Natural Disasters: A Qualitative Study

Journal of Religion and Health - Spiritual health is one important dimension of human health. Natural disasters, however, can adversely affect human spiritual health. One of the undeniable...