Relative sensitivity of the mutual exclusivity and novel-name-nameless category assumptions

The mutual exclusivity (ME) assumption states that children affix a novel label to only one unfamiliar object, while the novel-name-nameless category (N3C) assumption states that children affix a novel label to multiple unfamiliar objects. To compare the relative sensitivity of the two assumptions, two types of tasks, with two trials in each, were given to 5-year-olds. In the first trial of each task, all children selected only the unfamiliar object for a novel label, which was consistent with the ME assumption. For the task which did not have the same unfamiliar object in the two trials, 94% of the children selected the object with the same shape but black-white reversed image in the second trial, which was consistent with the N3C assumption. For the task which had the same unfamiliar object in the two trials, 43% of the children selected the same object in the second trial, which was consistent with the ME assumption, and 48% of them selected the object with the same shape but reversed image, which was consistent with the N3C assumption. The findings suggest that the ME and N3C assumptions can be flexibly applied to children's word learning.     

Developmental trajectory in the relationship between calculation skill and finger dexterity: A longitudinal study

A 2‐year longitudinal study of 33 children aged 4–6 years was conducted to clarify the developmental relationship between calculation skill and finger dexterity, as well as the selectivity of the predictive power of finger dexterity on later calculation skill. We examined individual developmental change in the relationship between addition performance and finger dexterity and observed whether children fit a linear developmental pattern. Multiple regression analysis showed that participants' performance on addition tests was strongly predicted by their finger dexterity. However, their performance on vocabulary tests was not strongly influenced by finger dexterity. These findings suggest that calculation skill in children aged 4–6 years is strongly related to finger dexterity.     

Depressive Symptoms Following Coping with Peer Aggression: The Moderating Role of Negative Emotionality

The way in which children cope with peer aggression may determine their subsequent adjustment, but different forms of coping may be more or less effective for particular children. This research examined whether the contribution of children’s coping to subsequent depressive symptoms was contingent on children’s temperament (i.e., level of negative emotionality; NE) and gender. Children (N?=?235, 102 boys, 133 girls, M?=?7.94 years, SD?=?0.33) reported on exposure to peer victimization. Parents rated children’s NE and depressive symptoms, and teachers rated children’s coping. For girls with high NE, problem solving protected against depressive symptoms whereas seeking retaliation heightened risk for depressive symptoms. Advice seeking protected children with low NE against depressive symptoms whereas ignoring protected children with high NE against depressive symptoms. Humor predicted fewer depressive symptoms in boys with high NE but more depressive symptoms in boys with low NE. This research helps to elucidate individual differences in the effects of coping on adjustment, and has implications for interventions aimed at reducing risk resulting from exposure to peer aggression.     

Adolescent–parent attachment as a mediator of relations between parenting and adolescent social behavior and wellbeing in China

The purpose of this study was to examine links between parenting dimensions (authoritative parenting, psychological control, and parental authority) and adolescent wellbeing (self‐esteem, autonomy, and peer attachments) as mediated by parent–teen attachment, among Chinese families. The sample included 298 Chinese adolescents, ages 15–18 years (M age = 16.36, SD = .68; 60% female). The mediation model was examined using path analyses (one model with parental authority as overprotection, and one with it as perceived behavioral control). To improve model fit a direct path was added from authoritative parenting to autonomy. Authoritative parenting was positively predictive of attachment, while psychological control and overprotection (but not behavioral control) were negative predictors. In turn, adolescent–parent attachment was positively related to the three outcomes. Lastly, the model paths did not differ by adolescent gender. These findings suggest that parenting behaviors may play a crucial role in adolescent social behaviors and wellbeing via adolescent–parent attachment.     

Effect of fine motor skills training on arithmetical ability in children

Previous researches have shown that there was a strong relationship between fine motor skills and arithmetical abilities in children. However, the majority of previous studies examined only the correlations between fine motor skills and arithmetical abilities, but did not attempt to determine their causal relationship. Thus, the aim of the present study was to examine the effect of motor skills training on arithmetical abilities among 80 first graders. One of the results showed that the intervention group, which received training in fine motor skills for 10 min, showed greater improvements in performance on an arithmetic task and a pegboard than did the active control group, which read their favourite book for 10 min. These findings have suggested that training in this study is an appropriate program for improving fine motor skills and further fine motor skills had a significant influence on arithmetical abilities in children, with a medium effect size. The present study has, for the first time, provided evidence that there will be a causal relationship between these factors.     

Intersecting cultural identities and help-seeking attitudes: the role of religious commitment,gender, and self-stigma of seeking help

ABSTRACT

The current study (N?=?404) used a moderated moderation model to examine how gender, religious commitment, and self-stigma toward seeking psychological help may interact in the prediction of help-seeking attitudes. Bivariate zero-order correlations indicated that help-seeking attitudes was negatively associated with self-stigma of seeking help (r?=??.55) and positively associated with religious commitment (r?=?.14), and self-stigma was not significantly associated with religious commitment. Men reported more negative attitudes than women (ΔM?=??.18). Furthermore, multiple regression results revealed a three-way interaction such that the relationship between gender and help-seeking attitudes was moderated by both self-stigma and religious commitment. Specifically, men with high religious commitment and high self-stigma endorsed the most negative help-seeking attitudes, suggesting that religious men’s help-seeking attitudes may be particularly susceptible to the influence of self-stigma. Implications for research and the development of targeted interventions are discussed.     

Effects of prior knowledge and response bias upon recognition memory for a story: Implications for children's eyewitness testimony

Abstract: The present study was designed to evaluate the integration hypothesis and the response bias hypothesis for explaining the fragility of children's eyewitness memory, by varying the plausibility of postevent information and the strength of response bias in recognition tests. Preschool children were told a story in which a boy named Ken saw a housebreaker stealing various objects and the postevent information was also incorporated into the story. The first recognition test was administered immediately following the presentation of an interpolated story, and the second recognition test was administered 10 weeks later. The results indicated that high-plausibility objects tended to be recognized as the stolen objects in the second recognition test, and that recognition accuracy was higher for a new-distractor condition than for a misleading-distractor condition. These findings were interpreted as suggesting that the memory representation of the story might be changed through the integration processes and/or rendered inaccessible in terms of the response bias.     

Variations of Gender–math Stereotype Content Affect Women’s Vulnerability to Stereotype Threat

To determine whether variations in stereotype content salience moderates stereotype threat effects, 66 US female undergraduate students were given a standardized math exam, and the salience of specific gender–math stereotype content was manipulated before the exam. Women exerted more effort on each problem and performed better on a math exam when threatened with an effort-based stereotype compared to when threatened with the ability-based stereotype or control (where no stereotype was explicitly mentioned). Implications of these results are discussed in terms of stereotype and social identity threat theory, as well as how the socio-cultural salience of ability versus other components of the gender–math stereotype may impact women who pursue math and science-based domains.     

Rape Perception Differences Between Japanese and American College Students: On the Mediating Influence of Gender Role Traditionality

This study was designed to examine the differences in rape perceptions between Japanese and American college students. It was found that the Japanese minimized the seriousness of rapes, blamed the victims, and excused the rapists more than did the Americans. Cross-cultural differences in the gender role traditionality (GRT) were found to mediate these differences. GRT-mediated tendencies for increases in the intimacy between the victim and the perpetrator to be associated with increases in rape minimization and victim blame were also found. These latter tendencies were found to be greater among the Japanese than among the Americans. Gender differences in rape perception were also found among the Japanese participants.     

External source monitoring in a real‐life event: developmental changes in ability to identify source persons

The present study investigated young children's and adults' external source‐monitoring abilities with respect to facial identification accuracy for complex live events. Five‐ to 6‐ year‐olds and adults watched a magic show in which three different female magicians (i.e. source persons) performed three different kinds of magic tricks each. After approximately 1 month, the participants were asked to recognize what kinds of magic tricks had been performed, to make face identifications as to which magician had performed those magic tricks and to recognize those magicians' attributes. Results showed that both young children and adults had more difficulty with identifying source persons than recognizing them in a real‐life event in which a number of persons appeared. Especially for young children, low credibility was shown not only for the source memories but also for the recognition memories of the source person attributes. Copyright © 2007 John Wiley & Sons, Ltd.