Autonomy Support and Structure Enhance Children's Memory and Motivation to Reminisce: A Parental Training Study

Thirty parents observed their preschoolers (M _age = 4;2) experience a standardized laboratory event and discussed the event with their child later that day. Children's memory for this event was subsequently tested at two delay intervals. Prior to the laboratory event, parents were randomly assigned to receive either autonomy-support training (Condition A) or elaborative-structure training (Condition B); training followed the event. Autonomy support-trained parents became more autonomy-supportive following the training; structure-trained parents became more structurally elaborative. Short-term experimenter–child memory interviews took place 2 weeks after the laboratory event; children of autonomy support-trained parents appeared more engaged in this memory interview, while children of structure-trained parents provided more recall and more thematically coherent memory narratives. Long-term experimenter–child interviews took place 8 months after the laboratory event; children of autonomy support-trained parents provided more information in the directed phase of this interview and appeared more engaged in the interview. The effects of high parental autonomy support and high elaborative structure for children's memory and motivation to reminisce are discussed.     

Error of measurement and the sensitivity of a test of significance

Implications of random error of measurement for the sensitivity of theF test of differences between means are elaborated. By considering the mathematical models appropriate to design situations involving true and fallible measures, it is shown how measurement error decreases the sensitivity of a test of significance. A method of reducing such loss of sensitivity is described and recommended for general practice.I wish to express my thanks in acknowledgement that the present form of this paper has benefited from editorial comment, and from the advice of Dr. H. Mulhall of the Department of Mathematics, University of Sydney.     

Psychophysical design influences frequency discrimination performance in young children

We investigated how different psychophysical procedures affect frequency discrimination performance in children. Four studies used a design in which listeners heard two tone pairs and had to identify whether the first or second pair contained a higher frequency target tone. Thresholds for 6- and 7-year-olds were higher than those for 8- and 9-year-olds and adults. Two manipulations led to lower (better) thresholds in young children: (a) moving the standard comparison tone before the target tone and (b) using three target comparison tone pairs. It is suggested that young children benefit from designs that help cue them to when they need to attend to a target tone. The two-interval, forced-choice procedure that is widely used in studies of developmental disorders led to variable performance even in adults and did not give a realistic picture of the perceptual capabilities of children under 8 years of age.     

Responses to commentaries

This paper is an author response to three commentaries, by Robert Kraut and Itamar Rosenn (2012), Barry Wellman (2012) and Mark van Vugt (2012), on our article entitled ‘Relationships and the social brain: Integrating psychological and evolutionary perspectives’ ( Sutcliffe, Dunbar, Binder, & Arrow, 2012 ).     

Solving the $100 modal logic challenge

We present the theoretical foundation, design, and implementation, of a system that automatically determines the subset relation between two given axiomatizations of propositional modal logics. This is an open problem for automated theorem proving. Our system solves all but six out of 121 instances formed from 11 common axiomatizations of seven modal logics. Thus, although the problem is undecidable in general, our approach is empirically successful in practically relevant situations.     

New directions for family therapy: rubbish removal as a task of choice

Family therapy may be accompanied by laughter and wit as well as serious labour. Family life has a great deal to laugh about, and family therapists, if they take families seriously, need to be able to laugh and joke with them.     

Relationships and the social brain: integrating psychological and evolutionary perspectives

Psychological studies of relationships tend to focus on specific types of close personal relationships (romantic, parent-offspring, friendship) and examine characteristics of both the individuals and the dyad. This paper looks more broadly at the wider range of relationships that constitute an individual's personal social world. Recent work on the composition of personal social networks suggests that they consist of a series of layers that differ in the quality and quantity of relationships involved. Each layer increases relationship numbers by an approximate multiple of 3 (5-15-50-150) but decreasing levels of intimacy (strong, medium, and weak ties) and frequency of interaction. To account for these regularities, we draw on both social and evolutionary psychology to argue that relationships at different layers serve different functions and have different cost-benefit profiles. At each layer, the benefits are asymptotic but the costs of maintaining a relationship at that level (most obviously, the time that has to be invested in servicing it) are roughly linear with the number of relationships. The trade-off between costs and benefits at a given level, and across the different types of demands and resources typical of different levels, gives rise to a distribution of social effort that generates and maintains a hierarchy of layered sets of relationships within social networks. We suggest that, psychologically, these trade-offs are related to the level of trust in a relationship, and that this is itself a function of the time invested in the relationship.