My Country,Right or Wrong: Education,Accumulated Democratic Experience,and Political Socialization of Blind Patriotism

Although educational attainment has been identified as a significant factor that reduces uncritical positive attachment to one's country (i.e., blind patriotism), little is known about whether the remedial effect of education on uncritical patriotism is universal across countries with different histories of democratic rule. This article examines the extent to which democracy stock (the accumulated amount of democratic traditions, legacies, and experiences consolidated over time) conditions the relationship between education and blind patriotism. Using international data from 33 countries, the article shows that the remedial effect of education is more pronounced in countries with larger stocks of democracy than in countries with higher levels of democracy (current or recent). The results imply that the political socialization of critical patriotism is a cumulative process in which citizens internalize their potentially democratic competencies (e.g., knowledge, skills, and dispositions) and develop a sense of national attachment based on critical reflection on government policy and practice (i.e., critical loyalty) over an extended period of time.     

An examination of practice and laterality effects on the Purdue Pegboard and Moving Beans with Tweezers

The purpose of this study was to examine the relation of practice or learning and laterality on the Purdue Pegboard and the Moving Beans with Tweezers test. The subjects were 30 right-handed, healthy young male adults (age: M = 21.1, SD = 1.9 yr.). The subjects performed both tests five times with each hand. A two-way analysis of variance (hand x trial) for scores on the Purdue Pegboard showed that Trial 1 had a significantly lower mean than Trials 4 and 5 with the dominant hand, and scores on Trials 1 and 3 were lower than that on Trial 5 for the nondominant hand. For the Moving Beans with Tweezers test, Trial 1 had a significantly lower score than Trial 5 with the nondominant hand. The dominant hand produced significantly higher values on all trials of both tests. Intraclass correlation coefficients of Trials 2 and 3 were high, and means were significantly higher for the dominant hand. A correlation between other tests was not high (r = .37-.46) for both hands. All correlations among five trials on both tests were significant and high (Purdue Pegboard-Dominant: average r =.72, [r] = .60-.80, Purdue Pegboard-Nondominant: average r = .59, [r] = .43-.76), (Moving Beans-Dominant: average r = .74, [r] = .57-.81, Moving Beans-Nondominant: average r =.71, [r] = .55-.87). Correlations among five trials for the ratio of dominant:nondominant hand on both tests were significant and moderate (Moving Beans: average r = .28, [r] = .08-.57, Purdue Pegboard: average r = .41, [r] = .19.56). Performance with the dominant hand is superior to that of the nondominant hand on both tests. Practice effects are found for both tests across five trials. The Moving Beans with Tweezers test also showed laterality of practice effects. The two tests may measure different abilities.     

Slower Reorientation of Trunk for Reactive Turning while Walking in Hemiparesis Stroke Patients

We examined the behavioral characteristics of reactive turning in hemiplegic stroke patients when they were informed of the turning direction just before turning was required at an unpredictable time. Eleven stroke patients and 20 healthy elderly control people were asked to initiate a turn as soon as a visual cue to inform them of the turning direction was activated unpredictably using a foot switch. Both the segmental reorientation and stepping type when turning 90° while walking were measured. The results indicated preserved segmental reorientation of the head and pelvis in stroke patients. Stroke patients showed delays in pelvic turning but not in head turning. Their delayed pelvic movement might be due to motor dysfunction and the time taken to ensure stability when deciding when to turn.     

Does culture shape face perception in autism? Cross‐cultural evidence of the own‐race advantage from the UK and Japan

Autism spectrum disorders (ASD) are associated with face perception atypicalities, and atypical experience with faces has been proposed as an underlying explanation. Studying the own‐race advantage (ORA) for face recognition can reveal the effect of experience on face perception in ASD, although the small number of studies in the area present mixed findings. This study probed the ORA in ASD by comparing two cultural groups simultaneously for the first time. Children with ASD in the UK (N = 16) and Japan (N = 26) were compared with age‐ and ability‐matched typically developing (TD) children in the UK (N = 16) and Japan (N = 26). Participants completed a two‐alternative forced‐choice task, whereby they had to recognize a just seen face from a foil which was manipulated in one of four ways (IC: identity change; EE: easy eyes; HE: hard eyes; HM: hard mouth). Face stimuli were Asian and Caucasian, and thus the same stimuli were own and other race depending on the cultural group. The ASD groups in the UK and Japan did not show impaired face recognition abilities, or impairments with recognizing faces depending on manipulations to the eye region, and importantly they showed an ORA. There was considerable heterogeneity in the presence of the ORA in ASD and TD and also across cultures. Children in Japan had higher accuracy than children in the UK, and TD children in Japan did not show an ORA. This cross‐cultural study challenges the view that atypical experiences with faces lead to a reduced/absent ORA in ASD.     

Young children produce categorical false recall without activation of the lure items

Individuals who study a list of words that are all related to another word that is not presented (a lure word) sometimes produce a false memory of having studied the lure word. The false memories are observed in lists of words that are in the same category as (category list) or associated with (associative list) a word that was not presented in an attempt to elicit false recall. The present study investigated whether young children create these types of false recall. Following the study of a categorical list, false recall was elicited in young children to the same degree as in adults, but studying an associative list elicited false recall only in adults. Furthermore, categorically related lure words did not have a priming effect in young children. These results suggest that the categorical false recall is produced via a different mechanism from the associative false recall.