Ethnic incongruence and the student-teacher relationship: the perspective of ethnic majority teachers

Among 36 ethnic-Dutch school teachers in the Netherlands, the present study examined the role of ethnic incongruence in perceived student-teacher relationship quality. Teachers rated their relationships with 59 Turkish-Dutch, 62 Moroccan-Dutch, and 109 ethnic-Dutch students attending grades 4 through 6 (M(age)=10.81 years, SD=1.05). On average, relationships were less favorable for the Moroccan-Dutch students only. However, the effects of ethnic incongruence were most pronounced among students with strong perceived inattention/hyperactivity and among teachers endorsing lower levels of multiculturalism (the view that different cultures deserve equal treatment). Results support the notion that ethnically incongruent relationships may be perceived as less favorable than ethnically congruent ones due to cultural misunderstandings and intergroup bias. Practical implications are discussed.     

Goal relevance moderates evaluative conditioning effects

An important process by which preferences emerge is evaluative conditioning, defined as a change in the evaluation of a stimulus by pairing it repeatedly and consistently with an affective stimulus. The current research focuses on the role of motivation in this learning process. Specifically, it was investigated whether a conditioning procedure that is relevant to an individual's current goals is more effective than an irrelevant procedure. To this end, beverages were conditioned with either disgusted faces (relevant) or fearful faces (irrelevant). The results showed that thirsty(rather than non-thirsty) participants’ choice and evaluation of beverages were influenced by pairing beverages with disgust but not with fear. As similar results were obtained under optimal and suboptimal presentation of the conditioned stimuli, it is suggested that goals can affect automatic, associative learning, adding to the emerging body of research demonstrating that goals unconsciously affect evaluative processes.     

Audio‐visual speech in noise perception in dyslexia

Individuals with developmental dyslexia (DD) may experience, besides reading problems, other speech‐related processing deficits. Here, we examined the influence of visual articulatory information (lip‐read speech) at various levels of background noise on auditory word recognition in children and adults with DD. We found that children with a documented history of DD have deficits in their ability to gain benefit from lip‐read information that disambiguates noise‐masked speech. We show with another group of adult individuals with DD that these deficits persist into adulthood. These deficits could not be attributed to impairments in unisensory auditory word recognition. Rather, the results indicate a specific deficit in audio‐visual speech processing and suggest that impaired multisensory integration might be an important aspect of DD.     

Look what I have felt: unidentified haptic line drawings are identified after sketching

This study examined the influences of semantic characteristics of objects in real-world scenes on allocation of attention as reflected in eye movement measures. Stimuli consisted of full-color photographic scenes, and within each scene, the semantic salience of two target objects was manipulated while the objects' perceptual salience was kept constant. One of the target objects was either inconsistent or consistent with the scene category. In addition, the second target object was either smoking-related or neutral. Two groups of college students, namely current cigarette smokers (N=18) and non-smokers (N=19), viewed each scene for 10s while their eye movements were recorded. While both groups showed preferential allocation of attention to inconsistent objects, smokers also selectively attended to smoking-related objects. Theoretical implications of the results are discussed.     

On forgetting the historical past

In this paper, empirical data are presented related to memory and time perception. The data are the frequencies with which specific calendar years are cited in newspaper texts. When plotted, the curves produced by the time series of these frequencies turn out to be independent of the languages and cultures in which the texts have been written as well as the year and the year density of the text corpus. The frequency of a specific year is inversely proportional to the distance from that year to the year in which the texts were written. It is argued that these curves are forgetting curves. It is suggested that the curves might be explained in terms of the “cognitive distance” between past and present. An argument is presented based on the curve representing the frequencies with which future years are cited in newspaper texts.     

Under the Spell of the Ring

Among orthodox reformed Christians in the Netherlands fierce debates have occurred on moral aspects of Christian life. This essay discusses three major controversial moral issues that are related to conceptions of sex, gender, and sexuality: divorce/remarriage, women’s ordination, and homosexuality. By analysing several contributions to debates on these issues, it proposes and explores a hypothesis that concerns the role of a particular understanding of marriage as characterized by a hermeneutical construct: a communal, deeply rooted and subconscious normative principle that drives our interpretations of texts and practices. This essay illustrates the problems of both the dominance of marriage within Christian communities and lived faith, as well as the modern, romantic aspects of this particular understanding of marriage.     

The Fairness of National Decision‐making Procedures: The Views of Adolescents in 18 European Countries

This study examines adolescents' evaluation of the fairness of three forms of democratic decision‐making procedures (direct democracy, representative democracy and group representation) and one non‐democratic procedure (oligarchy). Social dominance orientation‐Egalitarianism (SDO‐E), religious group identification and the countries' level of democracy are examined as predictors. The 2008 Europroject dataset was used, which contained 4441 native majority adolescents (mean age = 16.1 years) in 18 European countries. Adolescents evaluated direct democracy as most fair, followed by group representation, representative democracy and oligarchy. This rank order was found independent of the issue under consideration (moral or social), and of SDO‐E and religious identification, and across the countries. In addition, adolescents scoring higher on SDO‐E and on religious identification found group representation and non‐democratic oligarchy fairer. Copyright © 2014 John Wiley & Sons, Ltd.     

Perceiving Discrimination in “Real Life”: Distinguishing Negative Events From Discrimination Attributions

The present survey study examined a sample of ethnic minority preadolescents (ages 9–13) and made the empirical distinction between their exposure to peer victimization and the extent to which they attributed this to discrimination. Both peer victimization and the attribution to discrimination were associated with lower self-esteem and more emotional problems, but the discrimination attribution buffered against the negative effect of victimization on self-esteem. Our findings concur with the widespread evidence for the harmful consequences of discrimination but also show that it can be self-protective to make attributions to discrimination in “real life.”     

Task‐related interactions between kindergarten children and their teachers: the role of emotional security

This study examined the emotional security of kindergarten children in dyadic task‐related interactions with their teachers. In particular, it examined the interrelations between security, task behaviours (persistence and independence), social inhibition, and teachers' support. Participants were 79 kindergartners (mean age=69.7 months) and their 40 regular teachers. Children were selected to approach a normal distribution of social inhibition. Children and teachers were filmed during a dyadic interaction task outside the classroom. Three groups of independent observers rated children's emotional security and their task behaviours, as well as teachers' supportive behaviours. Multilevel modelling revealed a positive link between teachers' support and emotional security. This link suppressed a negative relation between social inhibition and emotional security. In addition, emotional security was positively associated with children's task behaviours and mediated part of the positive link between these behaviours and teachers' support. Finally, security moderated the relation between support and persistence, such that the effect of teachers' support on persistent behaviours was amplified for relatively insecure children. These results highlight the importance of considering emotional security when examining the interactions between kindergarten children and their teachers. Copyright © 2008 John Wiley & Sons, Ltd.