The Aetiology of High Cognitive Ability in Early Childhood

Both the environment and genetics are likely to influence the development of cognitive talent during the preschool years. It is not known to what degree or how these influences differ from those throughout the range of ability. 1943 twin pairs were assessed at 2, 3 and 4 years of age using diverse verbal and nonverbal cognitive measures. Consistently high scoring children were selected on a general cognitive factor. From behavioural genetic model fitting analyses, substantial shared environmental (70%) and modest genetic influences (20%) were found in the high group and this matched the aetiology of the entire sample. Strong genetic predisposition was not apparent. Individual differences in cognitive ability and high ability is largely due to shared environment during the preschool years.     

Gender difference does not mean genetic difference: Externalizing improves performance in mental rotation

The fear of underperforming owing to stereotype threat affects women's performance in tasks such as mathematics, chess, and spatial reasoning. The present research considered mental rotation and explored effects on performance and on regulatory focus of instructions pointing to different explanations for gender differences. Two hundred and one participants were asked to perform the Mental Rotation Test (MRT) and were told that men perform better than women. Then they were divided into four sub-groups and provided with no additional information (control condition) or one of three explanations: (a) genetic factors, (b) widely-held stereotype, or (c) time limit. A decrease in performance was predicted for the genetic instruction and an increase for the two alternative explanations based on externalizing. Results showed that both women and men are harmed by the genetic explanation and relieved by both the stereotype and the time limit explanations. Explanations stressing genetics and time limit as factors affecting performance favor prevention focus.     

Correlates of Geriatric Loneliness in Philippine Nursing Homes: A Multiple Regression Model

Numerous studies have been conducted worldwide about loneliness in older adults living in nursing homes and the factors associated with it. However, only a few studies have focused on social factors that may predispose these older adults to experience loneliness. The purpose of this study was to examine the interplay between and among loneliness, social isolation, social engagement, and life satisfaction among Filipino elderly (n = 180) recruited from government and nongovernment nursing homes in the Philippines. A multiaspect questionnaire, which included the UCLA Loneliness Scale, Revised Index for Social Engagement, Friendship Scale, and Life Satisfaction for the Third Age-Short Form was used to gather the needed data and information. Results of single and multiple regression analyses indicate an effect of the three factors (social isolation, social engagement, and life satisfaction) on loneliness with social isolation having the greatest impact on loneliness. Notably, increased social isolation, inadequate social engagement and decreased life satisfaction consequently aggravate loneliness. Social engagement produced a positive effect to both social isolation and life satisfaction in a way that a decrease in social engagement will decrease life satisfaction and increase social isolation. On the whole, loneliness in geriatric nursing homes is evident, and it is shaped by social isolation, social engagement and life satisfaction. Impliedly, interventions and measures to minimize loneliness are necessary, and further research is needed to explore other variables contributing to loneliness in geriatric nursing homes.     

Intensifying the burden: the implications of individual responsibility messages in HIV public service announcements aimed at Black women

In the USA, HIV transmission rates among Black women are four times higher than white women, even in the face of low-risk behaviours, a discrepancy often overlooked because of historical stereotypes. In this study, we deconstruct a specific government-sponsored HIV prevention campaign targeted at Black women. Critical discourse analysis reveals a heavy focus on individual responsibility, self-sacrifice, family and deference to men. The presence of historically relevant racial and gender-related constructs suggests intersectional implications for the campaign. We provide suggestions for avoiding linkage to destructive racial constructs in HIV prevention messages and allied forms of sexual health communication aimed at Black women.     

教育·体育·人文:西班牙“拉马西亚模式”的启示

通过文献分析、采访和比较研究的方法分析巴塞罗那足球俱乐部青训体系"拉马西亚"的成功之处在于:首先,是"以人为本"的基本原则;其次,立足于本地、本国,最大程度上利用本土和自身资源;最后,在训练和生活中,尊重科学,将运动科学、教育科学和健康科学的理论与青少年体育训练的实践紧密结合在一起,并注重灵活运用。"拉马西亚模式"给其他国家的启示主要包括3个方面,即青训系统建设、青训人员的专业素质和科学的训练方法。     

Following the instructions!: Effects of gender beliefs in mental rotation

Research has widely demonstrated male superiority in the Mental Rotation Test (MRT). Various explanations have been put forward to account for these differences. We considered gender beliefs and argued that women may fare less well than men partly because they are considered unable to perform this kind of task. Beliefs about spatial ability were experimentally manipulated in samples of 107 female and of 90 male high-school students, divided into three groups, following the instructions: men are better, women are better, general (with no gender reference). Our data show that women who expect to be more able than men and men who expect to be more able than women outperformed their counterparts. MRT performance fell for those expecting to be less able. The effects of induced beliefs on cognitive performance are stressed, particularly in the educational context.     

Exploring the Relation Between Prenatal and Neonatal Complications and Later Autistic-Like Features in a Representative Community Sample of Twins

Prenatal and neonatal events were reported by parents of 13,690 eighteen-month-old twins enrolled in the Twins Early Development Study, a representative community sample born in England and Wales. At ages 7–8, parents and teachers completed questionnaires on social and nonsocial autistic-like features and parents completed the Childhood Asperger Syndrome Test. Correlations between prenatal and neonatal events and autistic-like features were weak, both in the whole sample ( r  = .00–.07) and at the 5% quantitative extreme (phenotypic group correlations = .01–.11), after controlling for socioeconomic status and cognitive ability. Neonatal problems showed modest heritability (13%–14%) and significant shared and nonshared environmental influences (55%–59% and 28%–31%, respectively). Differences in identical twins' neonatal problems correlated weakly with their difference scores on autistic-like features ( r  = .01–.06).     

Acculturative Stress and Depressive Symptomatology Among Mexican and Mexican American Students in the U.S.: Examining Associations with Cultural Incongruity and Intragroup Marginalization

This study examined associations of intragroup marginalization and cultural incongruity with acculturative stress and depressive symptoms among 155 undergraduate U.S. college students of Mexican heritage. Findings indicate that perceived interpersonal distancing by the family (intragroup marginalization) and perceived lack of cultural fit between the respondent and academic institution (cultural incongruity) had statistically significant direct and indirect effects on depressive symptoms via acculturative stress. Results also show that 39.7 % of the variance corresponding with depressive symptoms was accounted for by intragroup marginalization, cultural incongruity, acculturative stress, and other exogenous variables.     

“You Have to Know Why”: The Influence of Different Curricula on Nursing Students' Perceptions of Nursing

The need in modern healthcare for professionals who are self‐directed and autonomous has increased in recent decades. Problem‐based learning is spreading in nursing education as one strategy for meeting these demands. This article deals with the relationship between the design and execution of nursing education curricula and students' understanding of nursing. The aim of the study was to examine nursing students' perceptions of nursing, comparing a problem‐based curriculum to a conventional curriculum. Students were asked to write narratives about nursing. Forty‐three narratives were analyzed using the phenomenological hermeneutic method. Differences between the two groups were found in terms of both structure and content. Problem‐based learning students stressed more the theoretical aspects of nursing. The study shows that educational design might be of great importance to how students understand nursing. Extensive research is needed to further explore the findings, especially related to clinical practice following graduation.     

Brief Research Report: Parents' Homework Emotions Favor Students' Homework Emotions Through Self-Efficacy

While homework is a frequent source of distress, positive attitudes of parents can help students develop positive emotions and self-efficacy regarding homework. In this study, we tested the hypothesis that parents' emotions, favored by autonomous motivation, directly and indirectly relate with students' emotions through their self-efficacy with regard to homework. Questionnaires were administered to 205 fourth- to eighth-grade students and their parents to assess both groups' positive and negative emotions, students' self-efficacy with regard to homework, and parents' autonomous motivation. The results supported the hypothesized model: parents' autonomous motivation is associated with parents' positive emotions, which is then associated with students' positive and negative emotions, both directly and through the mediation of students' self-efficacy for doing homework. The discussion focuses on theoretical and educational implications.