Domesticated dogs (<Emphasis Type="Italic">Canis familiaris</Emphasis>) tend to follow repeated deceptive human cues even when food is visible

There is abundant evidence that domestic dogs (Canis familiaris) readily follow pointing and other cues given by humans. But there has been much less research into the question of whether dogs can learn to discriminate between different humans giving repeated honest or dishonest cues as to food location, by ignoring the information imparted by the deceiver. Prior research has demonstrated that even after repeated exposures to deceptive cues with respect to food location, dogs failed to learn to ignore those cues completely. Kundey, De Los Reyes, Arbuthnot, Coshun, Molina, and Royer (2010) found the same outcome in a similar experiment. The purpose of the current experiment was to determine if dogs could learn to discriminate between an honest and a deceptive human by ignoring the deceiver’s cues even when it was obvious that the container being pointed at was not baited by using two transparent containers. Eight dogs were tested. On 20 cooperator trials, the experimenter stood behind the baited container and cued the dog, located midway between the containers and 3 m away, to approach it. On 20 deceiver trials, a different experimenter stood behind the empty container and cued the dog to approach that container. Results replicated prior research in that, even though the containers were transparent, the dogs failed to learn to distrust the deceiver completely and went to the empty and indicated container on more than half of the deceiver trials.     

Little pitchers use their big ears: preschoolers solve problems by listening to others ask questions

Children ask questions and learn from the responses they receive; however, little is known about how children learn from listening to others ask questions. Five experiments examined preschoolers' (N = 179) ability to solve simple problems using information gathered from listening to question-and-answer exchanges between 2 parties present in the same room. Overall, the ability to efficiently use information gathered from overheard exchanges improved between ages 3 and 5. Critically, however, across ages children solved the majority of problems correctly, suggesting preschoolers are capable of learning from others' questions. Moreover, children learned from others' questions without explicit instruction and when engaged in another activity. Implications for the development of problem-solving skills are discussed.     

Self‐Reflexivity and the Creative Voice: Issues of Transgression Identified with Participant Ethnographic Research in Art and Design Education

This article shares my experience as a doctoral student researching within the domain of art and design education. This is a professional doctorate bringing together my experience as an educator and that of researcher where boundaries between education and social science research disciplines cross. My research paradigm is situated within critical theory. It is an interpretive hermeneutic study where I am cast as a participant ethnographer. At the time of writing I wanted to make known the issues and tensions that I encountered with research protocols, such as permissions mechanisms and ethical gatekeepers. These tensions I still perceive as confining, but more significantly, I realise that knowing and understanding research methodology is key to achieving creative and unpredictable research practice. This article is, therefore, focused on my journey to discover a research methodology that enables me to use a creative voice. By this I mean a method by which I can develop a writing style that articulates my practice that enables me in the construction and reporting of my research analysis to fully capitalise on my reflexive self. I have referenced papers produced by others at the time of writing their doctoral thesis and have found this enlightening. This is my contribution.     

Concurrent and Subsequent Associations Between Daily Digital Technology Use and High‐Risk Adolescents’ Mental Health Symptoms

Adolescents are spending an unprecedented amount of time using digital technologies (especially mobile technologies), and there are concerns that adolescents’ constant connectivity is associated with poor mental health, particularly among at‐risk adolescents. Participants included 151 adolescents at risk for mental health problems (M_age = 13.1) who completed a baseline assessment, 30‐day ecological momentary assessment, and 18 month follow‐up assessment. Results from multilevel regression models showed that daily reports of both time spent using digital technologies and the number of text messages sent were associated with increased same‐day attention deficit hyperactivity disorder (ADHD) and conduct disorder (CD) symptoms. Adolescents’ reported digital technology usage and text messaging across the ecological momentary assessment (EMA) period was also associated with poorer self‐regulation and increases in conduct problem symptoms between the baseline and follow‐up assessments.     

Selected physiological and perceptual responses during a simulated limited overs century in non-elite batsmen

Few studies have examined the impact of an increased physical demand on batting performance, especially over extended periods of play. Therefore, the purpose of this study was to determine the physiological and perceptual responses of batsmen scoring a simulated limited overs century, and to link these to sprint times and accuracy of the impact of the ball on the bat. Seventeen male, university level cricketers, performed a batting protocol (BATEX^©), typical of a limited overs century. The protocol consisted of six stages, each of five overs, with each stage matched to a specific phase of play. Throughout the protocol heart rate (HR), central ratings of perceived effort (RPE), sprint times and impact accuracy were recorded. HR fluctuated as a function of exercise intensity (124.16–159.61?bpm). Central RPE increased as a function of intensity and duration (11.87–16.04). Sprint times got slower over time (5.67–5.81?s), while impact accuracy improved significantly (p?.05) after stage one and then plateaued for the remainder of the protocol (64.81–57.39?mm). In conclusion, the protocol significantly impacted cardiac strain and perceptual responses negatively impacting sprint times with an improvement in batting accuracy.     

Effects of family violence on psychopathology symptoms in children previously exposed to maltreatment

Although many studies suggest that family violence is associated with child psychopathology, multiple features of the home environment might account for this association, such as poverty and caregiver psychopathology. Studies are needed examining how change in psychopathology symptoms is affected by home violence, controlling for children's own developmental symptom histories and other predictors of psychopathology. This study used latent difference score structural equation modeling to test if witnessing home violence and/or experiencing harsh physical discipline predicted changes in psychopathology symptoms among 2,925 youth aged 5-16 years previously exposed to violence. Results demonstrated that harsh physical discipline predicted child-specific changes in externalizing symptoms, whereas witnessing violence predicted child-specific changes in internalizing symptoms across time. Implications for research and policy are discussed.     

Childhood sexual abuse and abuse-specific attributions of blame over 6 years following discovery

OBJECTIVE: The purpose of this study was to examine patterns of change in attributions for childhood sexual abuse (CSA) over a 6-year period and whether such patterns were related to abuse severity, age, gender, and subsequent symptoms of depression and PTSD. METHODOLOGY: One-hundred and sixty children, 8-15 years old, were interviewed within 8 weeks of the time the CSA was reported to child protective services (i.e., the time of abuse discovery). Follow-up interviews were conducted 1-year later on 147, and 6 years later on 121 of the original participants. Abuse-specific attributions were obtained using two methods. Participants first responded to an open-ended interview question about why they believed the CSA had happened to them and then completed a rating scale about the extent to which possible attributions for the CSA applied to them (e.g., "Because I was not smart enough"). RESULTS: Over time, perpetrator-blame attributions were consistently more common than self-blame attributions for CSA (using both interview and rating measures). Youth were more likely to report self-blame attributions on the rating measure than the open-ended interview question. The interview method indicated that youth often felt confused about why the abuse happened up to a year following discovery but this response diminished by the third assessment. On average, ratings of perpetrator-blame attribution remained high over time (p<.05), whereas ratings of self-blame decreased (p<.01). Penetration was related to more self-blame (p<.05) and less perpetrator-blame (p<.05), and the use of force was related to more perpetrator-blame. The initial level of self-blame attribution ratings predicted subsequent symptoms of depression (p<.05) and intrusive experiences (p<.05) after controlling for age at abuse discovery, gender, and self-blame attributions for common events. Perpetrator-blame attributions were not related to symptoms. CONCLUSIONS: The findings of this study suggest that assessing responses to open-ended interview questions about the perceived reasons for the abuse and ratings of attributions are important for understanding how youth make sense of their abuse. Abuse-specific self-blame attributions at abuse discovery have a persistent effect on internalizing symptoms and should be assessed and the target of treatment as soon as possible after CSA has been reported to the authorities.