Infants’ and Young Children's Imitation of Linguistic In‐Group and Out‐Group Informants

Although children can use social categories to intelligently select informants, children's preference for in‐group informants has not been consistently demonstrated across age and context. This research clarifies the extent to which children use social categories to guide learning by presenting participants with a live or video‐recorded action demonstration by a linguistic in‐group and/or out‐group model. Participants’ (N = 104) propensity to imitate these actions was assessed. Nineteen‐month‐olds did not selectively imitate the actions of the in‐group model in live contexts, though in‐group preferences were found after watching the demonstration on video. Three‐year‐olds selectively imitated the actions demonstrated by the in‐group member regardless of context. These results indicate that in‐group preferences have a more nuanced effect on social learning than previous research has indicated.     

Relationship Reciprocation Modulates Resource Allocation in Adolescent Social Networks: Developmental Effects

Adolescence is characterized as a period of social reorientation toward peer relationships, entailing the emergence of sophisticated social abilities. Two studies (Study 1: N = 42, ages 13–17; Study 2: N = 81, ages 13–16) investigated age group differences in the impact of relationship reciprocation within school‐based social networks on an experimental measure of cooperation behavior. Results suggest development between mid‐ and late adolescence in the extent to which reciprocation of social ties predicted resource allocation. With increasing age group, investment decisions increasingly reflected the degree to which peers reciprocated feelings of friendship. This result may reflect social‐cognitive development, which could facilitate the ability to navigate an increasingly complex social world in adolescence and promote positive and enduring relationships into adulthood.     

Using Popular Culture Texts in the Classroom to Interrogate Issues of Gender Transgression Related Bullying

This article examines how undergraduate instructors of pre-service educators can address complex issues of sexuality and sexual orientation within the classroom. First, we explain our own backgrounds and positionalities to provide a context for our ensuing ideas and discussions. Second, by reviewing the literature on homophobic bullying, we outline why it is imperative that preservice teachers understand and mobilize around issues of gay, lesbian, bisexual, transgender, queer/questioning, intersex rights. Third, we offer suggestions as to how to relate to undergraduate students when talking about sexuality and sexual orientation. We propose that using popular culture is an effective and engaging way of connecting to preservice teachers who have not previously had to confront their own homophobia and heterosexism. We suggest that using popular films or TV shows, such as Ugly Betty, has the potential to open up space for dialogue and critical engagement with issues such as explicit or implicit homophobia. We believe that critical media literacy skills are necessary tools for young people who are constantly bombarded with oftentimes stereotypical images and personifications of GLBTQI people within the mainstream media. Consequently, although we propose that popular culture be used as an educative space within the undergraduate classroom, it must be used both carefully and critically. Finally, we discuss why it is imperative that undergraduate professors address these issues within the classroom by referencing recent tragedies that are directly connected to homophobic bullying.     

Graphicacy in biology textbooks: analysis of activities with images / Alfabetización gráfica en libros de texto de biología: análisis de las actividades con imágenes

The aim of this study is to analyse how graphicacy is promoted through activities with images of the human body in third to sixth year primary school textbooks from three different publishers. The analysis was based on categories related to type of image, type of task, procedures, cognitive processing level required and whether there are explicit instructions on how to use the image. The results show that illustrations and visual diagrams are the most frequent images. The main task is image interpretation, whereas production tasks are scarce. Moreover, the tasks are not evenly distributed among the different procedures. The processing level required is low and requires superficial processing of the images, resulting in a learning process based on copy and repetition. There is some evidence of activities being sequenced according to educational level. We conclude that the kind of graphicacy found in the textbook activities is insufficient for acquiring competence in the use of images.