Landmark use by squirrel monkeys (Saimiri sciureus)

Two squirrel monkeys searched for a reward buried in 1 of 144 holes that formed a 12×12 grid (48×50 cm). An array of vertical, colored landmarks was placed on the grid, and their locations on the grid were changed from trial to trial. During training trials, the mealworm reward was placed either in the center of a square array of landmarks (Experiments 1 and 3) or midway between two landmarks (Experiment 2). On nonrewarded test trials, the monkeys searched among landmarks placed in the same arrays as those used in training and among landmarks placed in an expanded array (Experiments 1 and 2) or in an array intermediate between the two arrays used in training (Experiment 3). Distributions of searches on test trials indicated that the monkeys searched mostly within the configuration of the landmarks but that they had not coded the location of the reward as being either in the middle of the landmarks or at a fixed distance and direction from an individual landmark.     

Individual Differences in Children's Corepresentation of Self and Other in Joint Action

Previous research has shown that children aged 4–5 years, but not 2–3 years, show adult‐like interference from a partner when performing a joint task (Milward, Kita, & Apperly, 2014). This raises questions about the cognitive skills involved in the development of such “corepresentation (CR)” of a partner (Sebanz, Knoblich, & Prinz, 2003). Here, individual differences data from one hundred and thirteen 4‐ to 5‐year‐olds showed theory of mind (ToM) and inhibitory control (IC) as predictors of ability to avoid CR interference, suggesting that children with better ToM abilities are more likely to succeed in decoupling self and other representations in a joint task, while better IC is likely to help children avoid interference from a partner's response when selecting their own response on the task.     

Adolescents' working models and styles for relationships with parents, friends, and romantic partners

This study examined the links among adolescents' representations of their relationships with parents, friends, and romantic partners. Sixty-eight adolescents were interviewed three times to assess their working models for each of these types of relationships. Working models of friendships were related to working models of relationships with parents and romantic partners. Working models of relationships with parents and romantic partners were inconsistently related. A similar pattern of results was obtained for self-report measures of relational styles for the three types of relationships. Perceived experiences were also related. Specifically, support in relationships with parents tended to be related to support in romantic relationships and friendships, but the latter two were unrelated. On the other hand, self and other controlling behaviors in friendships were related to corresponding behaviors in romantic relationships. Negative interactions in the three types of relationships also tended to be related. Taken together, the findings indicate that the representations of the three types of relationships are distinct, yet related. Discussion focuses on the nature of the links among the three.     

How young people respond to learning spaces outside school: A sociocultural perspective

This article focuses on educational enterprises outside the formal sector, such as museums, botanical gardens and interactive science centres. International research is drawn on to illuminate how design, culture, educational strategies and settings combine to affect the way in which young people respond to experiences on offer, leading to analysis of the impact of such settings in promoting learning, and the likely implications for those who staff such venues. Aikenhead’s concept of the educator as ‘culture broker’ is developed to suggest ways in which learning might be best supported. It envisages a shift from ‘delivery’ strategies targeted at large groups towards approaches which focus on what learners choose to know about using dialogue between children and ‘known and trusted people’. Analysis of observed responses in various settings is undertaken from a sociocultural perspective using the notion of communities of practice. Implications for the roles of education managers and their staff in further research are developed.