The Role of Immigration Background,Intergroup Processes,and Social-Cognitive Skills in Bystanders’ Responses to Bias-Based Bullying Toward Immigrants During Adolescence

This study examined how intergroup processes and social-cognitive factors shape bystander responses to bias-based and general bullying. Participants included sixth and ninth graders (N = 179, M = 13.23) who evaluated how likely they would be to intervene if they observed bullying of immigrant-origin and nonimmigrant-origin peers. Adolescents’ grade, intergroup attitudes, and social-cognitive abilities were evaluated as predictors of bystander responses. Nonimmigrant-origin adolescents reported that they expect they would be less likely to intervene when the victim is an immigrant-origin peer. Furthermore, participants with more intergroup contact and higher theory of mind were more likely to expect they would intervene in response to bias-based bullying. Findings have important implications for understanding factors that inform antibullying interventions that aim to tackle bias-based bullying against immigrants.     

Career adaptability and associations with personality traits and pathological traits utilizing network analysis

This study investigated relationships between career adaptability and personality and pathological traits using the network analysis approach. We administered CAAS, BFI-2-S, and IDCP-2 to 630 working adults. We observed positive associations between personality and career adaptability and negative associations between pathological traits and career adaptability. This paper contributes to the understanding of the associations between career adaptability and Big Five personality traits and pathological traits. We found stronger associations between career adaptability and personality traits as compared to pathological traits. Our findings suggest that Neuroticism and Conscientiousness contribute more to adaptation to professional development tasks than do pathological traits.

     

Effects of academic training on metatextual knowledge and hypertext navigation

We investigated the effects of college training on students’ metatextual knowledge, hypertext navigation strategies and their acquisition of problem-relevant information. Ten psychology undergraduates and nine clinical psychology post-graduate students were asked to study a 3,400-word, 14-section hypertext with the purpose of drafting a short essay on a specific, complex issue in the area of teenage psychopathology. The specialists outperformed the novices on a metatextual knowledge test. They spent more time visiting relevant sections of the hypertext, and wrote essays containing more critical information. They also displayed a better incidental memory for the hypertext structure. We discuss the data in terms of the late acquisition of metatextual knowledge and study strategies.     

The PISA Tasks: Unveiling Prospective Elementary Mathematics Teachers’ Difficulties with Contextual,Conceptual, and Procedural Knowledge

The aim of this mixed methods study was to investigate the difficulties prospective elementary mathematics teachers have in solving the Programme for International Student Assessment (PISA) 2012 released items. A mathematics test consisting of 26 PISA items was administered, followed by interviews. Multiple data were utilized to provide rich insights into the types of mathematical knowledge that a particular item requires and prospective teachers’ difficulties in using these knowledge types. A sample of 52 prospective teachers worked the mathematics test, and 12 of them were interviewed afterwards. The data-sets were complementary: the quantitative data showed that PISA items could be categorized under contextual, conceptual, and procedural knowledge and indicated the most frequent difficulties in the combined contextual, conceptual, and procedural knowledge items. The qualitative data revealed that few prospective teachers could give mathematical explanations for conceptual knowledge items, and that their contextual knowledge was fragmented. Educational implications were discussed.     

The moral choices children attribute to adults and to peers: Implications for moral acquisition

Thirty-six children (half 6–8 years old and half 10–12) in Northeast Brazil heard three hypothetical dilemmas featuring a choice between telling the truth and keeping a promise. Each dilemma was initiated by a different kind of lie: an exculpable pro-social lie (teasing), a lie in the personal domain (hiding) and a lie in the service of an anti-social act (cheating). They were asked to choose between truth and promise, and to attribute choices to adults and to peers. More younger than older children chose truth on all three dilemmas. Both regression and SSA analysis showed that “peer-judgments” predicted own judgments on all three dilemmas, but “adult-judgments” did so only on the dilemma, which featured an exculpable lie and involved no adults. The findings may be interpreted as supporting either (a) a constructivist account of development or (b) a learning account that features implicit processes.     

What Does Prone Skateboarding in the Newborn Tell Us About the Ontogeny of Human Locomotion?

The crawling behavior of sixty 2-day-old newborns was studied while they were supported prone on a mini skateboard and on a pediatric mattress without additional support. Analyses of the number and types of limb movements and their characteristics, the coactivation of limb pairs, and the displacement across the surface, revealed that newborns can crawl with locomotor patterns similar to those documented during quadrupedal locomotion in animals and human adults. This was particularly apparent on the skateboard. This discovery suggests that locomotor circuitry underlying quadrupedal locomotion develops during fetal life. Drawing upon other evidence for a quadrupedal organization underlying bipedal gait, we argue that early quadrupedal training may enhance interventions designed to hasten the onset of independent walking.     

Effects of orthographic consistency and word length on the dynamics of written production in adults: psycholinguistic and rTMS experiments

Reading and Writing - Recent studies on written word production aim at studying how information is transmitted between central (linguistic) and peripheral (motor) processes. Neurocognitive models...     

Stiffness,intralimb coordination,and joint modulation during a continuous vertical jump test

This study analysed the modulation of jump performance, vertical stiffness as well as joint and intralimb coordination throughout a 30-s vertical jump test. Twenty male athletes performed the test on a force plate while undergoing kinematic analysis. Jump height, power output, ground contact time, vertical stiffness, maximum knee and hip flexion angles, and coordination by continuous relative phase (CRP) were analysed. Analysis of variance was used to compare variables within deciles, and t-tests were used to compare CRP data between the initial and final jumps. Results showed reduction in jump height, power output, and vertical stiffness, with an increase in contact time found during the test. Maximum knee and hip flexion angles declined, but hip angle decreased earlier (10–20% of the test) than knee angle (90–100%). No changes were observed in CRP for thigh–leg coupling when comparing initial and final jumps, but the trunk–thigh coupling was more in-phase near the end of the test. We conclude that fatigue causes reduction in jump performance, as well as changes in stiffness and joint angles. Furthermore, changes in intralimb coordination appear at the last 10% of the test, suggesting a neuromotor mechanism to counterbalance the loss of muscle strength.     

Transformation impossible: policy,evidence and change in South African higher education

Higher Education - A quarter of a century after South Africa’s transition to democracy, the rhetoric of ‘transformation’ remains firmly ingrained in its higher education policy...