Ethnic similarity and economic status of the potential helper as determinants of helping behavior

A field experiment was conducted in an attempt to study the effects of (a) the ethnic origin of the potential helper, (b) the ethnic origin of the recipient, and (c) the economic status of the potential helper, on the extent to which help would be offered. One hundred and twenty subjects participated in the experiment. The experimenter asked each of the subjects to contribute money for a needy family. The major finding was the significant interaction between the ethnic origin of the potential helper and the ethnic origin of the recipient. The frequency of European contributors was about equal for recipients from the two ethnic groups involved, whereas the frequency of Middle-Eastern contributors was higher when the needy family was of Middle-Eastern ethnic origin than when it was of European ethnic origin.     

Effects of formative feedback on intrinsic motivation: Examining ethnic differences

In this study we investigate the influence of ethnic differences on student motivation when learning from formative feedback. Interpersonal teacher behavior and student motivational needs are used to explain the effects of assessment for learning on intrinsic motivation by comparing students from different ethnic backgrounds. The final study's sample consisted of 558 students from Dutch secondary vocational education. Multi-level structural equation modeling was used to test possible models. Our findings show that modes of feedback (monitoring, scaffolding) and teacher interpersonal behavior are strongly related to predictors of student motivation. In line with self-determination theory, our findings indicated that competence and relatedness mediate the effect of feedback (both monitoring and scaffolding) on motivation. Multi-group analyses showed only small differences for ethnicity, especially in relation to mode of feedback, which led us to conclude that, irrespective of the “Immigrant Paradox”, assessment for learning may facilitate feedback provision for both immigrant and native Dutch students indiscriminately, thereby enhancing motivation to learn. Implications of these findings for learning in classrooms are discussed.     

Towards a general modeling framework of resource competition in cognitive development

The current paper presents an integrated formal model of typical and atypical development based on the mechanisms of mutualism and resource competition. The mutualistic network model is extended with the dynamics of competition for limited resources, such as time and environmental factors. The proposed model generates patterns that resemble established phenomena in cognitive development: the positive manifold, developmental phases, developmental delays and lack of early indicators in atypical development, developmental regression, and “quasi-autism” caused by extreme environmental deprivation. The presented modeling framework fits a general movement towards formal theory construction in psychology. The model is easy to replicate and develop further, and we offer several avenues for future work.     

Park and Museum Interpretation: Helping Visitors Find Meaning

Interpretation is defined as an activity that “facilitates an intellectual and emotional connection between the interests of the visitor and the meanings of the resource.” The concept of helping visitors connect to meanings is a constant theme in the development of philosophies and practices in interpretation over the last century. Parks and museums have long shared in the effort to put this concept into practice. This article documents this history and the implications for contemporary interpretation.