bluuebunny/crossref_metadata_2025 huggingface dataset:
ATTITUDES AND BEHAVIOR TOWARD HUMAN RIGHTS ACROSS DIFFERENT CONTEXTS: THE ROLE OF RIGHT‐WING AUTHORITARIANISM, POLITICAL IDEOLOGY, AND RELIGIOSITY*
Authors: Moghaddam Fathali M. , Vuksanovic Vuk
Published: September 2007

Three studies were carried out to examine attitudes and behavior toward human rights. ‘Universal’ human rights implies that there should be cross‐situational consistency in attitudes and behavior toward human rights. An alternative interpretation is that attitudes and behavior toward human rights may shift across contexts, as a function of ideology. We reasoned that Canadian subjects would be more critical of the human rights records of Soviet and the Third World societies, and thus show stronger support for human rights in these than in Canadian society. Hypothesis two predicted that right‐wing political ideology and support for human rights would be negatively correlated in contexts Canada and Third World, but not in the Soviet context; hypothesis three predicted the same pattern of associations between religiosity and support for human rights. Hypothesis four predicted that authoritarians, because of their fundamental opposition to individual liberties, would oppose human rights in all contexts. Study 1 involved 155 students expressing attitudes toward a range of human rights issues. Study 2 involved 74 Pro‐Life supporters expressing attitudes on human rights, as well as on abortion. Study 3 involved a behavioral measure of support for human rights among 450 students. The findings generally supported hypotheses one and four, and provided some support for hypotheses two and three. The results seem to provide further evidence of an association between ideology and moral reasoning.
CROSS‐RACIAL IDENTIFICATION OF TRANSFORMED, UNTRANSFORMED, AND MIXED‐RACE FACES*
Authors: Ayuk Robinson E.
Published: September 2007

Many studies report that people of one race find other‐race faces difficult to remember. The generality of this observation was tested by examining the recognition memory of 2 groups of European (n = 32), and African (n = 32) subjects on same‐race, other‐race, and mixed‐race faces, which were either transformed or untransformed in pose between initial study and recognition test. A mixed‐design ANOVA (2‐between × 1‐within factors), using the Signal Detection Theory measures of discrimination accuracy (d′) revealed the following: (1) a significant interaction between Race of Subject × Race of Face, with Europeans being more accurate than Africans at identifying untransformed white faces, and Africans also better than Europeans in identifying transformed black faces; (2) a significant interaction between Transformation × Race of Subject, in that while Europeans were significantly more accurate than Africans on untransformed faces as a whole, Africans were slightly superior to Europeans in terms of accuracy on transformed faces; (3) untransformed faces were recognised better than transformed faces; (4) there were no significant main effects due either to Race of Subject or to Race of Face; (5) no significant differences were found between the 2 groups on accuracy for either transformed or untransformed mixed‐race faces; (6) no significant interaction between Race of Face × Transformation, and no significant 3‐way interaction between Race of Subject × Race of Face × Transformation. It was concluded that differences in ‘race’ as a variable alone may not be responsible for the differences usually found on accuracy in cross‐race eyewitness identifications. Rather, differences in levels of task difficulty and individual differences in recognition strategies adopted by subjects irrespective of race of stimulus face, may be the most important variables. The implications of these results for the efficient design of cross‐race identification tasks for both forensic and training purposes were discussed.
EFFECTS OF ACHIEVEMENT MOTIVES AND SEX ON WRESTLING ABILITY AND MOTOR PERFORMANCE
Authors: Halvari Hallgeir
Published: September 2007

An earlier study of main effects of achievement motives on performance amongst boy wrestlers was repeated with girls. The 1970 Achievement Motives Scale of Gjesme and Nygård was administered to 29 girls, and subjects' scores were sampled for three different wrestling championships at a national level. Oxygen uptake, speed of movement, four muscular strength exercises, and serial performance of five wrestling holds were measured. As with males, success‐oriented females performed better than indifferent‐oriented subjects in wrestling championships. The former group performed also better than the latter in pull‐ups, sit‐ups, forward throw and 1/4 Nelson. In addition, success‐oriented females performed better than those who were failure‐oriented in pull‐ups and sit‐ups, although this was not the case in other tasks and championships. Indications of sex differences in the relationship between motivation and performance were found among subjects who aim for achievement and, at the same time, have a high motive for failure, i.e. those who were conflict‐oriented. Motive patterns and sex influence some, but not all, of the responses measured in the different tasks. Suggestions for future systematic research on a task effect are discussed. In general, the data indicate that, among highly selected and high ability boys and girls who set a high value on goals of an activity, relationships between achievement motives and performance in that activity should emerge for both sexes. In addition, sex should modify motive‐performance relationships.
THE ADAPTATION OF THE FAMILY ENVIRONMENT SCALE TO CHINESE CHILDREN AND ADOLESCENTS IN HONG KONG
Authors: Ma Hing Keung , Leung Man Chi
Published: September 2007

Moos and Moos' (1986) Family Environment Scale (FES) was adapted to the Chinese children and adolescents in Hong Kong. The major sample included 1,174 subjects from three elementary schools and seven high schools. Two subscales, Expressiveness and Independence and a few items were deleted based on the psychometric analysis. The FES scale intercorrelations were consistent, and the factor pattern of the remaining eight scales was explicable in terms of the characteristics of the Chinese culture. Results also showed that middle class families in general had a more positive family social environment than the working class families.
Level of Performance and Distribution of Errors in the Progressive Matrices Test: A Comparison of Ethiopian Immigrant and Native Israeli Adolescents
Authors: Kaniel Shlomo , Fisherman Shraga
Published: September 2007

The performance of 250 Ethiopian Jews, ages 14–15, on the Progressive Matrices Standard (PMS) test, was compared to that of 1740 Israeli Jews, ages 9–15. The results showed that the Ethiopians' level of performance was similar to that of the young Israeli children's group (ages 9–10). Moreover, the distribution of errors found for the Ethiopian immigrant adolescents was not similar to that found for Israelis of the same age –‐ it resembled the distribution of errors found for Israeli 9‐ and 10‐year‐olds. It is suggested that the low performance of the Ethiopian immigrants reflects cognitive delay rather than cognitive difference.
The Development of Spatial Location in Finnish
Authors: Weist Richard M. , Lyytinen Paula
Published: September 2007

The purpose of this research was to study the shift from mono‐ to bi‐referential spatial location in the language of Finnish children. Monoreferential location is based on the intrinsic properties of a referent object and the proximity relationship, and bireferential location requires coordinated spatial relationships involving referent objects and a projective relationship. Locative expressions which are monoreferential include: in/on/under and intrinsic front/back, and those which are bireferential include deictic front/back and between. A pictorial representation of locative relationships with a sentence‐picture matching task was used to present the mono‐ vs bi‐referential contrast, with the latter being either static or dynamic (i.e. concerning motion to goal). At 2;6, Finnish children could solve monoreferential location problems but not bireferential ones, and by 4;6, they solved both. This linguistic outcome was related to phases in conceptual development.
The Influence of Contextual Factors on Afro‐American and Euro‐American Children's Performance: Effects of Movement Opportunity and Music
Authors: Allen Brenda A. , Boykin A. Wade
Published: September 2007

The present study sought to further establish that contextual factors informed by certain postulated cultural experiences could influence performance on a learning task. Towards this end, low income Afro‐American and Euro‐American children learned to pair pictures in an acquisition context that allowed for them to coordinate movement with music (High Movement Expressive [HME]) and in an acquisition context which allowed for little movement opportunity and no music (Low Movement Expressive [LME]). Children were subsequently tested for picture pair retention in a context where music was present or in a context where music was absent. The findings revealed that Afro‐American children's tested performance was superior with the HME acquisition context, while Euro‐American children's performance was superior with the LME context. In addition, music present at testing context seemed to have an independent enhancing effect only on Afro‐American children's performance. The cultural and educational implications of these findings are discussed as are recommendations for future research.
Motivation and the Self Concept: Persisting Goals of Young Women and Men
Authors: Langan‐Fox Janice
Published: September 2007

This study undertook to measure important goals and their persistence over time for young men and women belonging to two age groups using a theoretical framework derived from recent advances in motivation which links motivation to the self concept. A method for categorising subject goals was adapted from Nuttin (1985), namely the Motivational Content Analysis. The new system for categorising goals can be useful to psychologists, vocational counsellors, etc. Results of the study indicated that females had more persisting goals than men, and that there were significant main effects for sex in persisting goal types of Physical, Character, Autonomy, Intimacy and Contact in General with others. Sex × age interaction effects were found for Character and Autonomy, with 20‐year‐old females obtaining significantly higher scores for these persisting goals than other groups. Findings are discussed in terms of gender identity, and what Nuttin (1984) calls “crossroads” in adult development.
Reading Rates and Digit Span in Bilinguals: The Superiority of Mother Tongue
Authors: Pinto Amâncio da Costa
Published: September 2007

Several studies have shown a negative linear relationship between speech rate and memory span. This relationship has implications for bilingual studies, as span could be larger in a bilingual's secondary language provided that pronunciation rate is faster than in the mother language. The purpose of this study was to investigate the effects of digit word length on digit span in bilinguals. Experiment 1 tested the effects of digit syllable length on speech rate in five different bilingual groups. Results revealed that digit‐reading rates were significantly faster in all mother languages. Experiment 2 examined more closely the correspondence between speech rate and digit span with Portuguese‐English bilinguals. Results showed that digit‐reading rates were faster and digit span larger in the mother language even if the mean number of syllables per digit was higher. The superiority of mother tongue was discussed according to the view that digits are subject to massive practice in one's native language with a strong tendency to be abbreviated, thus reducing its spoken duration.
Scientists' Uncertainty and Disagreement about Global Climate Change: A Psychological Perspective
Authors: Stewart Thomas R.
Published: September 2007

Since there are major gaps in scientific knowledge about the greenhouse effect, policy makers are forced to rely on scientists' judgments about the rate of climate change and its effects. It now appears that significant policy decisions will have to be made despite continuing uncertainty and disagreement among scientists. The best that policy makers can do is look for guidance in the best available expert judgment. But when the best experts express great uncertainty and disagree, as seems to be the case with the greenhouse effect, policy makers are unsure about how to proceed. Despite its importance, scientific judgment about the greenhouse effect has not been systematically studied. Psychological research on expert judgment and decision making provides theory, methods, and empirical results that can be used to study judgments based on uncertain and incomplete data and can help to explain the sources of expert uncertainty and disagreement regarding the greenhouse effect. Possible explanations are discussed.
Human Response to Environmental Changes
Authors: Halford Graeme S. , Sheehan Peter W.
Published: September 2007

A range of factors affect human response to environmental change. They include the information available, understanding of the phenomenon, the nature of the decision‐making processes implied, and the motivation for change. One major factor affecting decision making is that scientific information is not fully and accurately disseminated through society. The media have an important role in this process, but cannot disseminate all the necessary information in the manner that is required and do not reliably present information that is safe from misinterpretation. Further, scientific uncertainty about and complexity of biosphere changes complicate the process of reaching a rational decision. The mental model that people have of their world tends to be maintained unless it is contradicted by experienced events, so global change is likely to be understood only to the extent that it impacts on everyday life. Much of human reasoning is essentially analogical rather than based on standard logic, and its validity depends on finding a suitable analogical model. It is suggested that risk, or defence situations may provide useful analogies. Finally, we need to consider the motivational problems created by the sacrifices that must be made to deal with the problem effectively.
Compétence cognitive, capacités d'apprentissage, et métacognition
Authors: Parent Sophie , Larivée Serge , Bouffard‐Bouchard Thérèse
Published: September 2007

Suite à la recension de travaux empiriques sur l'entraînement cognitif, sur l'évaluation de la zone de développement proximal et sur le développement de l'expertise, les auteurs mettent en lumière l'existence d'une relation entre la qualité des efforts fournis au moment de l'apprentissage de connaissances ou de stratégies nouvelles et les performances cognitives ultérieures des individus. Plus particulièrement, les auteurs posent l'hypothèse que les individus doués intellectuellement seraient caractérisés surtout par l'efficacité de leurs stratégies d'apprentissage, lesquelles leur permettraient d'acquérir des connaissances et des habiletés nouvelles plus rapidement que leurs pairs et de transférer plus souvent ces acquisitions à des domaines nouveaux. L'interprétation des données sur l'apprentissage dans un cadre théorique métacognitif suggère que les capacités supérieures d'apprentissage des individus doués intellectuellement, comparativement à leurs pairs de compétences moyennes, seraient le résultat de l'utilisation spontanée de mécanismes autorégulateurs adéquats. Peu de travaux empiriques ont vérifié cette hypothèse d'une supériorité métacognitive des individus doués intellectuellement associée à des habiletés d'apprentissage plus développées. Les quelques résultats disponibles favorisent toutefois cette interprétation. Pour terminer, les auteurs discutent des implications pédagogiques qui découlent d'un modèle de la compétence cognitive où les habiletés métacognitives et les habiletés d'apprentissage interagissent pour favoriser l'émergence de l'autonomie intellectuelle.
Soutien social et abandon de la consultation médicale en clinique de fertilité
Authors: Fortier Christine , Wright John , Sabourin Stéphane
Published: September 2007

L'objectif de la présente recherche est d'étudier le rôle de divers facteurs sociaux et psychologiques qui influencent le processus décisionnel de couples qui abandonnent une démarche médicale en clinique de fertilité. Plus spécifiquement, il s'agit de vérifier si les couples qui abandonnent la démarche médicale se distinguent de ceux qui poursuivent sur le plan de certains facteurs sociaux, relationnels et individuels. L'échantillon se compose de 300 couples qui fréquentent la clinique de fertilité de l'Hôpital St‐Luc de Montréal. Les résultats font principalement ressortir l'importance de la taille du réseau de soutien social comme facteur de différenciation des sujets qui abandonnent et de ceux qui poursuivent le traitement. Les deux groupes de sujets différent aussi quant à leur degré de stress, leur désir de procréer, leur perception du désir de procréer du conjoint et leur perception des chances de réussite du traitement. Nos résultats font aussi état de différences sexuelles dans les facteurs prévisionnels de l'abandon de la démarche médicale.
The Relationship of Employment Status, Social Support, and Life Events with Depressive Symptomatology among Married Turkish Women
Authors: Boyacıoglu Gonca , Karancı A. Nuray
Published: September 2007

The present study investigated the predictive power of employment status, husband's and friends' social support and number of life‐events on the levels of depressive symptomatology as measured by the Beck Depression Inventory among married Turkish women. Husband's support and number of life‐events appeared as significant predictors of depression, whereas employment status did not. The results also showed that subjects reporting negative life‐events rated by external judges to be relatively independent of individual perception had higher depression scores than subjects not reporting any of these events. The results were discussed with reference to the status of women in Turkey and the possible socio‐cultural variables that might have contributed to the differences between the results obtained from Turkish and Western samples.
Cree Conceptions of Cognitive Competence
Authors: Berry J. W. , Bennett J. A.
Published: September 2007

The study of cognitive competence in various cultures has shifted from examining “general intelligence” (very often only in terms known to Western cultures), to a concern for indigenous conceptions of what it means to be a capable person in that culture. Ethnographic techniques elicited the range of Cree terms for such general competence. With a sample of 60 Cree adults in Northern Ontario (stratified by age and sex), we obtained card sorts for 20 terms (piles sorted on basis of similarity), and semantic differential ratings (on 12 bipolar adjective dimensions), for two of the terms. A two‐dimensional solution was obtained using Multidimensional scaling. On one dimension there was a cluster of core terms (e.g. wise, thinks hard, pays attention, respectful, good sense of direction) at one end, and three other terms (stupid, crazy, “backwards knowledge”) at the other. On the second dimension, a pair of terms translated as “mentally tough” (with implications of perseverance, stamina, bravery) was at one end, and two other terms (understands new things, religious) were at the other. The term for “lives like a white person” was opposite the core cluster of terms for Cree competence. Ratings of the two terms (“wise” and “understands new things”), indicate that both are associated with: Taking time, good, hard‐working, careful, patient, self‐sufficient, strong, developing, bush‐related, and easy to see. These results indicate some clear differences from Western notions of intelligence as being fast, analytic and without social or moral dimensions.
Extent of Hostility in Educated Indian Unemployed Youth: A Micro Analysis
Authors: Singh Lal Bahadur , Kumari Renu , Singh Indra Kumar
Published: September 2007

This study was designed to ascertain the level of hostility in educated unemployed youth (N = 150) as against employed youth (N = 150) at micro level by employing an Indian adaptation of the Buss‐Durkee Hostility Scale. Results of statistical comparison revealed a significant difference between the two groups in terms of hostility and its various dimensions barring indirect aggression, negativism, and verbal aggression. However, both the groups tended to have a moderate amount of hostility and its dimensions. The results further showed the relative standing of the two groups on the dimensions of hostility, positing the job‐seekers as possessing a high sense of guilt and low indirect aggression, and the employed youth, being high on irritability, and, like their counterparts, low on indirect aggression. Also, the study indicated a correlation among the dimensions of hostility with one another and with the total scale scores.
Characteristics of the System of Production of History‐of‐Psychology Literature, 1975–1986
Authors: Coleman S.R. , Cola Philip , Webster Sandra
Published: September 2007

We used Psychological Abstracts to identify a large international sample of history‐of‐psychology literature that was published from 1975 through 1986. Information was obtained on such producer characteristics as: The language in which each publication was written; the country (or American state) from which it originated; and authorship gender and number. Differences in productivity were examined as a function of these variables and their combinations; comparisons were made with a random sample of psychological literature and with previously published findings regarding publication in psychology. Conclusions were drawn regarding the history of psychology considered as a literature‐producing enterprise.
Roles, Responsibility, and Accounts Across Cultures
Authors: Hamilton V. Lee , Hagiwara Shigeru
Published: September 2007

In research on the attribution of responsibility, increasing attention is being paid to the fact that responsibility judgments are social negotiations, not just the cognitions of isolated individuals. In this negotiating process, accounts, including excuses and justifications, may diminish or even eliminate responsibility for wrongdoing. This paper presents a perspective on responsibility attribution and reviews recent literature on accounts. It emphasizes the way in which aspects of social roles—specifically, the solidarity or closeness of the parties and their hierarchical or equal status—may affect the choice and effectiveness of accounts. A second theme is the way in which the impact of various accounts may vary across cultures: In this case, the United States vs. Japan. We pay special attention to differences between roles and between cultures in use of three accounts: denial (e.g. “I didn't do it”); consensus (e.g. “everyone does it”); and apology. The paper draws on pilot research carried out in the U.S. and Japan. Results showed that solidarity, hierarchy, and culture each affected the use of accounts, but sometimes in complex ways. We conclude by offering speculations and suggestions for future cross‐cultural research into the social psychology of attributing responsibility and offering accounts.
Explaining Choices in Procedural and Distributive Justice Across Cultures
Authors: Bond Michael Harris , Leung Kwok , Schwartz Shalom
Published: September 2007

A previous study (Leung, Bond, & Schwartz, 1990) established that an expectancy‐valence model could be used effectively to explain behaviours in three social domains both within and across cultures. In this study the model was applied to the domains of resource allocation and conflict resolution in order to pinpoint which expectancies and which valences were carrying the explanatory weight of the respondents' behavioural strategies. For both Israeli and Hong Kong students the expectancies and, less strongly, the valences tapping harmony and performance quality were important for resource allocation; those tapping animosity reduction and process control, for conflict resolution. Suggestions were offered for broadening the net of explanatory constructs for future work aimed at specifying subjective factors associated with justice‐related behaviours.
Responsibility and Justice: A View Across Cultures
Authors: Kurosawa Kaoru
Published: September 2007

A psychological theory needs both universal and specific components in order to describe and predict human behaviour across cultures. It is argued that the purpose of conducting cross‐cultural studies is not merely to demonstrate cultural variations in human behaviour, but also to build better universal laws so that we can generalize from culture to culture. From this cross‐cultural point of view, the six papers of this special issue are discussed. The distinction between individualism and collectivism, as an example, is evaluated in relation to a specific case—Japanese culture—and a few observations are made, including the suggestion that variances associated with within‐culture sources are often larger than between‐culture variances. Finally, the implications of cross‐cultural studies in a rapidly changing world are discussed.
Conservation of Distance in African Children—The Sex Dimension
Authors: Sawyerr Ebun S.
Published: September 2007

This study reviews the literature on the topic of sex dimension as it affects the attainment of the conservation of distance among African children in Sierra Leone. An investigation was done to determine the age at which these children attain conservation. Subjects were primary school children from different parts of the country who ranged from classes (grade levels) II to VII. It was found that the age of conservation was 12 years and that males in the sample performed better than females. This is in line with conclusions drawn from similar studies of African children.
Unity and Diversity of Psychology
Authors: Rosenzweig Mark R.
Published: September 2007

Factors both internal and external to psychology are working for both unity and diversity of psychology. Table 1 gives examples of the four kinds of factors, and the article examines each of these examples. It also attempts to evaluate some of the costs and benefits of both unity and diversity. Possible courses of action are considered.
Unity of Psychology: A Cross‐cultural Point of View
Authors: Diaz‐Guerrero Rogelio
Published: September 2007

To broadly communicate our view of the unity of psychology, the standpoint of recognized cross‐cultural and diverse national psychologists is reviewed. Unity is analyzed internationally in terms of: (a) educational programme contents; (b) levels of training; (c) applications; (d) politics; (e) statutory objectives; and (f) theoretical models. Neither practical nor theoretical issues need disrupt this unity.
Toward Unity in Psychology: The Experimental Synthesis of Behaviour
Authors: Ardila Ruben
Published: September 2007

The current state of fragmentation of psychology is discussed in the context of Kuhn's paradigms. Schools of psychology are considered analogous to paradigms, although Kuhn would not think of psychology as a paradigmatic science. Schools gave origin to systems of psychology (neo‐behaviourism, neo‐psychoanalysis, dialectic‐materialistic psychology, and humanistic psychology). A unifying paradigm, the experimental synthesis of behaviour, is presented as a programme. It is derived from the experimental analysis of behaviour. It is not an eclectic approach, but a new paradigm with the aim of unifying psychology as a science. Its main characteristics and advantages are discussed.
Sous un même toit: Canada's Functional‐Structural Approach to the Unity of Psychology
Authors: Ritchie Pierre L.‐J. , Sabourin Michel E.
Published: September 2007

Among the factors which may be useful to an assessment of unity/diversity, several are germane to the historic and contemporary evolution of psychology in Canada. Culture‐based variables, economic and political factors, and the emergence of clearly scientific and professional streams are all pertinent to Canadian psychology. Within this context, Rosenzweig's (this issue) conceptualization of internal/external unifying/diversifying forces facilitates a better understanding of the realities which confront Canadian psychologists. By adopting a collaborative, collegially oriented approach with diverse groups spawning the full spectrum of psychological science and practice, the groundwork has been laid for a confederal system of functionally based cooperation which may be sufficient to maintain cohesion within the Canadian context.
The Understanding of Chinese and Kurdish Emblematic Gestures by Dutch Subjects
Authors: Poortinga Ype H. , Schoots Netty H. , van de Koppel Jan M. H.
Published: September 2007

The universality of meaning of codes in non‐verbal communication has been a topic of considerable controversy. In this debate, three theoretical perspectives can be distinguished: Behavioural absolutism, psychological universalism, and cultural relativism. In this study, emblematic gestures were elicited from young men from Kurdistan, China, and The Netherlands. A distinction was drawn between referential emblems (where meaning can be derived from the gestural action itself), and conventional emblems (where meaning is dependent on culture‐specific codes or conventions). For each culture, 25 emblems were selected that had an unambiguous meaning within the culture where they originated. In the first part of the study, it was investigated whether all gestures judged to be referential were present in The Netherlands, in the opinion of a sample of Dutch subjects. Allowing for a certain margin of error in the classification of the gestures, this hypothesis could not be rejected. In the second part, the specificity of meaning of eight conventional gestures was investigated for which none of the subjects in the first part of the study knew the correct meaning. The results indicated that codes can be entirely arbitrary, with no trace of a cross‐culturally shared referential basis. It is argued that the intermediate theoretical position of psychological universalism gives the best account of the findings.
An Intergroup Perspective on Immigrant Acculturation with a Focus on Collective Strategies
Authors: Lalonde Richard N. , Cameron James E.
Published: September 2007

This study adopted an intergroup perspective on immigrant acculturation, which views immigrants as members of a disadvantaged social category. Its primary purpose was to relate the relative disadvantage of certain immigrant groups to a preference for collective acculturation strategies. Questionnaires were administered to immigrants from four ethnic groups, two of which (blacks from the Caribbean, and Chinese) were considered to be relatively more “stigmatized” within the Canadian context than the other two (Greeks and Italians). In addition, a cross‐generational methodology provided comparisons between first‐generation immigrants (n = 116), and their adult children (n = 133). It was hypothesized and found that the more “stigmatized” immigrants perceived themselves to be at a greater social disadvantage and were more supportive of a collective integration orientation than less stigmatized immigrants. Parents were more likely to endorse a collective acculturation orientation and exhibited a stronger ethnic identification than their children. The results are interpreted using an intergroup approach to immigrant acculturation.
Le stress des mères monoparentales en relation avec l'agressivité de l'enfant d'âge préscolaire
Authors: Ethier Louise S. , Frenière Peter J. La
Published: September 2007

Dans cette étude, nous avons décrit la relation existante entre le stress parental des mères vivant avec ou sans conjoint et le niveau d'agressivité de l'enfant vis‐à‐vis de ses pairs. De plus, nous avons observé les comportements des mères en situation de jeu avec leur enfant. Notre échantillon se compose de 32 mères monoparentales et de 43 mères biparentales ayant des enfants de trois ou quatre ans évalués au QECP comme étant agressifs (n = 47) et non‐agressifs (n = 28). Nos résultats démontrent: (1) le niveau de stress parental est similaire pour les mères monoparentales et biparentales, sauf si l'enfant est agressif; (2) en contrôlant statistiquement le revenu financier, il existe un lien très clair entre le stress des mères monoparentales et l'agressivité de l'enfant en garderie; (3) le niveau de scolarisation de la mère est la variable la plus reliée au stress maternel; (4) l'agressivité de l'enfant est reliée au faible revenu financier des mères; plus les mères sont pauvres, plus l'enfant est agressif; (5) en situation de jeu avec l'enfant, les mères monoparentales sont plus contrôlantes et moins positives que les mères biparentales, et le négativisme de l'enfant augmente avec le niveau de stress de la mère.
La demande prélinguistique et linguistique: qu'apporte le langage?
Authors: Bernicot Josie , Marcos Haydée
Published: September 2007

This study deals with the adjustment of requests to the communication situation at two stages of development: the end of the prelinguistic period (18 months) and the beginning of the linguistic period (30 months). The main objective is to point out how language acquisition introduces new modalities of adjustment. The production of two groups of 12 children (18 and 30 months) were compared in three situations of object requesting: (a) the adult complies with the request (satisfaction), (b) the adult asks a clarification question (clarification), (c) the adult refuses to comply with the request (refusal). The similarities observed suggest a continuity between the two ages with respect to the functional aspects of requests. As for the structural aspects, the results reveal a partial continuity between the prelinguistic children (18 months) and the linguistic children (30 months): at the age of 18 months, children use vocalizations as they use words at 30 months and gestures are used similarly at both ages. The differences observed between both age groups suggest that, at the age of 30 months, language is used in order to find a solution to the request situation, yet without any major changes in the communicative strategies. The results of this study relativize the revolution brought about by language in the child's behaviours and specify its contribution to the adjustment of messages as a function of the communication situation.
Self‐esteem Among Ethnic Minorities and Three Principles of Self‐esteem Formation: Turkish Children in The Netherlands
Authors: Verkuyten Maykel
Published: September 2007

This study explores the importance of reflected appraisal, social comparison and self‐attribution as sources of “academic” self‐esteem among ethnic minority children. Turkish children in The Netherlands scored significantly lower on a standardized test of Dutch language command but did not have lower academic self‐esteem in comparison with Dutch classmates. Self‐attributed performance was the only important source of self‐esteem among the Dutch. It was also an important source among the Turkish children in addition, however, to the perceived appraisal of Dutch classmates. These results indicate that to understand the level of self‐esteem among different groups it seems necessary to concentrate on the processes of self‐esteem formation and the way they operate in these groups. It is suggested that minority position and culture can affect the importance attached to different sources of self‐esteem.
Grape Expectations: The Role of Alcohol Expectancies in the Understanding and Treatment of Problem Drinking
Authors: Young Ross McD , P.S. Oei Tian
Published: September 2007

Although research into alcohol expectancies is reasonably well established, there is scant empirical evidence to directly relate such expectancies to the treatment of problem drinking. Consistent evidence from alcohol expectancy studies indicates that problem drinkers hold clusters of strongly positive beliefs regarding alcohol, in particular perceiving their drinking as a way of coping with specific skills deficits. However the precise relationship between such beliefs and treatment has not yet been established. The research developments needed to more fully elucidate the role that alcohol expectancies play in the treatment of problem drinking are discussed.
Contextes et variation trans‐situationnelle des concepts
Authors: Corson Yves , Blanchard Christine
Published: September 2007

Les trois expériences présentées ont pour objectif de tester l'effet de divers contextes sur l'accès initial aux propriétés dominantes et secondaires de concepts de catégories naturelles. Les résultats indiquent l'existence d'un effet facilitateur du contexte, pour peu qu'il soit suffisamment contraignant du point de vue de la richesse sémantique, et ceci dans des temps qui garantissent l'implication de processus automatiques. Cette dernière interprétation est par ailleurs confirmée par l'absence constante d'inhibition. La dernière expérience infirme de plus l'hypothèse d'une facilitation intralexicale entre contexte et cible et confirme que c'est bien la construction sémantique élaborée par le sujet qui facilite l'accès à certaines propriétés spécifiquement pertinentes des concepts‐amorces.
Entraînement à l'analyse segmentale et apprentissage de la lecture
Authors: Lecocq Pierre
Published: September 2007

Dans cet article nous examinons les rapports qu'entretiennent la capacité d' analyse intentionnelle de la parole par les enfants et leur plus ou moins grande facilité à aborder le domaine de l'écrit. Ceci nous conduit à poser plusieurs questions. La première est relative au domaine d'application. Les sujets disposent de connaissances procédurales sur leur langue. Comment parviennent‐ils à construire des connaissances sur ces connaissances? La seconde a trait à la nature de l'acquisition de ce type de compétence: s'agit‐il de quelque chose de comparable à l'acquisition du langage, ou s'agit‐il d'un apprentissage par instruction? La troisième concerne la nature de la “conscience phonique”. La variété des appellations qu'on trouve dans la littérature montre bien qu'il existe encore une grande incertitude sur le contenu de cette notion. Enfin dans la quatrième on s'interroge sur la valeur adaptative de ce type de compétence. Dans cette analyse, nous développons parallèlement les problèmes 1 et 2. Nous disons quelques mots du problème 3. Puis nous abordons le problème 4 en présentant quelques résultats empiriques.
Metacognition, Metalanguage and Metapragmatics
Authors: Gombert Jean Emile
Published: September 2007

In this article, the author briefly reports John Flavell's analysis of metacognition. By attempting to integrate metalinguistic activities into this analysis, the author brings to light several interesting characteristics of the field of metalinguistics and its current state of research.

Firstly, it appears that, unlike other meta‐abilities, the metalinguistic abilities are defined in terms of their objects. On this basis, metalinguistic activities are at least partially independent of other metacognitive activities.

Secondly, it appears that the position of metapragmatics in relation to metalinguistics is in need of greater clarification. In particular, it seems necessary to draw a distinction between metapragmatic knowledge and metapragmatic experience. The fact that this distinction is not usually made contributes to the heterogeneity of this field of study and gives rise to fruitless controversy.

Finally, the analysis reveals that the manipulation of writing mobilises aspects of metalinguistic knowledge which are not mobilised spontaneously through speech. The study of where this knowledge is positioned and of the cognitive burden its manipulation represents at various levels of reading and writing ability has yet to be developed.
Métacognition et théories de l'esprit
Authors: Melot Anne‐Marie
Published: September 2007

Dans cette présentation des travaux concernant plusieurs aspects du fonctionnement psychologique (langage, perception, explication des actions, apparence/réalité, etc.) on décrit l'évolution—au cours de l'enfance—des représentations relatives au fonctionnement mental des êtres humains. Il apparaît tout d'abord que, très précocement, l'enfant dispose de connaissances et de représentations relatives à l'esprit humain: lesquelles lui permettent de différencier entités mentales et physiques, d'attribuer divers états mentaux aux êtres humains, d'expliquer les actions humaines en référence à des états mentaux tels les désirs et les croyances, etc. Toutefois, aux alentours de 5 ans, d'importants changements qualitatifs se manifestent dans la connaissance qu'ont les enfants de la vie' mentale. Ainsi, à une conception de l'esprit humain comme réservoir d'états mentaux (résultant du contact direct avec la réalité) succéderait une conception de l'esprit comme médiateur, générateur d'états mentaux.
The Development of Children's Understanding of False Belief and the Appearance‐Reality Distinction
Authors: Flavell John H.
Published: September 2007

Recent research has shown parallels between the development of young children's understanding of false belief and their understanding of the appearance‐reality distinction. First, both develop between 3 and 4–5 years of age and develop concurrently in individual children. Second, the younger children's difficulties with both concepts seem genuine and deep‐seated. Finally, these difficulties are general, in the sense of being evident in a variety of types of beliefs and appearances. Most researchers in this area believe that these developments are mediated by an emerging representational conception of the mind.
Discussion
Authors: Bideaud Jacqueline
Published: September 2007

While in no way denying the interest of the study of “Theories of Mind”, the discussion tends to show that, in the tasks described in the papers, the development of abilities to process perceptual and verbal information is sufficient in itself to fully account for changes in observed responses. Whether the issue is false beliefs or the distinction between appearance and reality, children's behavior is highly dependent on their working memory span, their operational efficiency (action coordination) and their current state of knowledge. “Theories of Mind” emerge as indices of cognitive development. Their adaptive value is more problematical.
Gestion socio‐cognitive du recours à l'aide d'autrui chez l'enfant
Authors: Winnykamen F.
Published: September 2007

L'article propose une analyse des activités méta‐cognitives qui permettent l'auto‐régulation par l'enfant des composantes de la décision du recours à l'aide instrumentale d'autrui pour la résolution d'un problème. Il présente deux expériences permettant l'étude des arguments déployés pour obtenir l'aide d'une personne choisie comme aideur potentiel. Lors de la première expérience 30 G et 30 F (âge moyen 9;0) participent individuellement à un “jeu de rôle” au cours duquel ils doivent convaincre un aideur potentiel de leur choix, de leur apporter l'aide dont ils ont besoin pour résoudre un problème cognitif, relationnel, ou matériel. Le rôle de l'aideur est tenu par l'expérimentateur. Celui‐ci formule 6 objections: (1) manque de motivation; (2) dérangement; (3) compétence insuffisante; (4) rétorsion pour manquements passés; (5) appel à l'autonomie du sujet; (6) contestation de la pertinence du choix de l'aideur. Les arguments développés par les sujets sont enregistrés, puis codés selon les catégories suivantes: (1) centrés sur soi; (2) centrés sur l'autre; (3) centrés sur la relation aideur/demandeur; (4) centration extérieure; (5) insistance sur la demande; (6) acceptation du refus de l'aideur. Lors d'une deuxième expérience 19 G et 19 F (âge moyen 6;8) doivent convaincre un aideur potentiel de les aider à résoudre un problème cognitif. Le paradigme expérimental est le même. Les résultats, pour les trois types de problème, et pour les deux âges, manifestent des patterns de même type. Cependant les enfants les plus jeunes produisent moins d'arguments. La négation directe de l'objection, qui n'apparaît jamais à 9 ans est relativement fréquente à 6 ans. L'acceptation du refus de l'aideur est plus fréquente à 6 ans qu'à 9 ans, principalement lorsque l'aideur choisi est un adulte. Les résultats sont discutés en termes d'ajustement des arguments des enfants aux objections des aideurs, et proposent une analyse différentielle en fonction des types d'aideurs choisis.
Discussion
Authors: Fraysse Jean‐Claude
Published: September 2007

Les exposés de J. Beaudichon, W. Doise, J. M. Monteil et F. Winnykamen semblent pouvoir fournir un premier niveau de réponses aux questions posées par Flavell relatives à: 1) l'homogénéité des conduites (Flavell, 1982), 2) la décentration (Flavell, 1990). Les quatre exposés s'organisent selon un schéma général qui prend en compte les trois pôles autour desquels se constituent les échanges interactifs: le sujet, défini en tant qu'être social dont le développement cognitif trouve son origine dans l'environnement social qui est le sien; la tâche, qui apparaît avec ses deux composantes (cognitive et sociale) et dont la prise en compte est le résultat d'une importante activité d'attribution de signification; l'alter, considéré comme celui qui au cours d'une interaction va permettre au sujet de remettre en question son propre point de vue. La décentration apparaît comme un élément clé permettant de rendre compte de l'homogénéité fonctionnelle des conduites. Le mécanisme invoqué diffère selon les auteurs: conflit socio‐cognitif (Doise), imitation (Beaudichon, Winnykamen), élaboration d'une autre représentation de soi dans un contexte donné (Monteil).
Attentional Abilities and Maternal Scaffolding in the First Year of Life
Authors: Findji François
Published: September 2007

It is argued here that the development of attentional abilities during infancy does not rely exclusively on individual, stable characteristics of the child, but that interactions between infants and their social and physical environment play an important role in this development. In a longitudinal study at home, dyadic interactions and attentional behaviours were recorded at 5 and 8 months in 30 dyads. Two questions were relevant: How is focused attention part of infants' activities in their usual environment? How is the mother involved in this focused attention, and do maternal behaviours have effects on the infant? At around 5 months of age, a coherent set of results show that the mother plays a crucial role in the control of the infant's attention, which is still detectable three months later. The notion of attention scaffolding, which foreshadows subsequent scaffolding during problem solving, is discussed, as well as the indices evaluating attentional abilities.
Thinking About What is Not the Case
Authors: Harris Paul L.
Published: September 2007

It is usually assumed that when children set reality aside, and start to use their imagination, they think in an associative or undisciplined fashion. Contrary to this view, endorsed by Piaget and Freud alike, I argue that children often use their imagination in a consequential and logical fashion. First, children can work out the causal consequence of make‐believe transformations. For example, having seen a toy animal doused with make‐believe liquid, 2‐year‐olds realise the make‐believe consequences: they pretend to dry the animal or describe it as “wet”. Second, when presented with premises that run counter to their empirical knowledge (e.g., “All cats bark”) preschool children can make appropriate deductions from such premises provided they are prompted to adopt a make‐believe stance toward them. Third, despite knowing that a given belief or conclusion about reality is false, 4‐ and 5‐year‐olds recognise that it may be entertained and acted on by someone who is mistaken. Nevertheless, some children do occasionally fit the more traditional description of children's imagination: asked to imagine what they know to be false (e.g., that there is a rabbit or a fairy inside a box), they begin to wonder whether it might be true after all, and open the box to check.