bluuebunny/crossref_metadata_2025_split huggingface dataset:
An Examination of Learning Proficiency Differences in Low and Middle Ses Children
Authors: Turner Ralph R. 
Published: March 2013

The results of research investigating differences in matrix completion abilities between low-SES and middle-SES children have been inconsistent. This study provided a framework in which several unresolved issues could be examined. Item type, order of presentation, training modes, and developmental level were varied in two SES groups in an attempt to clarify previous research findings. The subjects were 288 individually tested children. SES level was determined by the Hollingshead and Redlich (1958) scale while developmental level was represented by first, third, and fifth grade levels. Training consisted of maximal prompt, correctness-of-response feedback, and a no-training-control condition. Subject responded to double classification and enclosure matrix completion item types until a criterion performance was obtained, and were then shown 11 transfer items of each type. The results revealed significant SES, grade, and training main effects. Generally, middle-SES and older subjects were able to learn more efficiently and transfer more effectively than their counterparts. SES and training interacted with item type and order of presentation which indicated differential facilitative effects across SES levels. A major finding was the absence of a significant SES X grade interaction. This result supports a developmental lag as opposed to Level I Level II interpretation.
Theories of the Development of Altruism: Review, Comparison and Integration
Authors: Sharabany Ruth , Bar-Tal Daniel 
Published: March 2013

The paper reviews four approaches regarding the development of altruism and proposes an integrative framework. In the first, the evolutionary approach, the focus is on the biological and social conditions which enhance altruistic behavior. In the second reviewed approach, the psychoanalytic, altruistic behavior is seen as an outcome of emotional growth of the individual and as being influenced by the interaction of intra-psychic forces. The third approach, social learning, emphasizes the external conditions which lead to learning of altruistic behavior. This approach considers the use of reinforcement and modeling as principal mechanisms for perpetuating altruistic behavior. Finally, the cognitive developmental approach postulates that altruistic development is a function of the level of cognition; social perspective, and moral development attained by the individual. The four approaches are compared in terms of three general issues: the origin of altruism, the conception of altruism as a state or as a trait, and individual differences in altruism. Analysis of the approaches suggests that each of them refers to a different unit of analysis and that, therefore, the four approaches can be viewed as complementing each other.
Development of Attachment and Exploratory Behavior in Infant Squirrel Monkeys under Controlled Rearing Conditions
Authors: Hopf S. , Herzog M. , Ploog D. 
Published: March 2013

This study contributes to the understanding of early development of communication in squirrel monkeys (Saimiri). Emission of expressive behavior as well as its perception (as concluded from the partner's responses) form the basis of social communication. We studied stimulus conditions that control attachment and exploratory behavior two interdependent fields of motivation which are especially important in the early stages of development. Newborn squirrel monkeys were isolated from their mothers and the group and were provided with a mother surrogate, manipulanda, and social surrogate stimuli: objects were so designed as to elicit behavior which would otherwise be directed at conspecifics. It was found that the animals displayed largely normal attachment and exploratory behavior. They modified their behavior depending on whether their contacts with the social surrogate were answered by aversive or non-aversive calls in the same sense as socially experienced conspecifics would do. Consequently, the conclusion may be drawn that specific genetic components are involved in comprehending emotional expressions.
Teaching Children about Verbal Referential Communication
Authors: Robinson E. J. , Robinson W. P. 
Published: March 2013

The results of both experimental and naturalistic studies show that when young children are told explicitly whether the listener does or does not understand what the speaker means, they advance both in their understanding about message ambiguity and in their communicative performance. We report an investigation of how this explicit information achieves its effects. In a comparison of five forms of intervention we found that when the explicit information was given immediately after the message, as in normal conversation, it was much more effective than when it was given at the end of an exchange. Under the former condition certain listening or speaking behaviours were imposed by the giving of the information. If this same behaviour was imposed without any explicit information, the effects on post-test performance were almost as great. We interpret the results as suggesting that explicit information about listeners' understanding or nonunderstanding achieves its effects via changes in children's listening and/or speaking behaviour. We discuss how this might happen.
A Cross-Cultural Comparison of Children's Behaviour during Their First Year in a Preschool
Authors: Hold-Cavell B. C.L. , Attili G. , Schleidt M. 
Published: March 2013

In Germany and Italy 16 children (8 in each country) were observed during their first year in preschool. An average of 50 five-minutes samples in Germany and 38 in Italy were analysed with regard to certain play and behaviour categories. The comparison revealed differences in 'looking around' and 'body contact' (both more in Italy), 'talking to somebody', 'automanipulation' (both more in Germany), and 'the number of children playing together' (German children preferred to play with more than one child, while Italian children played more often in dyads or alone). In both cultures children preferred the same age children for social play and the same sex children for parallel play and showed a decline of 'interactions with the teacher' and 'looking around' over the year. Sex differences were found in both cultures for 'object conffict'.
Lifespan Differences in Adult Thinking about Hypothetical and Personal Moral Issues: Reflection or Regression?
Authors: Pratt Michael W. , Golding Gail , Kerig Patricia 
Published: March 2013

Recent work on aging and moral judgment has investigated the claim that older adults may show a regression in their average stage level of moral judgment, compared with younger groups. A second line of work has suggested that at least some elderly adults may be more reflective in their thinking regarding moral and ethical issues (e.g. Kohlberg, 1973). The present research was designed to investigate these issues with respect to hypothetical and real-life moral judgment. Subjects were 60 adults in three age groups: 18-24 years, 30-45 years, and 60-75 years. Each responded to the Kohlberg Moral Judgment Interview and to the personal moral dilemma task of Gilligan. Measures of stage level and of reported use of perspectivetaking processes, as well as analyses of the content of personal dilemmas, were obtained. Results showed no average stage level differences between the age or sex groups. Hypothetical stage scores were significantly higher than real-life scores overall. There were no age differences in reported role-taking processes on hypothetical dilemmas, though there were sex differences, with men more likely to report adopting a third-party, observer role. Finally, older subjects produced significantly more varied reflections on their personal dilemmas.
The Priority of Description in Developmental Psychology
Authors: Sugarman Susan 
Published: March 2013

The central argument of the paper is that serious descriptive work needs to be done in developmental psychology. Insofar as the most basic agenda of the discipline is to describe the child's mind and how it changes, then there are significant ways in which neither Piaget nor many of his successors have carried out this agenda. Piaget aimed to carry it out, but instead imposed an adult grid on the children's behaviour and introduced other arbitrary assumptions about how they think. Contemporary research seems, on the other hand, to address the next stage of analysis. It seeks to establish when specific pregiven competencies really do first appear and through what mechanisms they might develop. Alternative guidelines for research are proposed that, although not replacements for existing practices, aim more directly at identifying essential constituent features of the child's mental reality. These guidelines are organised around the observation and analysis of developmental change, an emphasis absent from much of contemporary work, although present in Piaget. By contrast with Piaget (and contemporary research), however, the guidelines build in fewer presuppositions about where development is headed and the categories in terms of which it is to be viewed. These features are, rather, the outcome of investigation.
Becoming Aware of One's Competence in the Second Year: Developmental Progression within the Mother Child Dyad
Authors: Heckhausen Jutta 
Published: March 2013

This article shows that infants become aware of their competence in the second year. It is argued that this progression is: (1) promoted in the interaction with a familiar and motivated adult; (2) is part and parcel of developmental advances in control of action; (3) is expressed in a sequence of behavioural indicators predicted by a task-analysis. Task-centred interactions of 12 mother-infant pairs were observed at bimonthly intervals between the infants' 14th and 22nd month. Control of action was assessed in terms of per-minute rate of task attempts, and number of consecutive attempts in task-action episodes. Behavioural indicators of awareness of one's competence included reactions to successful and unsuccessful outcomes, and seeking and rejecting maternal help. The findings support the three predictions raised, in that: (1) with the mother-child dyad paradigm employed, pride reactions to success became common as early as at 20 months; (2) developmental gains both in action control and in becoming aware of one's competence occurred across the entire longitudinal span; (3) the findings are consistent with the predicted sequence of different kinds of help-related behaviour and reactions to failure and success.
The Role of Comparison Activity in the Development of Referential Communication
Authors: Camaioni Luigia , Ercolani Anna Paola 
Published: March 2013

The hypothesis that a significant relation exists between referential communication performance and comparison performance was investigated. A pretest-test design was adopted in which two comparison tasks-a "comprehension task" and a "match to sample task"-were selected for the pretest and other two tasks-different versions of the Krauss and Glucksberg referential communication task-were employed for testing children's communicative effectiveness. One hundred and fifty Italian children ranging in age from 5 years 1 month to 8 years 5 months served as subjects for the pretest. Sixty-four children, equally divided into four groups (young-low, young-high, old-low, oldhigh) on the basis of both age and the comparison performance level achieved in the pretest tests, were tested on the two versions of the Krauss and Glucksberg task. As expected, the results indicated that the ability to compare in non-communicative tasks was significantly related to communication effectiveness in referential tasks. In particular, younger children classified as high on comparison skills consistently exhibited communicative performances similar to those of older children classified as low on comparison skills.
Investigating the Effects of Planning Aids on Adults' and Adolescents' Organisation of a Complex Task
Authors: Chalmers Denise , Lawrence Jeanette A. 
Published: March 2013

Adolescents and adults planned a hypothetical unexpected party for a teenager, with and without planning aids in two studies. Errors were computed for subjects' planning of the given party task, and for their transformations of the task into one of their own. In Study 1, when planning aids were provided for all subjects, adolescents produced plans with no more errors than plans of working adults in the given party task, but made more errors than working adults when they transformed the task into one of their own. In Study 2, retired adults, working adults, and adolescents were assigned to two conditions (with and without planning aids). Planning aids were effective for all age groups and planning efficiency was related to the experimental provision of planning aids, subjects' use of integrated or single-step planning strategies, and their retrospective evaluations of their plans. Adolescents did not make more errors than either group of adults, but retired adults made more errors than working adults regardless of whether plans were analysed as given or following subjects' own plans. Findings are interpreted in relation to their developmental implications and to the possibility of assisting older and younger planners to engage in effective organisation of complex tasks with the presentation of planning aids.
The Socialisation of Pride in Young Children
Authors: Reissland Nadja 
Published: March 2013

A total of 40 target children, ranging in age from 10 months to 4 years 10 months (mean age 31 months) and their mothers, took part in a study, involving a game of "feeding fish" with different sized marbles in order to test the relation between maternal praise and performance in children. The mothers and children were videotaped in their homes. It was established that children improved their performance on the task as they grew older, that at a mean age of 35.1 months they smiled selectively more often when performing at their higher levels of capability and that mothers praised the highest level of performance relatively more often than lower levels of performance. Furthermore, mothers praise directed to younger children included reference to the person and the performance of the actor. Praise directed toward older children, however, included only reference to the performance of the child. The implications of these observations for the socialisation of pride are discussed.
Gender-related Behaviour, Attitudes, and Personality in Parents of Young Children in England and Hungary
Authors: Gervai Judit , Turner Patricia J. , Hinde Robert A. 
Published: March 2013

This paper is concerned with the extent to which "traditionality" of parents' attitudes towards the other sex are related to sex-bias in expectations regarding children and to involvement in sex-typical household tasks. We also examine each of these in relation to how parents see themselves along dimensions of "masculinity" (instrumental traits) and "femininity" (expressive traits). To obtain a wide spectrum of cultural values, comparable data were collected on parents of preschool-aged children (n = 161) in Cambridge (England) and Budapest (Hungary). Parents' personalities, attitudes, and behaviour were assessed by self-report questionnaires. Parents with more traditional views on male-female adult relations had more sex-biased expectations of their children. Furthermore, with the exception of Budapest mothers, parents who had more traditional attitudes and expectations were more gender-stereotyped in their behaviour. Mothers' sex-role behaviour in Budapest was related to their husbands' attitudes. Comparing parents according to sex and location the following results emerge: fathers were more sex-biased in parenting expectations and more traditional in their attitudes to adult relations than mothers. Sex-typical household and child-care duties were more likely to be performed by the parent of the traditionally "appropriate" sex. Budapest parents were more sex-biased in their attitudes than Cambridge parents, but less gender-typed in their role-sharing behaviour. This difference in role-sharing was related to maternal employment. These results further support the contention that the various gender-related phenomena-traits, attitudes, values, interests, preferences, and behaviour- are multifactorial. As a considerable variation has been found in parents' gender-related personality, behaviour, and attitudes, it remains to be seen whether this variation is reflected in any way in the behaviour of their preschool daughters and sons.
Self-concept and Coping with Developmental Demands in German and Polish Adolescents
Authors: Schonpflug Ute , Jansen Xander 
Published: March 2013

Changes in development during adolescence may be understood as the result of the adolescent's active pursuit of developmental tasks. Various choices made by adolescents relating to specific developmental goals can be determined, among other factors, by personality dispositions such as control beliefs, self-esteem, and self-efficacy. In this study, these concepts were integrated into a single construct of self-as-agent belief, assessed by items derived from scales measuring the three factors. It was predicted that adolescents holding strong self-as-agent beliefs (a) would persistently prefer active and self-reliant strategies to cope with developmental goals and (b) would show lower discrepancies between desired goal states and present developmental states in the three developmental domains of autonomy, preparation for professional life, and opposite-sex partnership, when compared with adolescents holding weak self-as-agent beliefs. Furthermore, it was hypothesised that (c) the persistently more active adolescents would also reveal less discrepancy between developmental goal and state. Supportive evidence was found for all of the three hypotheses, but type of developmental task, gender, age, and culture were also relevant variables. Cross-cultural differences pertained to, for example, general demand level and preference of active approach to developmental goals (German higher than Polish adolescents), as well as timing of changes in demand level (Polish later than German adolescents).
Kinematics of Anterior Cruciate Ligament Ruptures in World Cup Alpine Skiing
Authors: Bere Tone , Mok Kam-Ming , Koga Hideyuki , Krosshaug Tron , Nordsletten Lars , Bahr Roald 
Published: March 2013

Background: Based on visual video analyses of 20 injury situations, the main mechanism of anterior cruciate ligament (ACL) injury in World Cup alpine skiing, termed the “slip-catch” mechanism, was identified. This situation is characterized by a common pattern in which the inside edge of the outer ski catches the snow surface while turning, forcing the knee into valgus and tibial internal rotation. To describe the exact joint kinematics at the time of injury, a more sophisticated approach is needed. Purpose: To describe the knee and hip kinematics in 2 slip-catch situations utilizing a model-based image-matching (MBIM) technique. Study Design: Descriptive laboratory study. Methods: Two typical slip-catch situations in World Cup alpine skiing reported through the International Ski Federation (FIS) Injury Surveillance System were captured on video with several camera views and high video quality. The injury situations were analyzed using the MBIM technique to produce continuous measurements of knee and hip joint kinematics. Results: Within 60 milliseconds, the knee flexion angle increased rapidly from 26° to 63° in case 1 and from 39° to 69° in case 2. In the same period, we observed a rapid increase in internal rotation of the tibia with a peak of 12° and 9°, respectively. The knee valgus angle changed less markedly in both cases. We also observed a rapid increase of hip flexion as well as substantial hip internal rotation. Conclusion: Knee compression and knee internal rotation and abduction torque are important components of the injury mechanism in a slip-catch situation. Clinical Relevance: Prevention efforts should focus on avoiding a forceful tibial internal rotation in combination with knee valgus.
Event Study Methodology in Marketing
Authors: Delattre Eric 
Published: March 2013

An event study measures the impact of specific events (exogenous and endogenous) on stock prices. Often used in finance, this methodology is also of interest in marketing. Indeed, it seems that marketing decisions impact significantly on financial markets. In addition, marketing factors that tend to increase or mitigate the impact of an event are largely ignored. With this in mind, the objective of this paper is to argue the usefulness of event studies and provide insights into some necessary adaptations of these studies for marketing research. The main contribution of this paper is to demonstrate that a full spectrum of data, not purely financial, should be used in order to better understand the value creation or value destruction effects of an event.
Buzz and Recommendations on the Internet. What Impacts on Box-Office Success?
Authors: Larceneux Fabrice 
Published: March 2013

Potential moviegoers may find information on the Internet on movie critics' recommendations and web users' comments on movies they have seen. The more a recommendation is shared by a large number of individuals, the greater is the buzz. This research explores to what extent this online buzz can be a predictor and/or modifier of box-office results, particularly the week following the launch. A field experiment on 534 movies shows that the buzz, and more specifically critics' recommendations appearing on the allocine.com website, is significantly correlated with box-office results after the first week. Various developments show that these online recommendations may not only predict but also influence box-office results.
Protein function prediction by massive integration of evolutionary analyses and multiple data sources
Authors: Cozzetto Domenico , Buchan Daniel WA , Bryson Kevin , Jones David T 
Published: March 2013

Abstract

Background
Accurate protein function annotation is a severe bottleneck when utilizing the deluge of high-throughput, next generation sequencing data. Keeping database annotations up-to-date has become a major scientific challenge that requires the development of reliable automatic predictors of protein function. The CAFA experiment provided a unique opportunity to undertake comprehensive 'blind testing' of many diverse approaches for automated function prediction. We report on the methodology we used for this challenge and on the lessons we learnt.

Methods
Our method integrates into a single framework a wide variety of biological information sources, encompassing sequence, gene expression and protein-protein interaction data, as well as annotations in UniProt entries. The methodology transfers functional categories based on the results from complementary homology-based and feature-based analyses. We generated the final molecular function and biological process assignments by combining the initial predictions in a probabilistic manner, which takes into account the Gene Ontology hierarchical structure.

Results
We propose a novel scoring function called COmbined Graph-Information Content similarity (COGIC) score for the comparison of predicted functional categories and benchmark data. We demonstrate that our integrative approach provides increased scope and accuracy over both the component methods and the naïve predictors. In line with previous studies, we find that molecular function predictions are more accurate than biological process assignments.

Conclusions
Overall, the results indicate that there is considerable room for improvement in the field. It still remains for the community to invest a great deal of effort to make automated function prediction a useful and routine component in the toolbox of life scientists. As already witnessed in other areas, community-wide blind testing experiments will be pivotal in establishing standards for the evaluation of prediction accuracy, in fostering advancements and new ideas, and ultimately in recording progress.