Understanding Solitude: Young Children's Attitudes and Responses Toward Hypothetical Socially Withdrawn Peers

The goal of the present study was to explore young children's attitudes and responses to different forms of social withdrawal by eliciting responses to hypothetical vignettes. Participants included 137 children (49 boys, 88 girls) in kindergarten and grade 1 classes (M_age = 75.94 months, SD = 9.03) in Ottawa, Canada. Parents rated child characteristics, including shyness, unsociability and aggression. Children were also interviewed individually and presented with a series of hypothetical vignettes describing the behaviors of shy, unsociable, aggressive and socially competent children. In response to each vignette, children were asked a series of questions designed to assess their perceptions, attitudes and responses toward each child behavior. Results suggested that young children made surprisingly sophisticated distinctions between shyness and unsociability, demonstrating differences in terms of attributions of behavioral intent, liking and sympathetic responses. In addition, unsociable children evidenced a distinct pattern of responses to hypothetical peers. These findings add to the growing body of research distinguishing different forms of social withdrawal, and shed some light as to why unsociability in early childhood may not be so benign.     

Effects of Provocation on Maltreated and Nonmaltreated Preschoolers' Understanding of Moral Transgressions

This study examined maltreated and nonmaltreated preschool children's judgments regarding hypothetical provoked and unprovoked moral transgressions. Maltreated children (17 physically abused and 19 neglected) and 19 matched nonmaltreated children rated the severity and deserved punishment and evaluated affective responses to six hypothetical moral transgressions which were depicted as both unprovoked and provoked by another child's actions. All children rated unprovoked transgressions as more serious and deserving of punishment and as eliciting more happiness and fear and less anger than transgressions that were depicted as provoked by another's actions. No gender or maltreatment status differences in ratings of transgression severity and deserved punishment were found; however, patterns of affective responses to hypothetical transgressions differed as a function of maltreatment subtype. Findings are discussed in terms of previous research on maltreatment and moral judgment development.     

Bias and brains: Risk aversion and cognitive ability across real and hypothetical settings

I collect data on subjects’ risk attitudes using real and hypothetical risky choices. I also measure their cognitive ability using the cognitive reflective test (CRT). On average, measured risk preferences are not significantly different across real and hypothetical settings. However, cognitive ability is inversely related to risk aversion when choices are hypothetical, but it is unrelated when the choices are real. This interaction between cognitive ability and hypothetical setting is consistent with the notion that some individuals, specifically higher-ability individuals, may treat hypothetical choices as “puzzles,” and provides one potential explanation for why some studies find that subjects indicate that they are more tolerant of risk when they make hypothetical choices than when they make real choices.     

Influence of Gender on Parental Socialization of Children's Sadness Regulation

Mothers' (N = 60) and fathers' (N = 53) perceptions of and desire for change in their 6‐ to 11‐year‐old daughters' (N = 59) and sons' (N = 54) sadness regulation behaviors (i.e., inhibition, dysregulation, coping) were examined in addition to parental responses to children's hypothetical sadness displays. Results of multivariate analyses of variance and regression analyses suggest that parental perceptions of and desired change in children's sadness behavior differ as a function of parent gender, child gender and child age (younger (grades 1, 2), older (grades 4, 5)), and predict the likelihood of contingent responses to children's sadness behavior. Overall, fathers reported being likely to respond to sadness with minimization whereas mothers reported being likely to respond with expressive encouragement and problem‐focused strategies. These parent‐reported socialization response tendencies, however, were more fully explained by the interaction between perceptions of children's sadness regulation behaviors and satisfaction with these behaviors. These findings highlight the need to include parent gender and parental cognitions as important variables in emotion socialization research.     

Young Children's Affective Responses to Acceptance and Rejection From Peers: A Computer‐based Task Sensitive to Variation in Temperamental Shyness and Gender

This study presents a novel task examining young children's affective responses to evaluative feedback—specifically, social acceptance and rejection—from peers. We aimed to determine (1) whether young children report their affective responses to hypothetical peer evaluation predictably and consistently, and (2) whether young children's responses to peer evaluation vary as a function of temperamental shyness and gender. Four‐ to seven‐year‐old children (N = 48) sorted pictures of unknown, similar‐aged children into those with whom they wished or did not wish to play. Computerized peer evaluation later noted whether the pictured children were interested in a future playdate with participants. Participants then rated their affective responses to each acceptance or rejection event. Children were happy when accepted by children with whom they wanted to play, and disappointed when these children rejected them. Highly shy boys showed a wider range of responses to acceptance and rejection based on initial social interest, and may be particularly sensitive to both positive and negative evaluation. Overall, the playdate task captures individual differences in affective responses to evaluative peer feedback and is potentially amenable to future applications in research with young children, including pairings with psychophysiological measures.     

How would you like your gain in life expectancy to be provided? An experimental approach

This paper reports the results of an empirical study investigating people’s preferences over three different types of perturbation to their survival function, each perturbation generating the same gain in life expectancy. Preferences over the three different perturbations were found to be distributed more or less evenly across the subject pool. Use of a novel experimental methodology generated economically consistent and intuitively plausible responses to (necessarily) hypothetical questions concerning improvements in life expectancy by first allowing respondents to gain experience while making similar choices in an incentivized setting involving financial risk. The results demonstrate the potential for economic experiments to contribute to the development of more robust methods for policy evaluation in domains where physical risk is an important factor.     

Mothers' Socialization of Children's Emotion in India and the USA: A Cross‐ and Within‐culture Comparison

Parent responses to children's emotions vary within and across cultures. The present study compared mothers' reports of their emotional and behavioral responses in hypothetical situations depicting their children experiencing anger, sadness, or physical pain in two communities in India (traditional old city, N = 60; suburban middle class, N = 60), with a suburban middle‐class group in the USA (N = 60). Results showed that mothers in both groups in India reported more explanation‐oriented problem‐focused responses to their children's emotions than US mothers. US mothers reported the most solution‐oriented problem‐focused responses, followed by suburban Indian mothers, followed by old‐city mothers. US mothers reported behaviorally‐oriented punitive responses (i.e., time out, removal of privileges) towards child anger more than the other groups. Suburban Indian mothers reported briefly not talking to the child in response to child anger more than the other groups whereas old‐city Indian mothers reported scolding/spanking more than the other groups.     

Attitudes towards reproductive technologies for humans

Abstract

The aim of this exploratory study was to measure attitudes towards various applications of real and hypothetical reproductive technologies for humans, including prenatal gender selection. A total of 121 undergraduate university students completed a questionnaire measuring knowledge, interest, trust, risks and benefits, and attitudes towards reproductive technologies for humans. An exploratory factor analysis showed that participants rated the use of these technologies as unacceptable if it was for personal enhancement but acceptable for “medically useful” applications. Participants also reported not having a gender preference for their (hypothetical) unborn child, were they to use prenatal gender selection, an application very few approved of. Results failed to support a general desire to use prenatal gender selection or to hypothetically favour one gender over the other. Attitudes towards reproductive technologies cannot be simply summarised in a “pro or against” manner as they heavily depend on the context.     

Linkages between Children's Beliefs about the Legitimacy of Aggression and Their Behavior

The purposes of this study were to learn whether children's beliefs about the legitimacy of aggression can be reliably assessed and whether these beliefs relate to children's everyday social behavior with peers, as well as their responses to hypothetical ambiguous provocation situations. Fourth- and fifth-grade students ( n = 781) responded to a 16-item questionnaire designed to measure children's beliefs about the legitimacy of aggression. Children's behavioral orientation was assessed using two methods: (1) children's responses to ten hypothetical situations involving ambiguous provocation, and (2) peer evaluations of children's aggressive, withdrawn, and prosocial behavior. Results indicated that children's beliefs about the legitimacy of aggression were reliably measured. Furthermore, results from both measures of behavioral style showed that children who believed strongly in the legitimacy of aggression were more aggressive, less withdrawn, and less prosocial. The findings suggest that one focus of efforts to decrease children's aggression should be the modification of their beliefs about the legitimacy of aggressive actions.     

Monetary incentives in the loss domain and behavior toward risk: An experimental comparison of three reward schemes including real losses

In the loss domain, both practical and ethical considerations rule out the systematic use of an incentive-compatible procedure involving real losses. The experimental study presented here aims at investigating whether some easier-to-implement procedure could be adequately used. For that purpose, the subjects’ degree of risk aversion is compared across three payment conditions: a real-losses condition based on a random-lottery (incentive-compatible) system, which serves as a benchmark, and two challengers, namely a “losses-from-an-initial-endowment” procedure and a hypothetical-losses condition. As a by-product, our experimental design also allows us to investigate the impact of monetary incentives in the gain domain. The main result is twofold: no significant difference arises between the three payment conditions in the loss domain, while real and hypothetical choices significantly differ in the gain domain. Our results suggest that the use of monetary incentives may be more crucial in the gain domain than in the loss domain.     

Affective ties and social information processing

We examined whether second‐ and fifth‐graders could display differentiated social information processing (SIP) about known peers varying in affective ties. Children's response evaluation and decision (RED) and goal importance ratings were obtained for nine ambiguous provocations involving their best friends, neutral peers, and enemies (three stories for each relationship). For each story, RED was assessed for hostile, competent and passive responses to provocation, and the importance of four social goals was rated. Both second‐ and fifth‐graders displayed RED that depended on both the type of relationship they had with the provocateur and on the type of response (hostile, competent or passive). Children's social goals were affected by their relationship with the provocateur. Younger children's failure to display sensitivity to situational cues in previous studies is likely due to the cognitive demands of reasoning about hypothetical characters rather than an insensitivity to situational cues, per se.     

Allais for all: Revisiting the paradox in a large representative sample

We administer the Allais paradox questions to both a representative sample of the Dutch population and to student subjects. Three treatments are implemented: one with the original high hypothetical payoffs, one with low hypothetical payoffs and a third with low real payoffs. Our key findings are: (i) violations in the non-lab sample are systematic and a large bulk of violations is likely to stem from non-familiarity with large payoffs, (ii) we can identify groups of the general population that have much higher than average violation rates; this concerns mainly the lowly educated and unemployed, and (iii) the relative treatment differences in the population at large are accurately predicted by the lab sample, but violation rates in all lab treatments are about 15 percentage points lower than in the corresponding non-lab treatments.     

How does newspaper coverage of collective action vary?: Protest by Indigenous people in Canada

Newspapers are a widely used source of data about collective action and social movements. In this study, we build upon a growing body of literature that critically assesses the coverage that newspapers provide of protest. We consider coverage in relation to a set of protest events that have yet to be considered in the literature (protest by Indigenous people in Canada); we consider multiple years (1985 and 1995); and finally, we measure coverage differently than has been done in previous studies (multiple articles and type of coverage as opposed to yes/no assessments). Using data on forty-three protest events, covered in seven Canadian newspapers, we find that while some events are covered by a similar number of newspapers, the volume of articles and type of coverage can be very different. We also find that for most newspapers, coverage rates improved over time. Scholars must be careful to assess whether increases in protest are real or merely reflect increases in coverage.     

Under Pressure: Individual Differences in Children's Suggestibility in Response to Intense Social Influence

Prior research on the relation between children's suggestibility and verbal skills has yielded mixed results. This study examined children's suggestibility in a high social pressure context in conjunction with individual differences in verbal ability and social understanding. Sixty‐nine children were read a story by a classroom visitor. One week later children were asked suggestive questions about the visit and pressured to respond ‘yes’. One week after the first interview, children were re‐asked the same questions, this time with no pressure. Children's suggestibility in response to social pressure was found to be significantly and negatively correlated with receptive vocabulary knowledge, but not with social understanding, the ability to understand and interpret social interactions. In addition, suggestibility scores exhibited a distinctly bimodal distribution, with many children acquiescing to all pressured suggestions, many children acquiescing to no suggestions, and few children falling between these two extremes.     

Children's Use and Knowledge of Display Rules for Anger Following Hypothetical Vignettes versus Following Live Peer Interaction

Our primary goal was to examine the correspondence between children's self-reported use and knowledge of display rules for anger following hypothetical vignettes versus following live peer interactions. Our secondary goal was to investigate whether children's self-reported experience and self-reported expression of anger were related their observed anger expression, considered an observational measure of use of display rules for anger. Participants were 274 second-grade children. Children were first interviewed about their use and knowledge of display rules for anger in game-playing situations depicted through hypothetical vignettes. Several months later, children interacted with a confederate in standardized games designed to simulate the vignettes and answered the same questions about display rules. Children's responses were moderately related across the two contexts. However, following the live interactions, compared to the hypothetical vignettes, children reported feeling less anger, expressing less anger, intending to hide their anger more, and dissembling their anger more. In addition, there were differences in the quality and quantity of strategies for hiding anger that children generated across the two contexts. Observations of anger expression were not related to self-reports of either the experience or expression of anger.     

The Judge Specificity of Evaluations of Youth Social Behavior: The Case of Peer Provocation

Increasingly, theorists have suggested that social competence is an evaluative construct that will vary as a function of who is judging behavior. This study examined how two key groups in children's social environments—peers (N = 663, age range = 10.83–15.25 years) and teachers (N = 49)—rated the effectiveness of different behaviors generated by youth in response to physical, verbal, and relational provocation by peers. Results indicated that youth evaluated aggressive responses as more effective than teachers whereas teachers evaluated seeking an explanation as more effective than youth. Both groups judged responses combining assertive and aggressive elements to be more effective than ‘pure’ aggression. Implications for measurement and intervention models of social competence are discussed.     

疏解首都科技创新功能可行吗？--韩国的经验及其对北京的启示

自京津冀协同发展战略提出以来,各方关注焦点始终集中在疏解北京非首都核心功能方面。那么北京核心功能是否也能够被部分疏解？根据韩国首都圈治理经验,科技创新功能可以通过建设“创新城市”等措施向外疏解,从而实现缓解首都圈压力和推动地方经济发展的作用。据此,针对北京未来发展建设提出三点建议：找准特色,张弛有度;政府引导,整体规划;集中疏解,激发潜力。     

Investigating the Effects of Trauma-Related Research on Well-Being

Using an experimental design, we investigated the impact of participation in trauma-related research on well-being in a sample of 219 higher education students. We created five conditions that exposed participants to questions about life events. A sixth condition represented a control condition. Exposure conditions varied according to whether they contained yes/no questions about events that entailed stress, stigma, trauma, or sexual violation. We operationalized well-being by measuring positive and negative affect, state anxiety, and positive reactions to research. Across exposure conditions, participants reported low levels of negative affect and generally positive reactions immediately after participation. The most negative and least positive responses followed exposure conditions that contained questions about stressful events and sexual violation. We discuss implications of our findings for ethics review board practices.     

Investigating the effects of trauma-related research on well-being

Using an experimental design, we investigated the impact of participation in trauma-related research on well-being in a sample of 219 higher education students. We created five conditions that exposed participants to questions about life events. A sixth condition represented a control condition. Exposure conditions varied according to whether they contained yes/no questions about events that entailed stress, stigma, trauma, or sexual violation. We operationalized well-being by measuring positive and negative affect, state anxiety, and positive reactions to research. Across exposure conditions, participants reported low levels of negative affect and generally positive reactions immediately after participation. The most negative and least positive responses followed exposure conditions that contained questions about stressful events and sexual violation. We discuss implications of our findings for ethics review board practices.