A coordinate-free approach to testable hypotheses

Using the coordinate-free version of the linear model and geometrical considerations, the usual definition of testable hyptheses is extended. The concept of partially testable hypotheses is defined in that context. This new approach provides an alternative to the one given by Peixoto (1986), offering some complementary aspects. Simple and direct techniques for testing the new testable hyptheses by means of the classical testing procedure are given.     

The Diffusion of Innovations: A Methodological Reappraisal

Studies of diffusion have traditionally relied on specific distributions, primarily the logistic, to characterize and estimate those processes. We argue that such an approach gives rise to serious problems of comparability and interpretation and may result in large biases in the estimates of the parameters of interest. We propose instead the Gini's expected mean difference as a measure of diffusion speed. We discuss its advantages over the traditional approach, present a nonparametric estimation procedure, and tackle with it the problems of truncated processes and of intergroup comparisons. We also elaborate on the use of the hazard rate and suggest various extensions. The diffusion of computed tomography scanners is presented as an illustration.     

Is this the end of globalization (as we know it)?

ABSTRACT

According to different media and analysts, globalization could be in a phase of ‘slowbalization’, de-globalization or even secular stagnation. After surveying academic proposals for defining, classifying and measuring globalization, by means of the Elcano Global Presence Index, this paper explores to what extent globalization has stagnated and/or whether it has changed its nature. Our results show that globalization has slowed down, but not retrenched. However, economic globalization has lost traction (something that probably explains the general perception on de-globalization) while soft projection has become the main driver of globalization.     

The Other‐Race Effect in a Longitudinal Sample of 3‐, 6‐ and 9‐Month‐Old Infants: Evidence of a Training Effect

We investigated the development of the other‐race effect “ORE” in a longitudinal sample of 3‐, 6‐, and 9‐month‐old Caucasian infants. Previous research using cross‐sectional samples has shown an unstable ORE at 3 months, an increase at 6 months and full development at 9 months. In Experiment 1, we tested whether 9‐month‐olds showed the ORE with Caucasian and African faces. As expected, the 9‐month‐olds discriminated faces within their own ethnicity (Caucasian) but not within the unfamiliar ethnicity (African). In months. In Experiment 2, we longitudinally tested infants at 3, 6, and 9 months by presenting either the Caucasian or the African faces used in Experiment 1. In contrast to previous cross‐sectional studies and Experiment 1, we found that infants discriminated between all stimuli. Hence, we did not find the ORE in this longitudinal study even at 9 months. We assume that the infants in our longitudinal study showed no ORE because of previous repetitive exposure to African faces at 3 and 6 months. We argue that only a few presentations of faces from other ethnic categories sufficiently slow the development of the ORE.     

Embeddings of circulant networks

In this paper we solve the edge isoperimetric problem for circulant networks and consider the problem of embedding circulant networks into various graphs such as arbitrary trees, cycles, certain multicyclic graphs and ladders to yield the minimum wirelength.     

The Role of Physical Context,Verbal Skills,Non‐parental Care,Social Support,and Type of Parental Discipline in the Development of ToM Capacity in Five‐Year‐Old Children

The aim of this study was to analyze the influence of family context on the performance of 5‐year‐old children (N = 70) in theory of mind (ToM) tasks. The children's performances were assessed during individual sessions held at school. Children's verbal skills were assessed using the Peabody picture vocabulary test (PPVT). Interviews were also conducted with parents in the family home in order to gather sociodemographic data and to assess diverse variables of the family context. In addition to confirming the important role played by children's verbal skills in ToM, the results also supported a potential influence of family context in ToM development through variables, such as quality of non‐parental care or level of social contact and support. The educational implications of these results are discussed in relation to family intervention.     

Translational research: implications for the study of work and family

ABSTRACT

Translational research facilitates the application of knowledge gained from research, bridging the divide between research and practice. In the context of work and family studies, translational research can take a variety of forms, depending upon the degree of engagement with stakeholders or end-users of the research. In this study, we defined and examined indicators of translational research in exemplary work and family research publications, in an effort to shed light on the adaptation of translational research perspectives to the work and family field. Using content analysis, we examined indicators of translational research in the 46 articles nominated for the 2018 Rosabeth Moss Kanter Award for work and family research. Of the 46 articles in the study, 24 (52.2%) included content suggesting translational research. The most common indicators of translational research involved presenting practical and policy applications or implications of research findings, while fewer articles mentioned developing sustained research-practice partnerships or engaging stakeholders in study design or implementation. We identify several implications of these findings for work and family scholars, academic organizations, professional associations, and the field of work and family research as a whole.     

Forced to deal with the future: uncertainty and risk in vocational choices among Portuguese secondary school students

In contemporary societies, adolescents' individuation is largely staged within the educational system, and is defined by several schooling options. This is particularly true when young people reach upper secondary education, as this transition implies the definition of a personal project. In the Portuguese context, authenticity is linked to the ‘obligation’ of choosing – by means of a compulsory vocational choice. To define a personal project that gives studies a meaning becomes a problem pupils have to deal with. Supported on empirical data based on in‐depth interviews to pupils attending 10th and 12th years of upper secondary education in Portuguese public schools, this article discusses some of these issues. Specially, we intend to explore pupils' obligation to exhibit their autonomy by choosing a school path with the awareness of risks that may emerge along with their options.