Education and Life Satisfaction in Relation to the Probability of Social Trust: a Conceptual Framework and Empirical Analysis

We employ cross-sectional microdata from 2010 through 2012 collected by the Italian National Institute of Statistics to investigate the proposed conceptual framework regarding the joint relationship between education, life satisfaction and the probability of social trust. The analysis has been carried out using two alternative specifications of the logit model: parametric and semiparametric. Our findings suggest that (a) both modelling methods that we utilise yield consistent results in terms of the positive effects of education and life satisfaction on social trust; (b) for unsatisfied individuals, social trust is generally low and largely unresponsive to the individual’s education level, whereas for ‘sufficiently satisfied’ individuals, social trust increases strongly with education; (c) there are some gender differences in the joint relationship between education, life satisfaction and social trust and (d) the parametric approach tends to mask some interesting patterns that are captured by the semiparametric specification. This finding implies that the parametric approach leads to a biased interpretation of the results, with an apparent failure of some of the assumptions made in the conceptual framework.     

Are We Educating Creative Professionals? The Results of Some Experiments on the Education of Social Work Students in Italy

Creativity is a competence crucial for the practice of social work. In particular, it is associated with a greater ability to solve complex problems and to learn, and it is considered to be an integral element of the professional identity of social workers. Nevertheless, in the past 20 years, neoliberal policies and bureaucratization have promoted models of education focused more on technical skills than on imaginative and ideational capacities. This article presents the results of two experiments conducted to determine the effects on creativity and imagination of the technical education of social workers. The results show that creativity is not a variable independent of the type of education delivered to students and that educational programmes which emphasise only the technical dimension of social work can have a direct influence on the creative abilities of students. It is therefore necessary to strike the right balance between education aimed at the acquisition of technical skills and education that promotes creativity.     

Preverbal Infants' Ability to Encode the Outcome of Distributive Actions

This research examined whether 10‐month‐old infants expect agents to perform equal distribution of resources. In Experiment 1, infants saw a distributor performing either an equal distribution where one strawberry was given to each of two recipients, or an unequal distribution that favored one of the recipients. Infants looked longer at the unequal test event, suggesting that they expected the strawberries to be distributed equally. In Experiment 2, the potential recipients were replaced with inanimate objects to rule out a lower‐level alternative explanation of the results in Experiment 1 based on symmetric movement of the distributor. Infants' looking times did not reveal a preference for one of the two outcomes of the test events (i.e., symmetric or asymmetric movement). Experiment 3 controlled for the role of the distributive action, that is, here the distributors only removed barriers revealing strawberries that the recipients already had. No preference was observed when an equal or unequal initial allocation of resources was revealed. Experiment 4 assessed whether infants relied on affiliative information provided by the distributor's movements. The distributor made the same movements as in Experiment 1, but without distributing any strawberries, and no difference in looking times was observed. These findings support the view that preverbal infants expect agents to behave according to a simple principle: Resources are to be distributed equally among equivalent recipients. We discuss the possible links between such reactions and the emergence of an early sense of fairness.     

A note on the posterior inference for the Yule–Simon distribution

The Yule–Simon distribution has been out of the radar of the Bayesian community, so far. In this note, we propose an explicit Gibbs sampling scheme when a Gamma prior is chosen for the shape parameter. The performance of the algorithm is illustrated with simulation studies, including count data regression, and a real data application to text analysis. We compare our proposal to the frequentist counterparts showing better performance of our algorithm when a small sample size is considered.