High Risk Children (HRC) are those with an increased risk of abnormal development due to any factor affecting neurological growth. Those factors have been the focus of most studies in this area. However, little is known about their long-term consequences over the course of child development. Objectives: the goal was to study the cognitive, emotional and academic outcomes of 7-year-old children diagnosed as HRC at birth. Method: We compared 14 HRC and 20 healthy children using the WISC-IV, BASC and Brunet-Lezine tests. Results: HRC showed cognitive, emotional and academic deficits compared with healthy children. However, Brunet-Lezine scores obtained over the course of development (6, 12, 18 and 24 months) were not predictive of the children's' current psychological status. Conclusions: long-term follow-up with HRC should be maintained until 7 years of age, at which point an appropriate treatment should be implemented.

The neuronal activity in the rabbit's visual cortex, lateral geniculate nucleus and superior colliculus was investigated in responses to 8 color stimuli changes in pairs. This activity consisted of phasic responses (50-90 and 130-300 Ms after stimuli changes) and tonic response (after 300 Ms). The phasic responses used as a basis for the matrices (8 × 8) constructed for each neuron included the average of spikes/sec in responses to all stimuli changes. All matrices were treated by factor analysis and the basic axes of sensory spaces were revealed. Sensory spaces reconstructed from neuronal spike discharges had a two-dimensional (with brightness and darkness axes) or four-dimensional (with two color and two achromatic axes) structure. Thus it allowed us to split neurons into groups measuring only brightness differences and the measuring of color and brightness differences between stimuli. The tonic component of most of the neurons in the lateral geniculate nucleus showed linear correlation with changes in intensities; therefore, these neurons could be characterized as pre-detectors for cortical selective detectors. The neuronal spaces demonstrated a coincidence with spaces revealed by other methods. This fact may reflect the general principle of vector coding (Sokolov, 2000) of sensory information in the visual system.

Situations generated by high family risk have a negative effect on personal development, especially during preadolescence. Growing up in the presence of risk factors can lead to negative consequences on mental health or on school performance. The objective of this study focuses on individual factors related to this phenomenon during preadolescence. Specifically, we seek to establish whether level of family risk (high vs. low risk) is related to interpersonal problem-solving skills, executive function and learning potential in a sample of preadolescents controlling age, sex, total IQ, verbal comprehension ability and the classroom influences. The participants were 40 children, 23 boys and 17 girls between the ages of 7 and 12, twenty of which had a record on file with the Social and Childhood Protection Services of Information deleted to maintain the integrity of the review process, and therefore, a high family risk situation. The other 20 participants had a low family risk situation. Results show that the preadolescents from high family risk performed worse on interpersonal solving-problem skills and executive function (p < .05, b from –119,201.81 to 132,199.43, confidence interval from –162,589.78/–75,813.8 to 84,403.05/179,995.8). Nevertheless, they showed the same ability to learn as the participants from low family risk. These results highlight the negative effects of high family risk situation in preadolescents and give value of taking into account protective factors such as learning potential when assessing preadolescents from high family risk.

This paper presents a Chinese adaption of the Formal Characteristics of the Behavior-Temperament Inventory (FCB-TI), a self-report instrument that evaluates six temperamental scales, based on Strelau’s concept of temperament. A first sample of 626 undergraduates completed the Chinese version of the Regulative Theory of Temperament Questionnaire (RTTQ), which is an initial pool of 381 items. Internal consistency suggests adequate reliability (.66 to .82), and an exploratory factor analysis revealed a six-factor solution consistent with the original instrument. A follow-up confirmatory factor analysis revealed good support for the temperament structure with a second sample of students (N = 2.980). Internal consistency and factorial structure were re-examined (Cronbach’s alpha ranged .64 to .85), and test-retest correlations over a two-week period ranged from .82 to .96 with a third sample of adults (N = 2.265). Convergent and discriminant validity was explored in relation to the Eysenck Personality Questionnaire-Revision Short Scale for Chinese (EPQ-RSC) model dimensions. Results indicate that the Chinese version of the FCB-TI has similar psychometric properties and generally satisfactory reliability and validity.

In this paper we study consumers’ interest in acquiring and displaying expensive luxury products. Based on recent insights in consumer psychology, which build on developments in evolutionary biology, we consider luxury products as “costly signals”: wasteful and costly goods, whose purpose is to communicate one’s biological fitness, and social status, to others. In line with previous research, we show that experiences that trigger mate attraction goals (Study 1: Exposure to others in bathing outfit) or status display goals (Study 2: Experiencing a vicarious victory of one’s favorite sports team) can increase people’s interest in luxury products. However, we demonstrate that some individuals are predictably more responsive to those experiences than others. We used a physiological measure (the proportion of the length of the index finger and ring finger of the right hand, 2D:4D) as a proxy for individual differences in exposure to prenatal androgens (i.e., testosterone). This measure has been related to dominant and competitive behavior later in life. We predict and find that individuals with a low 2D:4D (i.e., high exposure to prenatal androgens) were more responsive to the status-relevant experiences: they became more interested in luxury goods after these experiences. This was not the case for high 2D:4D individuals.

This study analyzes the relation between national identity and the appreciation of the characters and events of Peruvian history in a sample of public school teachers from the city of Lima (N = 99). Adapted versions of the NATID Scale (Keillor et al., 1996) and the CSES Scale (Luhtanen & Crocker, 1992) are used as measures of national identity. National pride and interest in knowing about Peruvian history are variables also included in this study. The study shows that appreciation of historical characters is more positive than appreciation of historical events. There is a positive association between national identity and appreciation of Peruvian historical characters. A multiple linear regression model is proposed; this model shows that appreciation of cultural heritage and national pride has a positive impact on the appreciation of characters of Peruvian history.

Differences in the semantic priming effect comparing child and adult performance have been found by some studies. However, these differences are not well established, mostly because of the variety of methods used by researchers around the world. One of the main issues concerns the absence of semantic priming effects on children at stimulus onset asynchrony (SOA) smaller than 300ms. The aim of this study was to compare the semantic priming effect between third graders and college students at two different SOAs: 250ms and 500ms. Participants performed lexical decisions to targets which were preceded by semantic related or unrelated primes. Semantic priming effects were found at both SOAs in the third graders' group and in college students. Despite the fact that there was no difference between groups in the magnitude of semantic priming effects when SOA was 250ms, at the 500ms SOA their magnitude was bigger in children, corroborating previous studies. Hypotheses which could explain the presence of semantic priming effects in children's performance when SOA was 250ms are discussed, as well as hypotheses for the larger magnitude of semantic priming effects in children when SOA was 500ms.

Original survey data from a Chilean sample (N = 1267) are used to study the socio-demographic and psychosocial determinants of belief in forgiveness attitudes in the context of measuring the impact of truth and reconciliation reports (NTRC, 1991) and Political Imprisonment and Torture (NPIC, 2004) commissions. A linear multiple regression analysis (R 2 = .15; F(8, 1269) = 14.65; p < .001; effect size f 2 = .18) revealed the positive effect of perceived apology sincerity (β = 0.22; p < .001), emotions of anger (β = –0.08; p < .05), and positive social climate (β = 0.08; p < .05). People who believe in the victims’ forgiveness feel less anger, have more positive perceptions of the sincerity and efficacy of the apologies, agree to a greater extent that the commission helped to find out the truth about what happened to the victims, and have a greater perception of the social climate as positive. The results show the importance of psychosocial and institutional variables in beliefs about forgiveness, and they suggest differences between interpersonal and intergroup forgiveness processes.

School represents an important context for children’s social, moral, and identity development. Research indicates that supportive teacher-student relationships are significantly related to positive student academic achievement. Unfortunately, teacher bias as well as peer exclusion based on group identity (gender, race, ethnicity, and nationality) pervade many school contexts. The presence of these biases in the classroom is negatively related to students’ academic development, especially for children who are minoritized and marginalized. Very little research has connected teacher bias and children’s reasoning about bias and inequalities in the classroom context. The classroom is a complex environment in which to examine children’s social and moral reasoning about bias, given teachers’ position of authority which often includes power, status, and prestige. We propose that understanding both teacher bias and peer intergroup exclusion are essential for promoting more fair classrooms. This paper reviews foundational theory as well as the social reasoning developmental model as a framework for studying how children think about fairness and bias in the classroom context. We then discuss current research on children’s social-cognitive and moral capacities, particularly in the contexts of societal inequality and social inclusion or exclusion. Finally, this article proposes new directions for research to promote fairness and inclusivity in schools and suggests how these new lines of research might inform school-based interventions.

If examinees were to know, beforehand, part of the content of a computerized adaptive test, their estimated trait levels would then have a marked positive bias. One of the strategies to avoid this consists of dividing a large item bank into several sub-banks and rotating the sub-bank employed (Ariel, Veldkamp & van der Linden, 2004). This strategy permits substantial improvements in exposure control at little cost to measurement accuracy. However, we do not know whether this option provides better results than using the master bank with greater restriction in the maximum exposure rates (Sympson & Hetter, 1985). In order to investigate this issue, we worked with several simulated banks of 2100 items, comparing them, for RMSE and overlap rate, with the same banks divided in two, three… up to seven sub-banks. By means of extensive manipulation of the maximum exposure rate in each bank, we found that the option of rotating banks slightly outperformed the option of restricting maximum exposure rate of the master bank by means of the Sympson-Hetter method.

After more than 80 years in predicting organizational performance, empirical evidence reveals a science of teams that seems unable to consistently implement solutions for teams performing in real work settings –outside and away from the isolated teams breeding in research laboratories in the academic context. To bridge this growing practitioners-researchers divide, we first identify five main challenges involved in working with teams today (purposeful team staffing; proper task design and allocation; task and interaction process functionality; appropriate affective tone; and suitable team assessment). And second, we offer a toolbox of interventions (empowering and restorative) to help practitioners to transform the potential threats inherent in these challenges into opportunities for team effectiveness. Our five-challenge diagnosis and proposed intervention toolbox contribute to better address research questions and theoretical falsifiability using teams performing in real work settings, and to assess and intervene in teams by adjusting their internal functioning to contextual conditions and constraints.

In a series of studies, in which 19 apparently healthy male volunteers participated, on the basis of a comparative analysis of the bioelectric brain activity and work performance, it is shown that two strategies of adaptation to the factors of monotony are possible. One of them is based on the maintenance of a high quality of activity even at the price of a considerable reduction in the functional state of the brain; the second is based on the maintenance of the functional status of the brain even at the expense of the short-term loss of control over realizable performance. The factor conditioning the long term inability to support continual high quality of performance under the conditions of monotony is a high lability in nervous processes. The resistance to the effects of the factors of monotony is connected, on the other hand, with the low lability of nervous processes with a certain predominance of excitatory processes over inhibiting processes. The electrographic correlates of the development of the state of monotony represent an increase in the EEG of an alert person of the slow spectra (theta and alpha), and also beta-2 waves, as well as a reduction in the intrahemispheric coherence of alpha-waves. These results can be used for the development of control systems for the state of the operators who work in conditions of monotony (pilots, the operators of electric trains, the operators of power plants, including atomic power plants, and others), as well as in the occupational selection of individuals for jobs involving work under such conditions.

The present study explores the usefulness of dyadic quantification of group characteristics to predict team work performance. After reviewing the literature regarding team member characteristics predicting group performance, percentages of explained variance between 3% and 18% were found. These studies have followed an individualistic approach to measure group characteristics (e. g., mean and variance), based on aggregation. The aim of the present work was testing whether by means of dyadic measures group output prediction percentage could be increased. The basis of dyadic measures is data obtained from an interdependent pairs of individuals. Specifically, the present research was intended to develop a new dyadic index to measure personality dissimilarity in groups and to explore whether dyadic measurements allow improving groups' outcome predictions compared to individualistic methods. By means of linear regression, 49.5 % of group performance variance was explained using the skewsymmetry and the proposed dissimilarity index in personality as predictors. These results support the usefulness of the dyadic approach for predicting group outcomes.

The aim of this paper is to present the design of a study for the international dissemination of the research trends of Spanish psychology during the last decade (1989-1998). For this purpose, the international databases MEDLINE, PsycLIT, and ERIC were used, as well as some national databases such as ISBN and PSICODOC98. In addition, letters requesting ratification or rectification of the data were sent to 1,395 faculty members who had tenure at that time in Spain. Data about the specific context of the psychology faculties and the more general context of the Spanish university are also provided. The concrete results of the research trends of the different areas are analyzed in detail in the articles of this special issue.

This study examined the associations between specific pain-related beliefs and both mental health and pain interference in elderly patients with chronic pain. A total of 139 patients completed validated questionnaires assessing pain domains (i.e., intensity, duration and location), psychological functioning, pain interference and demographic variables. Pain-related beliefs were related with poorer mental health (Disability = –.27; Harm = –.23; Solicitude = –.24; Control = .18; Emotion = –.29) and greater interference in daily activities (Disability =.41; Harm =.13; Solicitude =.29; Control = –.31). Our findings are consistent with a biopsychosocial model of chronic pain which goes beyond physical variables in an attempt to understand and promote patients’ adjustment to chronic pain problems.

This study explores variables related to teachers’ perception of disruption at school as a function of teachers (sense of personal accomplishment, professional disengagement and depersonalization and emotional exhaustion) and school (overall school management and quality of school rules) factors. Using a questionnaire regarding school climate, data from 4,055 teachers across 187 high schools were analyzed. Hierarchical linear modeling was applied and the results indicate that, taken separately, significant individual teacher predictors (Model 1) explain 26% (95% CI [.23, .29]) of the variability of the perceived disruption, especially depersonalization and emotional exhaustion. Contextual school variables (Model 2) explained 15% (95% CI [.12, .18]) of variance in teachers’ perceived disruption, with a significant negative relationship with the quality of rules. Model 3 included the above factors plus interactions between the emotional exhaustion and depersonalization variables and school indicators (30% of variance explained; 95% CI [.26, .33]). The results indicated the existence of a moderating effect for the quality of school rules, so that fair and properly-applied rules in the school context may be associated with a decrease in the relationship between depersonalization and emotional exhaustion and perceived disruption.

Previous research on the one-among-others effect has shown that inducing empathic concern towards a victim presented alongside with a small number of other victims enhances (a) the perception of this set of victims as separate and different individuals (instead of as a group), and (b) the preference to help them individually (rather than collectively). We propose that inducing a local (vs. global) perceptual scope increases (vs. lessens) these two outcomes. In this work, participants first reported their perception of an ad that showed a victim depicted as one-among-others and, afterwards, were unexpectedly asked to indicate their preference for giving the victims either “individualized”, “collective”, or “equal” assistance. In Experiment 1 (N = 48), we manipulated the participants’ local (vs. global) perceptual scope and allowed empathy concern to occur naturally. In Experiment 2 (N = 213), we manipulated both the perceptual scope and empathy concern. Overall, results showed that the combined presence of local scope and empathic concern increased the awareness of others (ηp2 = .203 and .047, 95% CI = [0.05, 0.35] and [0.03, 0.13], ps < .03) and the preference for individualized assistance (zs = 2.08 and 2.74, ps < .02). Lastly, we discuss the theoretical and practical implications of perceiving a set of victims as individuals (rather than as a group) in need.

Second-generation Latin-American adolescents tend to show higher levels of various health-risking behaviors and emotional problems than first-generation Latin-American adolescents. This cross-sectional study of 40 mother-adolescent dyads examined the association of mother-youth acculturation gaps to youth adjustment problems. Intergenerational acculturation gaps were assessed as a bidimensional self-report component and a novel observational measurement component. The Latin-American adolescents were predominantly second-generation of Mexican descent (M age = 13.42 years, SD = 0.55). Most of the mothers were born in Mexico (M age = 39.18 years, SD = 5.17). Data were collected from mothers, adolescents, and coders, using questionnaires, structured interviews, and videotaped mother-youth interaction tasks. Findings revealed generally weak support for the acculturation gap-distress hypothesis. In addition, stronger relative adherence to their heritage culture by the adolescents was significantly (p < .05, ES = 0.15) related to less engagement in early health-risking sexual behaviors, possibly reflecting selective acculturation processes. Mother-youth acculturation gaps in orientation to the heritage culture were the most salient dimension, changing the focus on the original formulation of the acculturation gap-distress hypothesis.

The psychometric properties of a Binocular Rivalry (BR)-based test on a group of 159 participants (57 with attention deficit hyperactivity disorder, ADHD) aged between 6 and 15 years are presented. Two factors, which explained 56.82% of the variance, were obtained by exploratory factor analysis: (a) Alternations and Duration of exclusive dominances, and (b) Decision time. Reliability was excellent (Cronbach’s α = .834 and .884). The ADHD group showed fewer alternations and longer duration of dominances and decision time than the control group. Correlations between measures of BR, IQ, working memory, and processing speed of the WISC-IV, and ADHD symptoms, assessed by parents and teachers, ranged between low and medium.

Selective attention is involved in multiple daily activities. Several authors state that it experiences a decline after 20 years, although there is no agreement regarding the cognitive processes that explain it. Two theories dominate the discussion: The theory of inhibitory inefficiency and the theory of processing speed. At the same time, it has been suggested that there could be complementary relations between both; however, it is not clear what the contribution of inhibition and processing speed is on the changes of selective attention. Therefore, the present study proposes to analyze this contribution, in adults between 20 and 80 years old. To assess selective attention and inhibitory control, two indices of a visual search task were obtained in which participants must identify a target stimulus among a set of distracting stimuli. To evaluate the processing speed, a response speed task was used. The main results indicate that, from the age of 60, a gradual decrease in selective attention begins and that this decline can be largely explained by a decrease in processing speed and inhibitory control. We discuss about the literature on the development of selective attention, the contribution of processing speed, and the inhibitory inefficiency hypothesis.