Same Behaviors, Different Outcomes: Mothers' and Fathers' Observed Challenging Behaviors Measured Using a New Coding System Relate Differentially to Children's Social-Emotional Development.

This study used a newly developed coding system for measuring the quality of parenting behavior to examine associations with children's social-emotional development. The Risky Interaction Support and Challenge Scale (RISCS) measures the extent to which parents engage in behaviors that present physical and regulatory challenges to children, as well as parents' tendency to allow children to pursue action goals autonomously. These behaviors were observed while parents ( = 57 fathers; = 55 mothers; = 50 pairs) interacted with their 1-year-olds who played on a structure that included a slide, a small climbing wall, and a tunnel.

Fathers' Parenting and Coparenting Behavior in Dual-Earner Families: Contributions of Traditional Masculinity, Father Nurturing Role Beliefs, and Maternal Gate Closing.

We investigated whether dual-earner fathers' adherence to traditional masculine norms, father nurturing role beliefs, and maternal gate closing behavior predicted the quality of new fathers' observed parenting and coparenting behavior. Data were drawn from a longitudinal study of the transition to parenthood among 182 dual-earner different-sex couples. Expectant fathers reported their masculine agency, hostile sexism, gendered provider beliefs, and father nurturing role beliefs in the third trimester of pregnancy.

Enhancing student retention of prerequisite knowledge through pre-class activities and in-class reinforcement.

To foster the connection between biochemistry and the supporting prerequisite concepts, a collection of activities that explicitly link general and organic chemistry concepts to biochemistry ideas was written and either assigned as pre-class work or as recitation activities. We assessed student learning gains after using these activities alone, or in combination with regularly-integrated clicker and discussion questions. Learning gains were determined from student performance on pre- and post-tests covering key prerequisite concepts, biochemistry course exams, and student self-evaluation.

The Children's Social Understanding Scale: construction and validation of a parent-report measure for assessing individual differences in children's theories of mind.

Children's theory of mind (ToM) is typically measured with laboratory assessments of performance. Although these measures have generated a wealth of informative data concerning developmental progressions in ToM, they may be less useful as the sole source of information about individual differences in ToM and their relation to other facets of development. In the current research, we aimed to expand the repertoire of methods available for measuring ToM by developing and validating a parent-report ToM measure: the Children's Social Understanding Scale (CSUS).

Youth with autism spectrum disorder comprehend lexicalized and novel primary conceptual metaphors.

Individuals with autism spectrum disorder (ASD) have difficulty comprehending metaphors. However, no study to date has examined whether or not they understand conceptual metaphors (i.e.

Infants recognize similar goals across dissimilar actions involving object manipulation.

We investigated infants' ability to recognize the similarity between observed and implied goals when actions differed in surface-level motion details. In two experiments, 10- to 12-month-olds were habituated to an actor manipulating an object and then shown test actions in which the actor contacted the object with a novel hand configuration that implied a goal either similar or dissimilar to the habituation event. Infants in both experiments looked significantly longer at test actions depicting a novel implied goal, suggesting that infants glossed over some surface-level motion details and compared implied goals.