Developing thoughts about what might have been

Recent research has changed how developmental psychologists understand counterfactual thinking or thoughts of what might have been. Evidence suggests that counterfactual thinking develops over an extended period into at least middle childhood, depends on domain-general processes including executive function and language, and dissociates from counterfactual emotions such as regret. In this article, we review the developmental evidence that forms a critical but often-overlooked complement to the cognitive, social, and neuroscience literatures. We also highlight topics for further research, including spontaneous counterfactual thinking and counterfactual thinking in clinical settings. © 2014 The Society for Research in Child Development

Childhood publics in search of an audience: reflections on the children’s environmental movement

The essay reflects on the children's environmental movement from the perspective of cultural theory, as well as the authors' own and others’ research on children’s encounters, experiences and engagement in public life. The concepts of political knowingness, childhood publics, and listening publics are evoked to think through the surprise that the children's environmental movement generated in the public sphere. The idiom is positioned as an audience ‘hearing aid’ for turning babbling into political messages. In so doing we find that the messages from the children’s environmental movement are not out of place in the current humanities and social sciences literatures on the Anthropocene

An Integrative Conceptual Model of Parental Racial/Ethnic and Emotion Socialization and Links to Children's Social-Emotional Development Among African American Families

Researchers have called for increased evaluation of the processes that contribute to African American children's successful emotional development in the face of discrimination. Parents’ racial/ethnic and emotion socialization have been linked to children's emotional adaption. Although few studies have explicitly evaluated their joint influence on African American children's emotion adaptation, researchers studying racial and ethnic socialization have indirectly incorporated emotion socialization through evaluating parents’ guided emotion regulation strategies as ways to cope with discrimination. Similarly, researchers who study emotion socialization have described emotion socialization practices among African American parents as intentionally preparing children for racial bias regarding how others perceive their emotions. In this article, we synthesize two separate and emerging literatures—the racial/ethnic socialization literature and the literature on emotion socialization among African American families—and outline a conceptual model illustrating the overlap in the two constructs and their joint influence on African American children's social-emotional adjustment

Gender Differences in Risk Perception: Broadening the Contexts

The author surveys literature on the effect of gender on risk perception

Children's working understanding of the knowledge gained from seeing and feeling

In three Experiments, (N = 48 3- to 4-year olds; 100 3- to 5-year olds; 54 4-yearolds), children who could see or feel a target toy, recognized when they had sufficient information to answer “Which one is it?” and when they needed additional access. They were weaker at taking the informative modality of access when the choice was between seeing more of a partially visible toy and feeling it; at doing so when the target was completely hidden; and at reporting seeing or feeling as their source of knowledge of the target’s identity having experienced both. Working understanding of the knowledge gained from seeing and feeling (identifying the target efficiently) was not necessarily in advance of explicit understanding (reporting the informative source)

Developing Second Language Writing through Scaffolding in the ZPD: A Magazine Project for an Authentic Audience

In the present study, Vygotsky’s (1978, 1986) sociocultural framework of the zone of proximal development (ZPD) and scaffolding writing (Bodrova & Leong, 1995, 1996; Ross, 1976) are used as the theoretical basis to study the development of second language writing. A course project is presented in which advanced English language learners of Spanish acted as authors and editors to create their own professional magazines for an authentic audience. In the project, each student authored four essays which went through four peer- and instructor-edited stages of scaffolding writing techniques. After each stage, ratings were given by the editors who also facilitated feedback debriefing sessions (Lidz, 1991). Statistical analyses revealed significant improvement within the four essays demonstrating writing development of subsequent revisions of a single essay. There was also significant improvement between the four essays revealing a linear, continuous writing development. In all, these results support a notion that scaffolding writing techniques and feedback debriefing sessions within the ZPD effectively develops writing skills in second language learning when contextualized through a writing workshop involving the creation of a professional magazine designed for an authentic audience

Africa and the media: changing aspects of communication (a working bibliography)

African Studies Center Working Paper No. 17INTRODUCTION: Each year the annual meeting of the African Studies Association has a general theme, on which a major portion of the panels are presented. The Bibliography Sub-committee of the Archives-Libraries Committee of ASA has unqertaken the project of preparing a working bibliography on the theme of each year's annual meeting. The theme of the 1979 meeting, "Africa and the Media: Changing Aspects of Communication", is broad in its scope, challenging and exciting in its impact, and particularly well-suited for a survey of the literature. There is a great deal written about communication and media in and about Africa, in a variety of sources. This bibliography will attempt to pull some of the available sources together, to indicate continuing sources of information, and to mention projects which are in progress or in planning stages. A working paper presents, in a preliminary format, ideas and information for comment and criticism. It is a starting point for a more finished and polished piece of work. A working bibliography is essentially the same kind of preliminary production, a starting point for further work on the part of individual scholars. Obviously it is not an exhaustive survey of the state of the art. The bibliography will address two aspects of the theme: (1) Africa in United States and World Media and (2) Media in Africa. Types of media to be covered are the press, broadcasting, theatre, cinema, publishing and educational media. The approximate cutoff date was set at 1970. Most citations were noted at Boston University, Library of Congress, Northwestern University, Univensity of Illinois and Yale University. The coordinating editor will attempt to supply location information for interlibrary loan or consultation. Since some citations have been obtained from indexing services, locations in the United States cannet necessarily be guaranteed

AN ANALYSIS ON MALCOLM RIVER’S DISSOCIATIVE IDENTITY DISORDER IN IDENTITY MOVIE DIRECTED BY JAMES MANGOLD

This project aims to analyze the character Malcolm River in Identity movie. The result of analyzing the figures Malcolm Riversis that he suffered multiple personality syndrome or now known as Dissociative Identity Disorder. Malcolm was abused, neglected, and finally abandoned by his mother was a prostitute whenhe was a child.He felt extremely insecure so he made a new personality or a new identity to protect his original identity. However, this new identity was in fact a killer. As time goes on he made new identities to fight against the identity of the killer and also protect him from any threat

Macalester College Bulletin

This publication is the Macalester College Bulletin, 1975-76 Supplement. Annual college catalog listing courses of study, historical sketch, calendar, honorary degrees, admission requirements, descriptions of departments, lists of faculty and board of trustee committees, summary of students, and lists of faculty and trustees