Developing an understanding of others’ emotional states: Relations among affective theory of mind and empathy measures in early childhood

Theory of mind (ToM) consists of cognitive and affective components; however, few studies have evaluated the coherence of affective ToM measures and their associations with empathy. This research examined the relations among affective ToM tasks and assessments of empathy, measured directly and via parent reports in 4‐ to 6‐year‐olds. Children (N = 117) completed: an Appearance‐Reality Emotion Task, an adapted Reading the Mind in the Eyes Test, an Affective Stories Task, and an empathy task. Parents reported on children’s ToM and empathy, and language was assessed using a Picture Vocabulary Test. Controlling for language, no relationships were found among affective ToM measures and children’s age was only related to the Affective Stories Task. Further, controlling for age, only parent‐reported empathy was associated with the Appearance‐Reality Emotion Task. Once vocabulary and age were controlled, measures of affective ToM are unrelated and different developmental patterns emerged across measures. Statement of contribution What is already known on this subject Affective theory of mind is a distinct subcomponent of theory of mind that corresponds to an independent developmental mechanism. However, little research has been conducted on affective ToM, its developmental trajectory during the preschool years, its assessment, and its relationship with related constructs, such as empathy. What the present study adds Children’s performance on affective ToM tasks was unrelated once age and language abilities were accounted for. Thus, there is a need to examine affective ToM and its measurement more extensively to ensure we are effectively capturing this construct. This study was the first to establish a Preschool Reading the Mind in the Eyes Task that uses images of children and pictorial response options and an Affective Stories Task that captures age‐related changes in affective ToM beyond language skills

Elevated Mechanical Loading When Young Provides Lifelong Benefits to Cortical Bone Properties in Female Rats Independent of a Surgically Induced Menopause

Exercise that mechanically loads the skeleton is advocated when young to enhance lifelong bone health. Whether the skeletal benefits of elevated loading when young persist into adulthood and after menopause are important questions. This study investigated the influence of a surgically induced menopause in female Sprague-Dawley rats on the lifelong maintenance of the cortical bone benefits of skeletal loading when young. Animals had their right forearm extrinsically loaded 3 d/wk between 4 and 10 weeks of age using the forearm axial compression loading model. Left forearms were internal controls and not loaded. Animals were subsequently detrained (restricted to cage activities) for 94 weeks (until age 2 years), with ovariectomy (OVX) or sham-OVX surgery being performed at 24 weeks of age. Loading enhanced midshaft ulna cortical bone mass, structure, and estimated strength. These benefits persisted lifelong and contributed to loaded ulnas having greater strength after detraining. Loading also had effects on cortical bone quality. The benefits of loading when young were not influenced by a surgically induced menopause because there were no interactions between loading and surgery. However, OVX had independent effects on cortical bone mass, structure, and estimated strength at early postsurgery time points (up to age 58 weeks) and bone quality measures. These data indicate skeletal loading when young had lifelong benefits on cortical bone properties that persisted independent of a surgically induced menopause. This suggests that skeletal loading associated with exercise when young may provide lifelong antifracture benefits by priming the skeleton to offset the cortical bone changes associated with aging and menopause

MOOC: Reputation Management in a Digital World

In this course, you’ll take on the role of a communications manager for a fictional organisation, making key decisions that will affect its online reputation. You will experience: how to build a robust and sustainable online reputation the positives of building a strong participatory culture how to manage social media issues based on a real-life examples how to manage a crisis and respond appropriately across multiple platforms. Throughout the course, you’ll learn from real life case studies and gain an understanding of the important role that blogs, Facebook, Twitter, Snapchat and other social platforms play in today’s business world. The digital landscape is fast-paced and continually changing, yet is an equally challenging and exciting environment in which to work. This course is relevant to anyone working in marketing, communications, public relations, social media and advertising. This course is part of the CurtinX MicroMasters Credential in Marketing in a Digital World that is specifically designed to teach the critical skills needed to be successful in this exciting field. In order to qualify for the MicroMasters Credential you will need to earn a Verified Certificate in each of the five courses