scholarly journals Attachment categories or dimensions: The Adult Attachment Scale across three generations in Poland

2019 ◽  
Vol 37 (1) ◽  
pp. 233-259 ◽  
Author(s):  
Katarzyna Lubiewska ◽  
Fons J. R. Van de Vijver
Keyword(s):  
Adult Attachment ◽  
Derived Categories ◽  
Security Level ◽  
Clustering Methods ◽  
Dimensional Approach ◽  
Categorical Approach ◽  
Three Generations ◽  
Research Questions ◽  
Taxometric Analyses ◽  
Additional Support

Even though previous attachment taxometric studies supported the conclusion that attachment is rather dimensional than categorical construct, they also did not provide consistent support against categorical approach. Addressing limitations of previous taxometric studies on adult attachment, we asked two research questions: Is attachment as measured by the Adult Attachment Scale (AAS) categorical or dimensional? What is the predictive validity of categorical and dimensional approaches? To answer these questions, data of the AAS from 869 parents, 575 adolescents, and 500 grandmothers from the same families in Poland were analyzed. Taxometric analyses were replicated across three generations providing weak evidences to support the dimensional approach. Clustering methods provided an additional support revealing that empirically derived categories of attachment are based on security level but not on qualitatively different attachment patterns. Analyses testing predictive effects of categorical compared to dimensional approaches to attachment assessment revealed that a dimensional approach is more valid than a categorical approach in testing hypotheses related to the intergenerational transmission of attachment.

scholarly journals BOLD signal variability and complexity in children and adolescents with and without autism spectrum disorder

2018 ◽  
Author(s):  
Amanda K Easson ◽  
Anthony R McIntosh
Keyword(s):  
Autism Spectrum Disorder ◽  
Time Series ◽  
Information Processing ◽  
Children And Adolescents ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Dimensional Approach ◽  
Categorical Approach ◽  
Significant Group ◽  
Signal Variability

Variability of neural signaling is an important index of healthy brain functioning, as is signal complexity, which relates to information processing capacity. It is thought that alterations in variability and complexity may underlie certain brain dysfunctions. Here, resting-state fMRI was used to examine brain signal variability and complexity in male children and adolescents with and without autism spectrum disorder (ASD), a highly heterogeneous neurodevelopmental disorder. Variability was measured using the mean square successive difference (MSSD) of the time series, and complexity of these time series was assessed using sample entropy. A categorical approach was implemented to determine if the brain measures differed between diagnostic groups (ASD and typically developing (TD) groups). A dimensional approach was used to examine the continuum of relationships between each brain measure and behavioural severity, age, IQ, and the global efficiency (GE) of each participant's structural connectome, a metric that reflects the structural capacity for information processing. Using the categorical approach, no significant group differences were found for neither MSSD nor entropy. However, the dimensional approach revealed significant positive correlations between each brain measure, GE, and age. Further, negative correlations were observed between each brain measure and behavioural severity across all participants, whereby lower MSSD and entropy were associated with more severe ASD behaviours. These results reveal the nature of variability and complexity of fMRI signals in children and adolescents with and without ASD, and highlight the importance of taking a dimensional approach when analyzing brain function in ASD.

scholarly journals Training School Teachers to Deliver a Mindfulness Program: Exploring Scalability, Acceptability, Effectiveness, and Cost-effectiveness

2020 ◽  
Vol 9 ◽  
pp. 216495612096473
Author(s):  
Catherine Crane, PhD ◽  
Poushali Ganguli, PhD ◽  
Susan Ball, MSc ◽  
Laura Taylor, PhD ◽  
Sarah-Jayne Blakemore, PhD ◽  
...  
Keyword(s):  
Cost Effectiveness ◽  
Lower Intensity ◽  
School Teachers ◽  
Training Models ◽  
Mindfulness Skills ◽  
Competency Training ◽  
Teaching Assessment ◽  
Effective Dissemination ◽  
Research Questions ◽  
Additional Support

Background There is growing research support for the use of mindfulness training (MT) in schools, but almost no high-quality evidence about different training models for people wishing to teach mindfulness in this setting. Effective dissemination of MT relies on the development of scalable training routes. Objective To compare 4 training routes for school teachers wishing to deliver MT differing in intensity and potential scalability, considering teaching competency, training acceptability, and cost-effectiveness. Methods Schools were randomized to an existing route comprising an 8-session instructor-led personal mindfulness course, combined with 4-day MT program training, or 1 of 3 more scalable, lower intensity, alternatives: an instructor-led personal mindfulness course combined with 1-day MT program training, a self-taught personal mindfulness course (delivered through a course book) combined with 4-day MT program training, and a self-taught personal mindfulness course combined with 1-day MT program training. Results Attrition from training was substantial across all routes. The instructor-led course was more effective than the self-taught course in increasing teachers’ personal mindfulness skills. Even the most intensive (existing) training route brought only 29% of the teachers commencing training, and 56% of those completing the study protocol, to the required minimum competency threshold (an advanced beginner rating on an adapted version of the Mindfulness-based Interventions Teaching Assessment Criteria). The differences in levels of competency achieved by existing training compared with the more scalable alternatives were modest, with economic evaluation suggesting that the existing route was both more expensive and more effective than lower intensity alternatives, but with no statistically significant differences between routes. Conclusions This research questions the move toward abbreviating teacher training to increase scalability and suggests instead that many teachers require additional support to ensure competency from first delivery of MT in the classroom.

scholarly journals Development of Teachers’ Pedagogical Content Knowledge during Lesson Planning of Socioscientific Issues

2021 ◽  
Vol 4 (2) ◽  
pp. 113-165
Author(s):  
Zachary Minken ◽  
Augusto Macalalag, Jr. ◽  
Andre Clarke ◽  
Lisa Marco-Bujosa ◽  
Carol Rulli
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Socioscientific Issues ◽  
Lesson Plans ◽  
Development Programs ◽  
Multiple Perspectives ◽  
Pedagogical Content ◽  
Research Questions ◽  
And Mathematics ◽  
Additional Support

This case study addresses the pedagogical challenges teachers face in incorporating elements of socioscientific issues (SSI) when planning science and mathematics lessons. In order to effectively plan and teach SSI lessons, teachers must develop pedagogical content knowledge (PCK) specific to unpacking elements of SSI such as identifying an issue that is debatable and relevant to students’ lives, employing reflective scientific skepticism, and evaluating multiple perspectives. This study was guided by the following research questions: 1) In what ways, if any, did teachers’ knowledge and instructional design of SSI change throughout the intensive series of workshops? 2) What areas of SSI required additional support? To answer our research questions, we analyzed changes in lesson plans from 29 teachers, mostly science and secondary, over the course of three intensive workshops as part of the Integrating STEM in Everyday Life Conference Series. Over the five month period, teachers worked in groups and with mentors to design and implement SSI lessons. Our findings show that teachers demonstrated positive changes in all SSI elements over the course of the workshops. However, deeper analysis reveals that teachers struggled to balance the social and scientific aspects of SSI. Moreover, our analysis suggests that teachers did not focus on the discursive nature of SSI in their lesson plans. Implications of our study include ways in which professional development programs can cultivate teachers’ PCK of SSI in order to better support them in planning and implementing SSI lessons.

A New Recognition Method for Visualizing Music Emotion

2017 ◽  
Vol 7 (3) ◽  
pp. 1246
Author(s):  
Van Loi Nguyen ◽  
Donglim Kim ◽  
Phi Van Ho ◽  
Younghwan Lim
Keyword(s):  
Detection Method ◽  
Emotion Detection ◽  
Dimensional Approach ◽  
Recognition Method ◽  
Categorical Approach ◽  
Training Models ◽  
Discrete Emotion ◽  
Selection Strategies ◽  
Better Than ◽  
Arousal And Valence

This paper proposes an emotion detection method using a combination of dimensional approach and categorical approach. Thayer’s model is divided into discrete emotion sections based on the level of arousal and valence. The main objective of the method is to increase the number of detected emotions which is used for emotion visualization. To evaluate the suggested method, we conducted various experiments with supervised learning and feature selection strategies. We collected 300 music clips with emotions annotated by music experts. Two feature sets are employed to create two training models for arousal and valence dimensions of Thayer’s model. Finally, 36 music emotions are detected by proposed method. The results showed that the suggested algorithm achieved the highest accuracy when using RandomForest classifier with 70% and 57.3% for arousal and valence, respectively. These rates are better than previous studies.

scholarly journals Climate explains recent population divergence, introgression and persistence in tropical mountains: phylogenomic evidence from Atlantic Forest warbling finches

2018 ◽  
Author(s):  
Fábio Raposo do Amaral ◽  
Diego F. Alvarado-Serrano ◽  
Marcos Maldonado-Coelho ◽  
Katia C. M. Pellegrino ◽  
Cristina Y. Miyaki ◽  
...  
Keyword(s):  
Gene Flow ◽  
Environmental History ◽  
Atlantic Forest ◽  
Population Divergence ◽  
Clustering Methods ◽  
Tropical Mountains ◽  
Population Sizes ◽  
Population Maintenance ◽  
Additional Support

AbstractTaxa with disjunct distributions are common in montane biotas and offer excellent opportunities to investigate historical processes underlying genetic and phenotypic divergence. In this context, subgenomic datasets offer novel opportunities to explore historical demography in detail, which is key to better understand the origins and maintenance of diversity in montane regions. Here we used a large ultraconserved elements dataset to get insights into the main biogeographic processes driving the evolution of the Montane Atlantic Forest biota. Specifically, we studied two species of warbling finches disjunctly distributed across a region of complex geological and environmental history. We found that a scenario of three genetically differentiated populations is best supported by genomic clustering methods. Also, demographic simulations support simultaneous isolation of these populations at ~10 kya, relatively stable population sizes over recent time, and recent gene flow. Our results suggest a dual role of climate: population divergence, mediated by isolation in mountain tops during warm periods, as well as population maintenance - allowing persistence mediated by shifts in elevation distribution during periods of climate change, with episodic bouts contact and gene flow. Additional support for the role of climate comes from evidence of their contact in a recent past. We propose that two major gaps, which we call São Paulo and Caparaó subtropical gaps, have been historically important in the divergence of cold adapted organisms in the Atlantic Forest, and could be associated to cryptic diversity. Finally, our results suggest that shallow divergence and past gene flow may be common in montane organisms, but complex demographic histories may be detectable only when using subgenomic or genomic datasets.

scholarly journals The latent structure of the adult attachment interview: Large sample evidence from the collaboration on attachment transmission synthesis

2020 ◽  
pp. 1-13
Author(s):  
K. Lee Raby ◽  
Marije L. Verhage ◽  
R. M. Pasco Fearon ◽  
R. Chris Fraley ◽  
Glenn I. Roisman ◽  
...  
Keyword(s):  
Individual Differences ◽  
Adult Attachment ◽  
Factor Model ◽  
Common Factor ◽  
Adult Attachment Interview ◽  
Latent Structure ◽  
States Of Mind ◽  
Confirmatory Factor Analyses ◽  
State Of Mind ◽  
Taxometric Analyses

Abstract The Adult Attachment Interview (AAI) is a widely used measure in developmental science that assesses adults’ current states of mind regarding early attachment-related experiences with their primary caregivers. The standard system for coding the AAI recommends classifying individuals categorically as having an autonomous, dismissing, preoccupied, or unresolved attachment state of mind. However, previous factor and taxometric analyses suggest that: (a) adults’ attachment states of mind are captured by two weakly correlated factors reflecting adults’ dismissing and preoccupied states of mind and (b) individual differences on these factors are continuously rather than categorically distributed. The current study revisited these suggestions about the latent structure of AAI scales by leveraging individual participant data from 40 studies (N = 3,218), with a particular focus on the controversial observation from prior factor analytic work that indicators of preoccupied states of mind and indicators of unresolved states of mind about loss and trauma loaded on a common factor. Confirmatory factor analyses indicated that: (a) a 2-factor model with weakly correlated dismissing and preoccupied factors and (b) a 3-factor model that further distinguished unresolved from preoccupied states of mind were both compatible with the data. The preoccupied and unresolved factors in the 3-factor model were highly correlated. Taxometric analyses suggested that individual differences in dismissing, preoccupied, and unresolved states of mind were more consistent with a continuous than a categorical model. The importance of additional tests of predictive validity of the various models is emphasized.

Colour Preference: A New Approach

1986 ◽  
Vol 62 (3) ◽  
pp. 739-752 ◽  
Author(s):  
Bálint Zöld ◽  
Tibor Tóth ◽  
Judit Tolna
Keyword(s):  
Model Test ◽  
Semantic Differential ◽  
Dimensional Model ◽  
Dimensional Approach ◽  
Colour Preference ◽  
Categorical Approach ◽  
Colour Perception ◽  
New Approach ◽  
Personality Ratings ◽  
Test Retest Reliability

To date the use of the colour preference phenomenon in test studies has been associated with exclusive application of the categorical nature of colour perception. It seems justified to approach the phenomenon also from the angle of the hypothesis of priority of the dimensional coding processes that operate in colour perception. A model-type dimensional colour test involving the method of semantic differential has been devised. Using well-matched groups, the consistency of age, sex, and social dependency of the colour preference phenomenon can be clearly described in the dimensional approach. The test-retest reliability of the model test can be considered satisfactory for four of the six dimensions (0.67 to 0.84). The test is validated by comparison with the parameters of the Maudsley Personality Inventory and averaged personality ratings on a 70-item check list made by 16 or 17 peers. The dimensional model test can give better results than those produced by colour tests adopting the categorical approach.

Intergenerational Transmission of Ladino: Three Generations of Speakers in the Twenty-First Century

2020 ◽  
pp. 70-91
Author(s):  
Bryan Kirschen
Keyword(s):  
Intergenerational Transmission ◽  
Heritage Language ◽  
First Century ◽  
Past Century ◽  
Single Family ◽  
Sephardic Jews ◽  
The Past ◽  
Three Generations ◽  
Endangered Language ◽  
Research Questions

This study examines language socialization among five women of a single family who all speak Ladino, an endangered language spoken by Sephardic Jews. These women, ranging from 32-88 years of age, represent three generations raised in different countries and exposed to a number of languages, including Turkish, Hebrew, Ladino, Spanish, and English. Given the rarity of intergenerational transmission of Ladino over the past century, this study asks the following research questions: 1) how the women in this study have been able to preserve their heritage language, Ladino, in spite of contact with other languages, and 2) how said contact with other languages has affected their production of Ladino. To address these questions, each informant participated in a sociolinguistic interview and a lexical elicitation task. An analysis of data reveals the unique circumstances that have allowed for the grandmother’s relative monolingualism in Ladino, and the different trajectories the language has taken among subsequent generations. Despite relative stability vis-à-vis proficiency in Ladino, data indicate points of contact between Spanish and Ladino among the youngest informants who acquired both varieties simultaneously during childhood. This research was conducted in 2018 among informants in both (Florida) United States and (Bat Yam) Israel.

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