Compilation and Validation of Two Short Forms to Measure HEXACO Dimensions in Elementary School Children.

Personality trait measures for children are rarely based on the HEXACO Model of Personality, although research using this framework could provide important insights into the structure and development of children's personalities. There is no HEXACO measure for elementary school children to date, and existing measures for older children seem inappropriate for this age group (e.g., due to some item content). We thus compiled two HEXACO-based short forms for measuring personality in elementary school children (8-10 years old) via parent reports. We applied a meta-heuristic item sampling algorithm (Ant Colony Optimization) in a training sample with 1,641 parent reports of 122 administered items. We selected a 54-Item Short Form comprising a latent facet structure and an 18-Item Ultra-Short Form comprising a correlated factors model for all six HEXACO dimensions but no facet structure. Both short forms showed good model fit in a holdout sample (n = 411) and sufficiently high re-test correlations after six months. Convergent and divergent validities for maximal performance measures and socio-emotional constructs (also measured six months after the initial personality assessment) were largely in line with theoretical assumptions. Overall, our study provides support for construct, re-test, and (predictive) criterion validity for the selected short forms.

Mutual benefits for research and practice: Randomized controlled trials in the Hector Children's Academy Program.

This article describes how a series of randomized controlled trials (RCTs) were implemented in the Hector Children's Academy Talent Development Program with the goal of generating mutual benefits for research and practice. The Hector Children's Academy Program, founded in 2010 and located in one of the largest states in Germany, Baden-Württemberg, is a statewide enrichment program for talented primary school students, with a focus on STEMM topics. The program is financed by a private foundation, supervised by the Ministry of Education, and offered by 69 local sites that are hosted by local schools. About 15,000 primary school students (Grades 1-4) attend enrichment courses (more than 23,000 course participations) offered by the Hector Children's Academy Program every year. A unique element of the Hector Children's Academy Program is the role of empirical research in course development. The Hector Core Courses-offered by all local sites-undergo a strict quality assurance process in which RCTs are used to test their effectiveness with regard to central outcomes. After describing the Hector Children's Academy Program, we explain how the Hector Core Courses were developed and incorporated into the program, summarize key findings from the RCTs, and discuss mutual benefits for research and practice.

The Nomological Net of Knowledge, Self-Reported Knowledge, and Overclaiming in Children.

Research on self-reported knowledge and overclaiming in children is sparse. With the current study, we aim to close this gap by developing an overclaiming questionnaire measuring self-reported knowledge and overclaiming that is tailored to children. Moreover, we examine the nomological net of self-reported knowledge and overclaiming in childhood discussing three perspectives: Overclaiming as (a) a result of deliberate self-enhancement tendencies, (b) a proxy for declarative knowledge, and (c) an indicator of creative engagement. We juxtaposed overclaiming, as indicated by claiming familiarity with non-existent terms, and self-reported knowledge with fluid and crystallized intelligence, creativity, and personality traits in a sample of 897 children attending third grade. The results of several latent variable analyses were similar to findings known from adult samples: We found no strong evidence for any of the competing perspectives on overclaiming. Just like in adults, individual differences in self-reported knowledge were strongly inflated by overclaiming, and only weakly related to declarative knowledge.

How science outreach with children can promote equity and diversity.

Science outreach is key to closing the gap between science and society. However, it often fails to reach those who feel excluded from science or are dismissive of it. By sharing our experience at Native Scientist, we demonstrate how outreach activities can help improve equity, diversity, and inclusion (EDI).

The association of basic numerical abilities and math achievement: The mediating role of visuospatial and arithmetical abilities.

Basic numerical abilities such as number line estimation have been observed repeatedly to be associated with mathematical achievement. Recently, it was argued that the association between basic numerical abilities and mathematical achievement is fully mediated by visuospatial abilities. However, arithmetical abilities have not yet been considered as influencing this association, even though solution strategies in number line estimation as well as mathematical achievement often involve arithmetical procedures. Therefore, we investigated the mediating role of arithmetical and visuospatial abilities on the association between number line estimation and mathematical achievement in a sample of n = 599 German elementary school students. The results indicated that arithmetical abilities as well as visuospatial abilities mediated the association between number line estimation and mathematical achievement. However, neither visuospatial nor arithmetical abilities fully mediated the association between number line estimation and mathematical achievement when considered in isolation. This substantiates the relevance of the intertwined development of visuospatial and arithmetical abilities as well as basic numerical abilities such as number line estimation (i.e., the combination of domain-specific numerical and domain-general abilities) driving mathematical achievement.

Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research.

Achievement in different domains, such as academics, music, or visual arts, plays a central role in all modern societies. Different psychological models aim to describe and explain achievement and its development in different domains. However, there remains a need for a framework that guides empirical research within and across different domains. With the talent-development-in-achievement-domains (TAD) framework, we provide a general talent-development framework applicable to a wide range of achievement domains. The overarching aim of this framework is to support empirical research by focusing on measurable psychological constructs and their meaning at different levels of talent development. Furthermore, the TAD framework can be used for constructing domain-specific talent-development models. With examples for the application of the TAD framework to the domains of mathematics, music, and visual arts, the review provided supports the suitability of the TAD framework for domain-specific model construction and indicates numerous research gaps and open questions that should be addressed in future research.

Effects of an extracurricular science intervention on elementary school children's epistemic beliefs: A randomized controlled trial.

BACKGROUND: Further developing students' thinking about knowledge and knowing in science (epistemic beliefs) is considered a normative goal of science education in many countries around the world, even for elementary-school-aged children. AIMS: The goal of the present study was to introduce and evaluate a new intervention in science education aimed at developing children's epistemic beliefs, epistemic curiosity, and investigative interests. The intervention included an inquiry-based learning approach as well as reflections on epistemic issues because these methods are currently seen as most promising for fostering students' epistemic beliefs. SAMPLE: Data were collected from 65 elementary school children in Grades 3 and 4 (58.46% boys, age: M = 8.73, SD = 0.60) who participated in a voluntary extracurricular STEM enrichment programme in south-west Germany. METHODS: We investigated the effectiveness of the intervention by applying a randomized block design with a treated control group and repeated measures. The effectiveness of the intervention was analysed via multiple linear regression analyses. RESULTS: The results indicated that the children assigned to the intervention developed more sophisticated epistemic beliefs and a higher level of epistemic curiosity than the children assigned to the control condition. No intervention effects were found on investigative interests. CONCLUSIONS: The results provide initial evidence for the effectiveness of the intervention and demonstrate that it is possible to improve epistemic beliefs among elementary school children in Grades 3 and 4. The study provides a starting point for understanding how young children develop epistemic beliefs.

The Jena Speaker Set (JESS)-A database of voice stimuli from unfamiliar young and old adult speakers.

Here we describe the Jena Speaker Set (JESS), a free database for unfamiliar adult voice stimuli, comprising voices from 61 young (18-25 years) and 59 old (60-81 years) female and male speakers uttering various sentences, syllables, read text, semi-spontaneous speech, and vowels. Listeners rated two voice samples (short sentences) per speaker for attractiveness, likeability, two measures of distinctiveness ("deviation"-based [DEV] and "voice in the crowd"-based [VITC]), regional accent, and age. Interrater reliability was high, with Cronbach's α between .82 and .99. Young voices were generally rated as more attractive than old voices, but particularly so when male listeners judged female voices. Moreover, young female voices were rated as more likeable than both young male and old female voices. Young voices were judged to be less distinctive than old voices according to the DEV measure, with no differences in the VITC measure. In age ratings, listeners almost perfectly discriminated young from old voices; additionally, young female voices were perceived as being younger than young male voices. Correlations between the rating dimensions above demonstrated (among other things) that DEV-based distinctiveness was strongly negatively correlated with rated attractiveness and likeability. By contrast, VITC-based distinctiveness was uncorrelated with rated attractiveness and likeability in young voices, although a moderate negative correlation was observed for old voices. Overall, the present results demonstrate systematic effects of vocal age and gender on impressions based on the voice and inform as to the selection of suitable voice stimuli for further research into voice perception, learning, and memory.

School or Work? The Choice May Change Your Personality.

According to the social-investment principle, entering new environments is associated with new social roles that influence people's behaviors. In this study, we examined whether young adults' personality development is differentially related to their choice of either an academic or a vocational pathway (i.e., entering an academic-track school or beginning vocational training). The personality constructs of interest were Big Five personality traits and vocational-interest orientations. We used a longitudinal study design and propensity-score matching to create comparable groups before they entered one of the pathways and then tested the differences between these groups 6 years later. We expected the vocational pathway to reinforce more mature behavior and curtail investigative interest. Results indicated that choosing the vocational compared with the academic pathway was associated with higher conscientiousness and less interest in investigative, social, and enterprising activities.

Reactive aggression tracks within-participant changes in women's salivary testosterone.

The relation between testosterone and aggression has been relatively well documented in men, but it is less well understood in women. Here we assessed the relationship between salivary testosterone and reactive aggression (i.e., rejection rate for unfair offers) in the Ultimatum Game. Forty naturally cycling women were tested twice, once in the late follicular phase (around ovulation) and once during the luteal phase. Ovulation was determined using urine test strips measuring luteinizing hormone levels. Salivary samples were assayed for testosterone, estradiol, progesterone, and cortisol at both test sessions. There was no association with the cycle, but multilevel modeling revealed a significant within-participant association between testosterone and rejection rate for extremely unfair offers (i.e., high reactive aggression), indicating that women showed greater reactive aggression when their testosterone levels were higher. Additionally, we found that women with relatively high individual concentrations of testosterone were more likely to reject extremely unfair offers than women with relatively low concentrations of testosterone. This study is the first to demonstrate that women react more aggressively in response to provocation when their testosterone level is high than when their testosterone is low, suggesting that testosterone plays an important role in the regulation of women's aggressive behavior following social provocation.

Do women tend while men fight or flee? Differential emotive reactions of stressed men and women while viewing newborn infants.

Infant care often is carried out under stressful circumstances. Little is known about differences in caretaking motivation between men and women under stress. In the present study, stress was induced in 40 participants (21 women, 19 men) by means of the cold pressor stress test, 40 (22 women, 18 men) serving as controls. Participants then rated their urge to care for newborn infants shown on 20 short video clips. The infants in the videos were either crying (N=10) or were showing typical neonatal facial movements (N=10). Skin conductance was obtained while participants viewed the videos and salivary cortisol was measured to capture stress responses. We found sex differences in caretaking motivation, such that stress led to decreased caretaking motivation in men but not in women. Furthermore, stressed men elicited a stronger skin conductance change while viewing infant videos than stressed women. These findings provide further evidence for differential stress reactions in men and women and may have crucial implications for parental care.

Dominance of texture over shape in facial identity processing is modulated by individual abilities.

For face recognition, observers utilize both shape and texture information. Here, we investigated the relative diagnosticity of shape and texture for delayed matching of familiar and unfamiliar faces (Experiment 1) and identifying familiar and newly learned faces (Experiment 2). Within each familiarity condition, pairs of 3D-captured faces were morphed selectively in either shape or texture in 20% steps, holding the respective other dimension constant. We also assessed participants' individual face-processing skills via the Bielefelder Famous Faces Test (BFFT), the Glasgow Face Matching Test, and the Cambridge Face Memory Test (CFMT). Using multilevel model analyses, we examined probabilities of same versus different responses (Experiment 1) and of original identity versus other/unknown identity responses (Experiment 2). Overall, texture was more diagnostic than shape for both delayed matching and identification, particularly so for familiar faces. On top of these overall effects, above-average BFFT performance was associated with enhanced utilization of texture in both experiments. Furthermore, above-average CFMT performance coincided with slightly reduced texture dominance in the delayed matching task (Experiment 1) and stronger sensitivity to morph-based changes overall, that is irrespective of morph type, in the face identification task (Experiment 2). Our findings (1) show the disproportionate importance of texture information for processing familiar face identity and (2) provide further evidence that familiar and unfamiliar face identity perception are mediated by different underlying processes.

Preference for cute infants does not depend on their ethnicity or species: evidence from hypothetical adoption and donation paradigms.

Results of previous work suggest a preference of adult observers for cute compared to less cute infants. In Study 1 we investigated whether the preference for cute infants depends on the ethnicity and species of the infant. We simultaneously presented two faces (one cute and one less cute) and asked Caucasian participants to choose the infant to whom they would rather give a toy (Task 1) and which infant they would rather adopt (Task 2). The infants were Caucasian or African human babies or dog puppies. For all face categories and in both tasks we found a strong preference for cute infants. A possible reason for preferring cute infants may be that cute infants look healthier than less cute infants. To investigate whether cuteness is associated with the assessment of health we conducted Study 2. Faces of Caucasian and African infants and dog puppies were rated for cuteness and health. The findings revealed a significant relationship between health and cuteness evaluation across all stimuli. We suggest that one reason why cute infants are preferred might be because they are perceived as being healthier.

Something to smile about: the interrelationship between attractiveness and emotional expression.

Previous studies have suggested a link between the processing of the emotional expression of a face and how attractive it appears. In two experiments we investigated the interrelationship between attractiveness and happiness. In Experiment 1 we presented morphed faces varying in attractiveness and happiness and asked participants to choose the more attractive of two simultaneously presented faces. In the second experiment we used the same stimuli as in Experiment 1 and asked participants to choose the happier face. The results of Experiment 1 revealed that the evaluation of attractiveness is strongly influenced by the intensity of a smile expressed on a face: A happy facial expression could even compensate for relative unattractiveness. Conversely, the findings of Experiment 2 showed that facial attractiveness also influences the evaluation of happiness: It was easier to choose the happier of two faces if the happier face was also more attractive. We discuss the interrelationship of happiness and attractiveness with regard to evolutionary relevance of positive affective status and rewarding effects.

Sweet puppies and cute babies: perceptual adaptation to babyfacedness transfers across species.

Infant faces are very salient stimuli. The Kindchenschema describes specific features that characterize a cute infant face. In this study we used a visual adaptation paradigm to investigate the universality of the perceptual properties of the Kindchenschema. In Experiment 1, twenty-four participants adapted to cute and less cute human infant faces and in Experiment 2, twenty-four new participants adapted to cute and less cute faces of puppy dogs. In both experiments the task was to assess the cuteness of subsequently presented human infant faces. The results revealed cuteness after-effects for human infant faces in both adaptation conditions, suggesting a common mechanism coding cuteness in human and non-human faces. This study provides experimental evidence for the universality of the well-described concept of the Kindchenschema.

Young without plastic surgery: perceptual adaptation to the age of female and male faces.

Adaptation influences perception not only of simple stimulus qualities such as motion or colour, but also of complex stimuli such as faces. Here we demonstrate contrasting aftereffects of adaptation to facial age. In Experiment 1, participants adapted to either young or old faces, and subsequently estimated the age of morphed test faces with interpolated ages of 30, 40, 50 or 60 years. Following adaptation to old adaptors, test faces were classified as much younger when compared to classifications of the same test faces following adaptation to young faces, which in turn caused subjective test face "aging". These aftereffects were reduced but remained clear even when facial gender changed between adaptor and test faces. In Experiment 2, we induced simultaneous opposite age aftereffects for female and male faces. Overall, these results demonstrate interactions in the perception of facial age and gender, and support dissociable neuronal coding of male and female faces.