Sexual and Affectionate Behaviors in Asexual and Allosexual Adults.

Prior experience with physical behaviors - both sexual and affectionate - is common among adults in romantic relationships. However, less is known about differences in physical behaviors for asexual and allosexual adults, and these differences may explain how asexual adults navigate sexuality in romantic relationships. In this study we used sexual script theory to examine asexual (n = 109; 59% women; Mage = 27.7) and allosexual adults' (n = 403; 58% women; Mage = 29.0) prior experiences with and future likelihood to engage in sexual and affectionate behaviors in romantic relationships, and how these differences vary by gender. Asexual adults had less prior experience with and were less likely to intend to engage in future physical behaviors than allosexual adults. There were some gender differences in past experience and future likelihood. Prior experience with physical behaviors was associated with expected likelihood to engage in these behaviors for allosexual and asexual adults, although the association was stronger for asexual adults. These results have implications for how asexual adults engage in physical behaviors, and how differing interest in physical behaviors may cause conflict within asexual-allosexual couples.

Preferences for identity-first versus person-first language in a US sample of autism stakeholders.

LAY ABSTRACT: There is currently disagreement among professionals (such as teachers, therapists, researchers, and clinicians) about the most appropriate and respectful way to refer to individuals with disabilities in general, and those with autism, in particular. Supporters of person-first language feel that it is important to emphasize the person rather than the disorder or disability, and promote the use of terms such as, "person with autism" or "a person with ASD." The goal is to reduce stereotypes and discrimination and emphasize the person's individuality rather than their disability. However, some people within the autism community have questioned the use of person-first terms because they are awkward and use an unconventional style of language that draws attention to the disability. Moreover, autistic individuals and their families are beginning to support the use of identity-first language that embraces all aspects of one's identity. Surveys in the United Kingdom and Australia support the idea that both types of language are preferred by different groups of autism stakeholder groups. In our study, we surveyed autism stakeholders in the United States. Overwhelmingly, autistic adults (n = 299) preferred identity-first language terms to refer to themselves or others with autism. Professionals who work in the autism community (n = 207) were more likely to support and use person-first language. Language is dynamic and our findings support the need for open communication among autism professionals about how we communicate with and about autistic individuals and their families.

Concordance Between Romantic Orientations and Sexual Attitudes: Comparing Allosexual and Asexual Adults.

Sexual and romantic orientations are often considered one and the same, and attitudes about engaging in sexual behavior are assumed to be predominantly positive. The current study explored the concordance between sexual and romantic orientations among allosexual and asexual adults as well as the frequency with which they identify as having a sex-positive, sex-neutral, or sex-averse attitude. As expected, allosexual adults were largely sex-positive (82%) and almost all (89%) had a romantic orientation that matched their sexual orientation. In contrast, we found that only 37% of asexual adults had concordant sexual and romantic orientations and that most asexual adults self-identify as either sex-neutral (41%) or sex-averse (54%). Further, we used a semantic differential task to assess sexual intimacy attitudes and how they varied for adults based on sexual attitude. Asexual adults, regardless of sexual attitude, had less positive attitudes overall than allosexual adults. Interestingly, aromantic asexual adults did not have more negative attitudes about sexual intimacy than romantic asexual participants. Although asexual adults held less positive attitudes about sex than allosexual adults, there was considerable heterogeneity within our asexual sample. The current study provides further insight into the concordance between romantic and sexual orientation, and the associations among sexual and intimacy attitudes for both allosexual and asexual adults. These findings will have implications for future research on how asexual adults navigate romantic relationships.

Hookup experiences and feelings of regret: The effects of gender, college context, and hookup characteristics.

Objective: To examine how specific aspects of a hookup are related to feelings of regret among college students, and how these patterns vary by gender and college context. Participants: Freshmen and sophomore men (n = 92) and women (n = 283) from a Midwestern university and community college. Methods: Participants answered questions about their most recent hookup and feelings of regret. Results: Frequency of engaging in a hookup was similar across gender and college context. Men and women were more likely to regret hookups with strangers and when alcohol was involved. Women had fewer regrets when their last hookup occurred with a partner they had also hooked up with in the past than when the hookup occurred only once with that partner. University students reported more regret when the hookup occurred with a stranger, occurred only one time, and when alcohol was used, but this was not found for community college students. Conclusions: Future research should examine hookup experiences through a developmental lens.

Social learning in the digital age: Associations between technoference, mother-child attachment, and child social skills.

Technoference refers to incidents in which technology use interferes with interpersonal exchanges (e.g., conversations, playing). Although research on technoference is in its infancy, there is preliminary evidence that mothers believe technoference has a detrimental impact on the social-emotional functioning of their child. The current study investigated the degree to which technoference was associated with attachment between mothers and their elementary-aged children. A second aim was to determine if the relationship between technoference and children's social-emotional functioning may be moderated by mother-child attachment. Surveys were completed by a sample of 80 mothers and their elementary-aged children. This study is unique in asking elementary-aged children to report their perceptions of parental technoference and the impact it has on their relationship with their mother and their own social-emotional functioning. More frequent technoference was associated with less secure mother-child attachment as rated by children, but not as rated by mothers. That is, frequent technoference may not significantly influence a mother's attachment to their child, but it is associated with a child's attachment to their mother. More frequent technoference was associated with decreased ratings by mothers regarding their child's social-emotional functioning. Furthermore, maternal attachment moderated the relationship between technoference and child externalizing behaviors, such that a more secure attachment served as a protective factor against the negative impact of technoference on child externalizing behaviors. However, attachment did not moderate the relationship between technoference and most social skills assessed in our study. Implications from this study are discussed, including ways to increase awareness of technoference among school personnel, parents, and youth.

Gaming science: the "Gamification" of scientific thinking.

Science is critically important for advancing economics, health, and social well-being in the twenty-first century. A scientifically literate workforce is one that is well-suited to meet the challenges of an information economy. However, scientific thinking skills do not routinely develop and must be scaffolded via educational and cultural tools. In this paper we outline a rationale for why we believe that video games have the potential to be exploited for gain in science education. The premise we entertain is that several classes of video games can be viewed as a type of cultural tool that is capable of supporting three key elements of scientific literacy: content knowledge, process skills, and understanding the nature of science. We argue that there are three classes of mechanisms through which video games can support scientific thinking. First, there are a number of motivational scaffolds, such as feedback, rewards, and flow states that engage students relative to traditional cultural learning tools. Second, there are a number of cognitive scaffolds, such as simulations and embedded reasoning skills that compensate for the limitations of the individual cognitive system. Third, fully developed scientific thinking requires metacognition, and video games provide metacognitive scaffolding in the form of constrained learning and identity adoption. We conclude by outlining a series of recommendations for integrating games and game elements in science education and provide suggestions for evaluating their effectiveness.

A test of the survival processing advantage in implicit and explicit memory tests.

The present study was designed to investigate the survival processing effect (Nairne, Thompson, & Pandeirada, Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 263-273, 2007) in cued implicit and explicit memory tests. The survival effect has been well established in explicit free recall and recognition tests, but has not been evident in implicit memory tests or in cued explicit tests. In Experiment 1 of the present study, we tested implicit and explicit memory for words studied in survival, moving, or pleasantness contexts in stem completion tests. In Experiment 2, we further tested these effects in implicit and explicit category production tests. Across the two experiments, with four separate memory tasks that included a total of 525 subjects, no survival processing advantage was found, replicating the results from implicit tests reported by Tse and Altarriba (Memory & Cognition, 38, 1110-1121, 2010). Thus, although the survival effect appears to be quite robust in free recall and recognition tests, it has not been replicated in cued implicit and explicit memory tests. The similar results found for the implicit and explicit tests in the present study do not support encoding elaboration explanations of the survival processing effect.

Educational interventions to advance children's scientific thinking.

The goal of science education interventions is to nurture, enrich, and sustain children's natural and spontaneous interest in scientific knowledge and procedures. We present taxonomy for classifying different types of research on scientific thinking from the perspective of cognitive development and associated attempts to teach science. We summarize the literature on the early--unschooled--development of scientific thinking, and then focus on recent research on how best to teach science to children from preschool to middle school. We summarize some of the current disagreements in the field of science education and offer some suggestions on ways to continue to advance the science of science instruction.

"Which feels heavier--a pound of lead or a pound of feathers?" A potential perceptual basis of a cognitive riddle.

"Which weighs more--a pound of lead or a pound of feathers?" The seemingly naive answer to the familiar riddle is the pound of lead. The correct answer, of course, is that they weigh the same amount. We investigated whether the naive answer to the riddle might have a basis in perception. When blindfolded participants hefted a pound of lead and a pound of feathers each contained in boxes of identical size, shape, and mass, they reported that the box containing the pound of lead felt heavier at a level above chance. Like the size-weight illusion, the naive answer to the riddle may reflect differences in how easily the objects can be controlled by muscular forces and not a perceptual or cognitive error.