Lawrence Erlbaum Research Articles

Cultural discourses of privacy: Interrogating globalized workplace relationships in Japan

ABSTRACTUsing Carbaugh’s (2005. Cultures in conversation. Mahwah, NJ: Lawrence Erlbaum; 2007. Cultural discourse analysis: Communication practices and intercultural encounters. Journal of Intercultural Communication Research, 36(3), 167–182) cultural discourse analysis and Petronio’s (2002. Boundaries of privacy: Dialectics of disclosure. Albany, NY: State University of New York Press) Communication Privacy Management (CPM) Theory, this study highlights four cultural premises that garner intercultural privacy management between foreign English language teachers (ELTs) and Japanese coworkers (JCWs) in Japan. The analysis revealed that ELTs: (a) expected not to be a “free space” for privacy inquisition by JCWs, and (b) expected voluntary reciprocity in (egalitarian) workplace relationships. JCWs viewed: (a) privacy inquisitions as acts of kindness/caring and (b) soliciting help from a supervisor as providing opportunities for better care. This study calls for attention to intercultural privacy management and enhances CPM’s cultural criteria.

Ego Development and the Internalization of Conflict in Young Adults

The theory and measurement of ego development (Loevinger in Ego development: Conceptions and theories. Jossey-Bass, San Francisco, 1976) have enjoyed success in the empirical literature as a means of conceptualizing psychological maturity. One unresolved issue concerns the uncertain relationship between ego development and positive adjustment or well-being. The current study tests the hypothesis that ego development in the transition to young adulthood entails an increase in internalizing symptoms and a decrease in externalizing symptoms of psychopathology. Two samples of college students (total n = 263, age range 18–22 years) completed a measure of ego development, the Washington University Sentence Completion Test (WUSCT; Hy and Loevinger in Measuring ego development. Lawrence Erlbaum, Mahwah, 1996), and either the Defense Mechanisms Inventory (DMI; Ihilevich and Gleser in Defense mechanisms: Their classification, correlates, and measurement with the Defense Mechanisms Inventory. Psychological Assessment Resources, Odessa, 1993) or select scales from the Personality Assessment Inventory (PAI; Morey in Personality Assessment Inventory professional manual 2. Psychological Assessment Resources, Lutz, 2007). Results indicate that WUSCT scores are positively correlated with internalizing defense preferences, anxiety-related disorders, unstable mood and identity, and sense of stress. WUSCT scores are negatively correlated with externalizing defense preferences and alcohol problems, and with aggression in males. These findings are consistent with the hypothesis that ego development is related to the specific type, rather than overall level, of psychopathology experienced by young adults.

In Memoriam: Dr. Clive L. Dym (1942–2016)

In Memoriam: Dr. Clive L. Dym (1942–2016)

Typological analysis of Ilami Kurdish verbs of motion

AbstractThis paper attempts to assess motion events in Ilami Kurdish through Talmy’s binary typology (1985. Lexicalization patterns: Semantic structure in lexical forms. In Timothy Shopen (ed.),Language typology and lexical descriptions: Vol. 3. Grammatical categories and the lexicon, 36–149. Cambridge: Cambridge University Press; 2000a.Toward a cognitive semantics. Vol. 1: Concept structuring system. Cambridge, MA: MIT Press; 2000b.Toward a cognitive semantics. Vol. 2: Typology and process in concept structuring. Cambridge, MA: MIT Press) according to which, languages could be classified as “Satellite-framed” or “Verb-framed”. Following Berman and Slobin’s approach (1994.Relating events in narrative: A crosslinguistic developmental study. Hillsdale, NJ: Lawrence Erlbaum) in using “The Frog Story”, which paved the way for evaluating numerous languages in terms of their motion verbs, we used this elicitation tool for gathering Kurdish data. Results reveal that Ilami tends towards Satellite-framed languages as the concept of Path is often expressed by the use of satellites. As far as analysis of Path in Kurdish is taken into account, this concept has been analyzed with the help of different criteria proposed by Ibarretxe-Antuñano (2008. Path salience in motion events. In Jiansheng Gu, Elena Lieven, Nancy Budwig, Susan Ervin Tripp, Keiko Nakamura & Şeyda Özçalışkan (eds.),Crosslinguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin, 403–414. Hillsdale, NJ: Lawrence Erlbaum) and typologically compared with other languages too. It seems that in addition to the oral nature of Ilami and its contact with Persian language, “the syntactic sensitivity of satellites” as a new motivation, also affects the amount of details accompanying the Path concept in this dialect.

The attitudes and motivation of children towards learning rarely spoken foreign languages: a case study from Saudi Arabia

ABSTRACTThis article discusses the attitudes and motivations of two Saudi children learning Japanese as a foreign language (hence JFL), a language which is rarely spoken in the country. Studies regarding children’s motivation for learning foreign languages that are not widely spread in their contexts in informal settings are scarce. The aim of the study described in this article was to understand what had motivated two Saudi children to learn Japanese outside the school context and how they viewed themselves as ideal JFL speakers in the future. The investigation builds on Dörnyei’s [2005. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum] theory of the L2 Motivational Self-System. Additionally, based on Mitra’s [2012. Beyond the Hole in the Wall: Discover the Power of Self-Organised Learning. TED] concept of Self-Organised Learning Environment, the children’s efforts to learn on their own by using digital resources were taken into consideration. The researcher’s observations and the children’s interviews and diaries have been employed in order to obtain in-depth understanding of their attitudes and motivation. Results revealed that the media had played a significant role in influencing the children’s decision to learn Japanese and that they were able to use various digital language resources to support their learning without receiving formal instructions. The study provides pedagogical implications for educational authorities and researchers.

The Boxing Ring: Embodying Knowledge through Being Hit in the Face

The Boxing Ring: Embodying Knowledge through Being Hit in the Face

Embedding communication in the disciplines: a tale of two faculties

ABSTRACTEnglish is the medium of instruction in all Science and Engineering undergraduate programmes at the National University of Singapore (NUS). Therefore, students who do not meet minimum proficiency requirements are placed in English for Academic Purposes (EAP) courses to help them improve. Other generic, domain-specific and workplace communication courses are also offered as core courses or electives so that most students take at least one such course before they graduate. The strong focus on communication skills training for NUS students is aimed at equipping them with academic writing and speaking skills, in general, and workplace interaction skills. This paper, however, discusses the embedding of communication skills training within the content curricula of two modules in electrical engineering and one module in a special science programme in NUS as a pedagogical strategy to ‘enculturate’ [Prior, P. 1998. Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy. Mahwah, NJ: Lawrence Erlbaum Associates] students into the academic and professional discourse communities of their disciplines. These three implementations are unique, firstly, because they ‘include’ all students in the cohort in the training, regardless of whether they have taken EAP or other communication courses [Wingate, U., and C. Tribble. 2011. “The Best of Both Worlds? Towards an English for Academic Purposes/Academic Literacies Writing Pedagogy.” Studies in Higher Education 1–15. iFirst Article]. Secondly, content and communication lecturers collaborate closely with one another and with students to co-construct the latter's deeper engagement in their disciplines.

A Collective Object for the Sociology of Morality Project

pinquity Revisited: Communications Technology and the Transformation of the Urban Public Sphere.’’ Sociological Inquiry 68(3):373–397. Castells, Manuel. 1997. The Power of Identity. London: Blackwell Publishers. Coleman, Gabriella E. 2012. Coding Freedom: The Ethics and Aesthetics of Hacking. Princeton: Princeton University Press. Coleman, Gabriella E. 2014. Hacker, Hoaxer, Whistleblower, Spy: The Many Faces of Anonymous. New York: Verso. Dauvergne, Peter, and Genevieve LeBaron. 2014. Protest Inc.: The Corporatization of Activism. Cambridge, UK: Polity Press. Downing, John. 2001. Radical Media: Rebellious Communication and Social Movements. Thousand Oaks, CA: SAGE Publications. Earl, Jennifer, and Katrina Kimport. 2011. Digitally Enabled Social Change: Activism in the Internet Age. Cambridge, MA: MIT Press. Fisher, Dana. 2006. Activism, Inc.: How the Outsourcing of Political Campaigns is Strangling Progressive Politics in America. Stanford, CA: Stanford University Press. Harcourt, Bernard E. 2013. ‘‘Political Disobedience.’’ Pp. 45–92 in Occupy: Three Inquiries in Disobedience, edited by W. J. T. Mitchell, B. E. Harcourt, and M. Taussig. Chicago: University of Chicago Press. Hick, Steven, and John G. McNutt, eds. 2002. Advocacy and Activism on the Internet: Perspectives from Community Organization and Social Policy. Chicago: Lyceum Books. Jordan, Tim, and Paul Taylor. 2004. Hacktivism and Cyberwars: Rebels with a Cause. New York: Routledge. Lievrouw, Leah A. 2011. Alternative and Activist New Media. London: Polity. Meyer, David S., and Sidney G. Tarrow. 1998. The Social Movement Society: Contentious Politics for a New Century. Lanham: Rowman & Littlefield. Ramos, Howard, and Kathleen Rodgers, eds. 2015. Protest and Politics: The Promise of Social Movement Societies. Vancouver: University of British Columbia Press. Rheingold, Howard. 1993. The Virtual Community: Homesteading on the Electronic Frontier. Reading, MA: Addison-Wesley. Samson, Robert J., Doug McAdam, Heather MacIndoe, and Simon WefferElizondo. 2005. ‘‘Civil Society Reconsidered: The Durable Nature and Community Structure of Collective Civic Action.’’ American Journal of Sociology 111(3): 673–714. Walker, Edward. 2015. Grassroots for Hire: Public Affairs Consultancy in American Democracy. Cambridge, UK: Cambridge University Press. Wellman, Barry. 1997. ‘‘An Electronic Group Is Virtually a Social Network.’’ Pp. 179–205 in Culture of the Internet, edited by S. Kiesler. Mahwah, NJ: Lawrence Erlbaum. Wellman, Barry. 2004. ‘‘The Three Ages of Internet Studies: Ten, Five and Zero Years Ago.’’ New Media and Society 6(1):123–129. Whalen, Jack, and Richard Flacks. 1990. Beyond the Barricades: The Sixties Generation Grows Up. Philadelphia: Temple University Press. Whittier, Nancy. 1995. Feminist Generations: The Persistence of the Radical Women’s Movement. Philadelphia: Temple University Press. Wolfson, Todd. 2014. Digital Rebellion: The Birth of the Cyber Left. Champaign: University of Illinois Press. Yang, Guobin. 2009. The Power of the Internet in China: Citizen Activism Online. New York: Columbia University Press.

Could a Unified Theory of Cognition and Emotion Further the Transdiagnostic Perspective? A Critical Analysis Using Interacting Cognitive Subsystems as a Case Example

There is evidence that common processes underlie psychological disorders transdiagnostically. A challenge for the transdiagnostic movement is accounting for such processes theoretically. Theories of psychological disorders are traditionally restricted in scope, often explaining specific aspects of a disorder. The alternative to such ‘micro-theories’ is developing frameworks which explain general human cognition, so called ‘macro-theories’, and applying these systematically to clinical phenomena. Interacting Cognitive Subsystems (ICS) [Teasdale, J.D., & Barnard, P.J. (1993). Affect, cognition and change: Re-modelling depressive thought, Lawrence Erlbaum Associates, Hove] is a macro-theory which aims to explain aspects of information processing. The aim of this review is to examine whether ICS provides a useful platform for understanding common processes which maintain psychological disorders. The core principles of ICS are explained and theoretical papers adopting ICS to explain a particular psychological disorder or symptom are considered. Dysfunctional schematic mental models, reciprocal interactions between emotional and intellectual beliefs, as well as attention and memory processes, are identified as being important to the maintenance of psychological disorders. Concrete examples of how such variables can be translated into novel therapeutic strategies are given. The review concludes that unified theories of cognition and emotion have the potential to drive forward developments in transdiagnostic thinking, research and treatment.

Rapping in Catalan in class and the empowerment of the learner

ABSTRACTDespite the well-known educational possibilities afforded by Rhythm And Poetry (RAP) for the development of musical, lyrical and critical skills [Morrell, E., & Duncan-Andrade, J. M. R. (2002). Promoting Academic Literacy with Urban Youth through Engaging Hip-hop Culture. The English Journal, 91(6), 88–92. Retrieved from http://www.jstor.org/stable/821822; Hill, M. L. (2009). Beats, Rhymes, and Classroom Life: Hip Hop Pedagogy and the Politics of Identity. New York, NY: Teachers College Press; Low, B. E. (2011). Slam School: Learning Through Conflict in the Hip-Hop and Spoken Word Classroom. Chicago, IL: Stanford University Press], it remains a lyrical genre often excluded from Catalan secondary education. This paper focuses on a four-day series of rap workshops given in 2012 by a famous local Catalan rap artist in a multicultural and multilingual state school in Catalonia. It analyses the impact that the workshops had, above all in terms of classroom engagement, linguistic empowerment and textual ‘agency’ [Moje, E. B., & Lewis, C. (2007). Examining Opportunities to Learn Literacy: The role of critical sociocultural literacy research. In E. B. Moje, C. Lewis, & P. Enciso (Eds.), Reframing sociocultural research on literacy: identity, agency and power (pp. 15–48). Mahwah, N. J.: Lawrence Erlbaum], on a range of students with varying degrees of command of the Catalan language and with different degrees of experience with rap music. Through the classroom activity described herein, we show the pedagogical opportunities that rap music offers as a hybrid text in-between oral and written codes that makes it a powerful vehicle for self-expression, whilst enabling the acknowledgement of real uses of languages and genres related to the cultural practices of urban students, in the classroom. In particular, we argue that bridging Catalan rap culture to the goals of the school curriculum, especially in highly multilingual and multicultural school contexts, helps to promote the socialisation of the Catalan language in and beyond the school.

Variability and/or Consistency in Picture Naming by a Person with Aphasia? A Single Case Study

Variability and/or Consistency in Picture Naming by a Person with Aphasia? A Single Case Study

Children and Terrorism and commentaries

Children and Terrorism and commentaries

Psychometri properties of the Cognitive Emotion Regulation Questionnaire in a sample of Iranian population

Psychometri properties of the Cognitive Emotion Regulation Questionnaire in a sample of Iranian population

The effectiveness of VIPP-V parenting training for parents of young children with a visual or visual-and-intellectual disability: study protocol of a multicenter randomized controlled trial.

BackgroundVisual or visual-and-intellectual disabilities of children make daily interactions more difficult for their parents and may impact the quality of the parent-child relationship. To support these parents, an existing intervention (Video-feedback Intervention to promote Positive Parenting; VIPP; Juffer F, Bakermans-Kranenburg MJ, van IJzendoorn MH, 2008. Promoting positive parenting; an attachment-based intervention. Mahwah, NJ: Lawrence Erlbaum Associates; 2008) was adapted for use with parents of children with a visual or visual-and-intellectual disability (VIPP-V). This attachment-based intervention was hypothesized to support parents’ interpretation and understanding of the behavior of their child with a visual or visual-and-intellectual disability and respond to their child’s signals in a sensitive way to improve parent-child interaction quality.Methods/DesignA randomized controlled trial (RCT) will be conducted to assess the effectiveness of the adapted intervention VIPP-V (Video-feedback Intervention to promote Positive Parenting in parents of children with Visual or visual-and-intellectual disabilities). Parent-child dyads will be randomized into two groups: 50 dyads will receive VIPP-V in combination with care-as-usual and 50 dyads will receive care-as-usual. Families with a child (1–5 years of age) with a visual or visual-and-intellectual disability will be recruited for participation in the study. Primary outcome measures are parental sensitivity and the quality of parent-child interaction. Secondary outcome measures are parental self-efficacy, and parenting stress. To assess feasibility of implementation of the intervention the experiences of early intervention workers with regard to using VIPP-V are assessed. Moderator variables are the child’s developmental age, working alliance between parent and VIPP-V intervention worker and empathy of the VIPP-V intervention worker. Data will be collected approximately one week before the intervention starts (T1), one week (T2) and three months (T3) after the intervention. Parent-child dyads in the care-as-usual-only condition will be assessed at the same time points. Both intention-to-treat and completer analyses will be performed.DiscussionDescriptive findings in pilot cases suggest benefits from VIPP-V, and compatibility with existing services for parents of children with a visual or visual-and-intellectual disability. The current study will provide insight into the effectiveness of this intervention for parents of children with a visual or visual-and-intellectual disability, and, if the intervention is effective, prepare the field for broad-scale implementation.Trial registrationNederlands Trial Register NTR4306 (registered 5 December 2013).

Similarities and Differences in Self-Regulated Learning Processes in Sport and Academics: A Case Study

Self-regulated learning (SRL) competencies maybe a link between sports and academics, yet transfer of SRL across domains remains understudied. The purpose was to explore the possibility of SRL transfer by using case study to (a) extend Winne and Hadwin's [(1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Mahwah, NJ: Lawrence Erlbaum] model of self-regulated studying to sports, and (b) examine similarities and differences in SRL processes of a student-athlete in both contexts. The participant was a male, international-level table tennis player enrolled in a first year university program. He completed a semi-structured interview, video-stimulated recall interviews in sport and academics, and journal entries. Coding of the data was both data-driven and theory-driven. The participant engaged all phases of regulation in both contexts demonstrating the applicability of a model of self-regulated studying to sport training and suggesting he used the same processes to succeed in both contexts. However, he demonstrated a more proactive approach and closer relationship with his coach in sports.

Brain, Mind, and Media

Brain, Mind, and Media

A multilevel longitudinal study of adolescent Internet addiction: The role of obsessive–compulsive symptoms and classroom openness to experience

Internet addiction (IA) in adolescence was longitudinally examined in relation to individual obsessive–compulsive symptoms and the personality trait of openness to experience (OTE) at the classroom level. The study consists of a two-point measure of a normative sample comprising 648 Greek adolescents (retention = 363, age 16–18 years, wave 1: age = 15.75 years, SD = 0.57, males = 46.2%, females = 53.8%). IA was assessed with the IA Test (Young, K. S. [1998]. Caught in the net: How to recognize the signs of internet addiction—And a winning strategy for recovery. New York, NY: Wiley), obsessive–compulsive symptoms with the Symptom check list 90 revised (Derogatis, L. R., & Savitz, K. L. [1999]. The SCL-90-R, brief symptom inventory, and matching clinical rating scales. In M. E. Maruish (Ed.), The use of psychological testing for treatment planning and outcomes assessment (2nd ed., pp. 679–724). Mahwah, NJ: Lawrence Erlbaum Associates Publishers) and OTE with the FFFK (Asendorpf, J. D., & van Aken, M. A. G. [2003]. Validity of big five personality judgments in childhood: A 9 year longitudinal study. European Journal of Personality, 17, 1–17). A three-level hierarchical linear model investigated individual- and classroom-level effects on IA score and its changes over time. The findings revealed that IA at the initial level was associated with the obsessive–compulsive symptoms of the individual and negatively related to classroom-level OTE. However, adolescents high on obsessive–compulsive symptoms in high on OTE classrooms presented higher IA scores over time.

Exploring a Curatorial Turn in Journalism

Exploring a Curatorial Turn in Journalism

Autism Spectrum Disorder Symptoms and Comorbidity in Emerging Adults.

Autism spectrum disorder (ASD) continues to grow in prevalence each passing year. As more children are diagnosed, it makes sense that the emerging adult and adult population with ASD also will continue to grow. Although the body of research is quite large for children with ASD, the literature for emerging adults with ASD is sparse in comparison. The current study aimed to extend existing literature further by beginning to explore the realm of emerging adulthood. Specifically, the study investigated the presence of comorbid psychiatric symptoms in emerging adults who also presented with ASD symptoms as measured by the Adult Self-Report (Rescorla and Achenbach in The Achenbach System of Empirically Based Assessment (ASEBA) for ages 18 to 90 years. The use of psychological testing for treatment planning and outcomes assessment: volume 3: instruments for adults, 3rd edn. Lawrence Erlbaum Associates, Mahwah, pp 115-152, 2004). Emerging adults were categorized as having normal, mild, moderate, or severe levels of ASD symptoms and were compared for the presence of comorbid psychiatric symptoms. Overall, results suggested that emerging adults who presented with greater ASD symptom severity were more likely to experience the presence of additional comorbid symptoms.

Electronically Monitored Punishment: International and Critical Perspectives. Edited by Mike Nellis, Kristel Beyens and Dan Kaminski (Routledge, 2013, 304pp. £79)

It has taken quite a while for this book to get published. I remember noticing one of the first announcements on the website of the publisher—it was still Brian Willan, in those days—several months before the defense of my PhD dissertation. The volume was scheduled to go into print in 2007. I had added the book to my reading list: it could be interesting for my research so I should check it out—I thought. However, as the date of my defense came nearer, there was still no sign of the book—and this remained so for the next 6 years or so. In the meantime, a lot was happening. Willan Publishing was sold to Routledge. Ralf Bas, the founding head of the Belgian electronic monitoring (EM) service who was part of the original editorial team, was fired from his position. And, regrettably, Anthony Bottoms’ planned chapter on the sociology of EM, which featured prominently in the 2007 provisional table of contents, did not make it into the volume. All of this forms part of the petite histoire of an edited book like this—and everyone who has ever embarked on such a journey knows it is not always that easy and relaxing a process.