Understanding of mental states in later childhood: an investigation of theory of mind in autism spectrum disorder and typical development with a novel task

The developmental trajectories of Theory of Mind (ToM) in later childhood and into adolescence have not been thoroughly investigated, partly due to a lack of sensitive paradigms that can chart development in typical populations or in individuals with a core deficit in ToM, such as those with autism spectrum disorder (ASD). The present study assessed understanding of emotions, beliefs, and intentions using both an established ToM task (Baron‐Cohen et al., 2001) and the more recently developed Comic Strip Task (CST; Cornish et al., 2010). Participants comprised 12 typically-developing (TD) children (mean age: 12·0 years, range: 9·9‐14·8 years) and 12 high-functioning children with ASD (mean age: 11·0 years, range: 9·1‐13·6 years). Results indicated that the ASD group were not impaired on any of the ToM tasks relative to TD children. It was concluded that although children with high-functioning ASD appear to develop basic ToM skills, they do not generalize these to naturalistic situations. The comic-strip paradigm is suggested as a promising way to approach the measurement of ToM across childhood in typical children and those with ASD.

African culturally and linguistically diverse communities’ blood donation intentions in Australia: integrating knowledge into the theory of planned behavior

Background 

Towards a cultural historical theory of knowledge mapping: collaboration and activity in the zone of proximal development

This chapter locates knowledge mapping within the theoretical framework of cultural historical activity theory. Cultural historical activity theory provides an analytic tool for understanding how knowledge maps can act as “stimuli-means”: a cultural artefact that can mediate the performance of subjects (Vygotsky, 1978 ). Knowledge maps possess Vygotsky’s double nature: they not only enable students to enact academic practice but also allow refl ection on that practice. They enable students to build an “internal cognitive schematisation of that practice” (Guile, 2005 , p.127). Further, cultural historical activity theory gives the tools to analyse the social context of our use of knowledge maps and thus consider the mediating rules (tacit and explicit) and division of labour that mediate our use of knowledge maps. Knowledge maps can be viewed as acting within Brandom’s ( 2000 ) space of reasons , which allows learners to use reasons to develop and exchange judgements based on shareable, theoretically articulated concepts and collectively develop the ability to restructure their knowledge and enact these judgements (Guile, 2011 ). In particular multimodal collaborative knowledge maps can act as Vygotsky’s (Vygotsky, 1978 ) zone of proximal development , where teacher and peer-to-peer interaction allow students to solve problems and learn concepts and skills that they would be otherwise unable to tackle.

Towards a cohesive theory of cohesion

Conventional wisdom suggests that group cohesion is strongly related to performance. This may be based on the notion that better cohesion leads to the sharing of group goals. However, empirical and meta-analytic studies have been unable to consistently demonstrate a relationship between cohesion and performance. Partially, this problem could be attributed to the disagreement on the precise definition of cohesion and its components. Further, when the cohesion construct is evaluated under Cohen’s Cumulative Research Program (CRP), it is surprisingly found to belong to the category of early-to-intermediate stage of theory development. Therefore, a thorough re-examination of the cohesion construct is essential to advance our understanding of the cohesion-productivity relationship. We propose a qualitative approach because it will help establish the definitions, enable us to better test our theories about cohesion and its moderators, and provide insights into how best to enlist cohesion to improve team performance.

An order-based theory of morality

The thesis argues that morality has a non-religious basis in the human need for order. Our need for order explains why we are the moral beings that we are. It also explains the kind of morality that people variously advocate and practice.

Resting toucher: a time and motion analysis of elite lawn bowls

Whilst numerous investigations have explored the physical demands placed upon competitive sportspeople from a wide array of sports little is known about the physical demands placed on lawn bowlers. The purpose of this study was to ascertain the movement activities of Australian representative singles and pairs players and to determine the frequency and duration of these activities. One match each of two male and two female players (one singles and one pairs player per gender) were videotaped during an international tournament. During playback of the videotaped matches (n = 4), a single observer coded the players’ activities into five distinct categories (waiting, walking forward, walking backward, jogging and bowling) using a computerised video editing system (Gamebreaker™ Digital Video Analysis System). Field calibration of players over 30m for forward motions and 15m for the backward motion was performed to allow for the estimation of total distance covered during the match. Heart rate was monitored during each match. The duration of a match was found to be (mean ± SD) 1hr 28 ± 15mins. The total distance covered during each match was 2093 ± 276m. The mean percentage of match time spent in each motion was: waiting, 61.8 ± 9.3%; walking forward, 22.3 ± 5.6%; walking backward, 2.0 ± 0.4%; jogging, 1.1 ± 0.5%; and bowling, 8.5 ± 4.2%. Average heart rate was found to be 57 ± 7% of age-predicted HRmax with a maximum of 78 ± 9% of age-predicted HRmax. The results of this study suggest that playing lawn bowls at an international level requires light-moderate intensity activity similar to that reported for golf.

Resolving the theory of planned behaviour's ‘expectancy-value muddle’ using dimensional salience

The theory of planned behaviour is one of the most widely used models of decision-making in the health literature. Unfortunately, the primary method for assessing the theory's belief-based expectancy-value models results in statistically uninterpretable findings, giving rise to what has become known as the ‘expectancy-value muddle’. Moreover, existing methods for resolving this muddle are associated with various conceptual or practical limitations. This study addresses these issues by identifying and evaluating a parsimonious method for resolving the expectancy-value muddle. Three hundred and nine Australian residents aged 18–24 years rated the expectancy and value of 18 beliefs about posthumous organ donation. Participants also nominated their five most salient beliefs using a dimensional salience approach. Salient beliefs were perceived as being more likely to eventuate than non-salient beliefs, indicating that salient beliefs could be used to signify the expectancy component. The expectancy-value term was therefore represented by summing the value ratings of salient beliefs, an approach that predicted attitude (adjusted R 2 = 0.21) and intention (adjusted R 2 = 0.21). These findings suggest that the dimensional salience approach is a useful method for overcoming the expectancy-value muddle in applied research settings.

Conceptual overlap between moral norms and anticipated regret in the prediction of intention: implications for theory of planned behaviour research

Moral norms and anticipated regret are widely used extensions to the theory of planned behaviour, yet there is some evidence to suggest that these constructs may conceptually overlap as predictors of intention. Two health-related behaviours with distinct moral implications (Study 1: organ donation registration, N = 352 and Study 2: condom usage, N = 1815) were therefore examined to ascertain whether moral norms and anticipated regret are indeed conceptually distinct. While evidence consistent with conceptual overlap was identified in Study 1, the evidence for such overlap in Study 2 was more ambiguous. In Study 3, a meta-analysis of existing literature revealed that the relationship between moral norms and anticipated regret was moderated by the extent of the moral implications arising from the behaviour under examination. Taken together, these findings suggest that conceptual overlap between moral norms and anticipated regret is more likely to occur among behaviours with obvious moral implications. Researchers wishing to examine the predictive utility of moral norms and anticipated regret among such behaviours would therefore be advised to aggregate these measures to form a composite variable (personal norms).

Using Mead's Theory of Emergence as a framework for sociological inquiry into pre-service teacher education

In this paper we take up Chang's (2004) challenge to apply Mead's theory of emergence in sociological inquiry. Largely overlooked by scholars, this theory is shown to prove explanatory in one field where limited solutions have been found to date. Specifically, the theory sheds light on how the theory-practice gap is created and sustained in pre-service teacher education. The argument is that under current institutional arrangements the trainee/beginning teacher encounters different and oft-times conflicting environmental, social and cultural conditions in the two 'fields of interaction' (Mead, 1934: 249) of their training program, namely, the on-campus pre-service program and the school. The argument draws on interview and focus group data collected via a study of first-year graduate teachers of an Australian pre-service teacher education program. We conclude that the Meadian mechanisms of role taking and self-regulated behaviour within the two environmental fields of interaction inhibit the trainee/beginning teacher from exercising the power of agency to implement theory learned at university in practice in the classroom. In this sense Mead's theory of emergence predicts the obduracy of the gap between theory and practice in teacher education.

Applying the theory of resource curse to disadvantaged migrant communities and criminal offending: Vietnamese Australians and the heroin trade as a case study

Australia has a substantial Vietnamese community, a consequence of the refugee exodus from Southeast Asia which followed the Communist victory in Vietnam in 1975. While Vietnamese Australians have contributed greatly to their host society, they are also stigmatised because of an association with the trade in illicit drugs, particularly heroin. Drug-related offending remains very high in Vietnamese Australian communities, with resultant high rates of incarceration and social exclusion. In its formative years the Vietnamese Australian community was faced with exclusion from economic and social opportunity, but was uniquely well-positioned as an ethnic enclave economy to take advantage of the growing demand for illicit drugs, especially heroin. I argue that the heroin trade had an effect analogous to ‘resource curse’, and has been a major source of continuing disadvantage and social harm to the Vietnamese Australian community.

Corporate social responsibility in professional team sport organisations : towards a theory of decision-making

Research question: