Andrea Smorti

Parents' Definitions of Children's Bullying in a Five-Country Comparison

This study was carried out with 30- to 55-year-old parents of children ages 6 to 13 years in five different countries: Italy, Spain, Portugal, England, and Japan. It aimed at analyzing similarities and differences between words in five languages used to describe different types of bullying and social exclusion and identifying which terms are more appropriate to use in comparisons across cultures and languages. Target terms were selected using focus groups of children. Participants were presented with 25 stick figure cartoons showing different types and contexts of bullying and related behaviors. They were asked to evaluate whether the cartoons could be described or not by one of the target terms. Cluster analysis identified six clusters of cartoons characterized by specific behaviors: nonaggression, fighting, severe physical aggression, verbal aggression, exclusion, and severe exclusion. On the basis of these clusters, there were clear differences across terms and countries regarding both the width of the semantic area of a term and its closeness to the usual scientific definition of bullying.

Narrative strategies in bullies and victims in Italian schools

It is hypothesised that bullies and victims use different strategies to interpret social incongruence,An Italian version of Olweus [(1991): Erlbaum] and Whitney and Smiths [(1993): Educational Research 35:3-25] questionnaire on bullying was employed to select 61 bullies, 40 victims, and 101 controls from a wider sample of students aged 11, 12, and 13 years. Six stories dealing with themes of social interaction between two peers were chosen as the task of the study, These stories described an episode in which the protagonist carried out an act that violated his/her normal behaviour toward the peer. Three stories ended in negative violating acts and three ended in positive ones. Students were asked to try to imagine what had happened prior to the act and how the peer would react to such an act, Dependent variables were locus of attribution of the antecedents to the protagonist or to the environment; use of verbs indicating actions or mental events; and Aggressive, Prosocial, or Neutral reaction of the peer. Two main results were found: (1) tno main strategies of answer differentiated bullies and victims: bullies--more frequently than victims--used a Protagonist-Mental strategy in which stories were mainly completed using antecedents consisting of mental states of the protagonist, while victims-more frequently than bullies--used an En Environment-Action strategy, in which stories were mainly completed using, as antecedents, other peoples actions toward the protagonist; and (2) bullies were more similar to the control group than victims were.

A distant mirror: Memories of parents and friends across childhood and adolescence

Memories that were easily accessible (i.e., quickly retrieved in a memory-fluency task) of Italian university students were assessed. They were from four periods of life: preschool, elementary school, middle school, and high school/university. Half of the participants were instructed to recall only memories involving parents, and the other half memories involving friends. Across age at the time of remembered events, only memories of friends increased in frequency. For parental memories (but not friend memories), the proportion with negative affect increased over age, especially for males. There were also differences related to whether memories were episodic or generic. It was concluded that memories of different periods of childhood and adolescence can serve as a reflective mirror for developmental changes in parent-child and friendship relationships.

Parental influences on earliest memories

Recently, independent lines of research have indirectly supported the notion that social variables, especially parent–child relationships, have a significant impact on adults’ memories of their early life. In order to directly assess this Italian students were asked to recall as many memories involving parents as they could from before the age of 6 in a 3-minute timed recall task (i.e., memory fluency). They also filled out assessments about parental involvement in their lives as well as the quality of their relationships with their mothers and fathers. We found that, for males, the more involved the parents and the warmer the relationships between sons and both their mothers and their fathers, the more early memories, the more positive early memories, and the more episodic memories men recalled. For women, the warmer the relationship with their mothers, the earlier their earliest memory. Results are discussed in terms of gendered parent–child interactions as well as McAdams emergent life-story theory.

Why Narrating Changes Memory: A Contribution to an Integrative Model of Memory and Narrative Processes.

This paper aims to reflect on the relation between autobiographical memory (ME) and autobiographical narrative (NA), examining studies on the effects of narrating on the narrator and showing how studying these relations can make more comprehensible both memory’s and narrating’s way of working. Studies that address explicitly on ME and NA are scarce and touch this issue indirectly. Authors consider different trends of studies of ME and NA: congruency vs incongruency hypotheses on retrieving, the way of organizing memories according to gist or verbatim format and their role in organizing positive and negative emotional experiences, the social roots of ME and NA, the rules of conversation based on narrating. Analysis of investigations leads the Authors to point out three basic results of their research. Firstly, NA transforms ME because it narrativizes memories according to a narrative format. This means that memories, when are narrated, are transformed in stories (verbal language) and socialised. Secondly, the narrativization process is determined by the act of telling something within a communicative situation. Thus, relational situation of narrating act, by modifying the story, modifies also memories. The Authors propose the RE.NA.ME model (RElation, NArration, MEmory) to understand and study ME and NA. Finally, this study claims that ME and NA refer to two different types of processes having a wide area of overlapping. This is due to common social, developmental and cultural roots that make NA to include part of ME (narrative of memory) and ME to include part of NA (memory of personal events that have been narrated).

A Measure for the Study of Friendship and Romantic Relationship Quality from Adolescence to Early-Adulthood

Friendship and romantic relationships are central to individual social life. These close relationships become increasingly significant during adolescence and early adulthood, promoting human development and well-being (1). Despite their importance, there are no equivalent measures for the study of the quality of these different types of close relationships. The main aim of the present study was to develop an equivalent self-report measure to assess the quality of friendships and romantic relationships from adolescence to early adulthood. In Study 1 we took the Friendship Qualities Scale (FQS) developed by Bukowski, Hoza and Boivin (2) and adapted it for Italian adolescents and early-adults. The FQS reveals, via confirmatory factor analysis, five main qualitative dimensions: Conflict, Companionship, Help, Security and Closeness. In Study 2 we developed an equivalent version of the FQS, the Romance Qualities Scale (RQS) in order to measure the same five dimensions for romantic relationships. Data analyses verified the multidimensional factorial structure, the factorial invariance, and the reliability of both scales. Our studies therefore verify that the FQS and RQS are reliable measures to assess friendship and romantic relationship quality from adolescence to early adulthood.

Parental Influences on Memories of Parents and Friends

ABSTRACT The authors evaluated the role parent–child relationship quality has on two types of memories, those of parents and those of friends. Participants were 198 Italian university students who recalled memories during 4 separate timed memory-fluency tasks about their preschool, elementary school, middle school, high school and university years. Half were instructed to recall memories involving parents and the remainder memories involving friends. Moreover, parent–child relationships were assessed by the Network of Relationships Inventory (NRI; W. Furman & D. Buhrmester, 1985) and Adolescents’ Report of Parental Monitoring (D. M. Capaldi & G. R. Patterson, 1989). Results showed that men with positive parent–son relationships had more memories of parents and more affectively positive memories of friends, supporting a consistency model positing similarity between parent–child relationships and memories of friends. Women with positive parental relationship quality had more affectively positive memories of parents but for friends, positive relationship quality only predicted positive memories when young. At older ages, especially middle school-aged children, negative parent–daughter relationships predicted more positive memories of friends, supporting a compensatory model. The gender of parent also mattered, with fathers having a more influential role on affect for memories of friends.

Narrating positive versus negative memories of illness: does narrating influence the emotional tone of memories?

Psychoncological studies have recognised a reduced autobiographical memory in cancer patients, furthermore cognitive studies have found that narrative is an effective instrument to re-elaborate memories. However, it is still unclear whether narrating positive versus negative events can have a different impact on autobiographical memory. The present study aims to explore the emotional experience of autobiographical memory before and after having narrated negative or positive events related to the illness. Of 63 oncological patients, 35 were selected for the present study. Participants completed a Memory Fluency Task twice, before and after having selected and narrated a positive (PN group) or a negative (NN group) memory of illness. They also had to attribute one or more emotions to each memory and to the narrative. The number of emotions and the percentage of emotional tones in both narrated and non-narrated memories were assessed. Narrated memories were more emotionally re-elaborated than non-narrated ones. Negative group participants, more than positive group ones, decreased negative emotions and increased complex ones. Authors discuss these results claiming that narrating works as a rehearsal of autobiographical memories in oncological patients and narrating negative memories eases the emotional re-elaboration of illness.

Everyday Life Reasoning, Possible Worlds and Cultural Processes

Discussing Faiciuc’s paper, I first tackle the problem of fallacies in deductive reasoning showing how, in a possible world theory, non correct forms of reasoning can be useful strategies for discovery, providing these strategies remain at a hypothesis level. Secondly, everyday reasoning and its specificity in comparison to logical-normative one are analyzed. This topic stresses the notion of interpretation and, in this context, the role of the community and of cultural canons shared by the subject. From this point of view, reasoning does not occur, only, in the brain of a person but in everyday exchanges occurring between individuals and the history of their community.

Empathy and autobiographical memory: are they linked?

Abstract. Autobiographical memory and empathy have been linked with social interaction variables as well as gender in independent bodies of literature. However a scarcity of research exists on the direct link between autobiographical memory and empathy. Exploring this link, in particular for memory of friendships and empathy, was the authors’ main aim. A total of 107 Italian undergraduates participated. A memory fluency task was used to assess accessibility of memories spanning their entire life (preschool through university) and an empathy scale (Italian version of the Interpersonal Reactivity Index) was employed to measure the participants’ level and dimensions of empathy. For men, empathy scores were related to how many memories they could recall. Specifically, men with higher scores on the fantasy and empathic concern scales and those with lower scores on the personal distress scales recalled more memories of friends. However, affective quality of their memories was unrelated to empathy. In contrast, for women there was no relationship between number of memories and empathy, but the emotional tone of their memories was related to empathy: those with higher scores on the personal distress scale had proportionately fewer affectively positive memories. Results are discussed in terms of gender differences in both empathy and parental socialization patterns.