A design that included both microgenetic and cross-sectional components was used to examine 135 Slovenian children's acquisition of matrix completion proficiency and compare microgenetic and age-related changes on the task. The microgenetic analyses indicated that children's errors became increasingly variable shortly before they discovered the correct strategy, that the correct strategy became dominant quite quickly following its initial use, that improvements in matrix completion performance generalized to conservation, and that amount of learning correlated positively with IQ. The microgenetic/cross-sectional comparison, which involved contrasting the changes that occurred over seven experimental sessions with the changes that occurred between ages 6 and 7 years, indicated that the two patterns of change were highly similar.

Objective: To identify the prevalence of and to determine the risk factors for developing a fear of childbirth (tokophobia). Methods: We evaluated 191 pregnant women during Parenting and Childbirth Classes. Participants were approached when attending Parenting and Childbirth Classes between June 2014 and September 2014 and were asked to complete several questionnaires related to depression (CES-D), anxiety (STAI X1 and X2), satisfaction with life (SWLS), delivery expectation/experience (W-DEQ), and specific fears. Results: Most (90%) of the responders were nulliparous. As many as 75% of the participants reported low to moderate tokophobia, whereas 25% exhibited high or very high fear of childbirth. Pathological fear occurred in 1.6% of the participants. The most significant was the fear of having an episiotomy followed by fear of having no control on the situation and fear of pain. An association exists between a preferred elective cesarean birth and tokophobia. Conclusions:The results draw attention to the need for early detection and treatment of fear of childbirth. The data may help identifying women at risk that require prenatal psychological intervention.

Learning of class inclusion by 5-year-olds in response to empirical and logical explanations of an adult's answers was examined. Contrary to the view that young children possess an empirical bias, 5-year-olds learned more, and continued learning for longer, when given logical explanations of correct answers than when given empirical explanations. Once children discovered how to solve the problems, they showed few regressions. Many children in the microgenetic experiment followed the path of change anticipated from previous cross-sectional studies, but children in the cross-sectional part of the study seemed to follow a different path. Reasons for the superior effectiveness of the logical explanations were discussed.

The data clearly supported the claim that driving performance changes steadily across age groups: both mean reaction time and interindividual variability progressively increase with age. In addition, a significant group of older drivers was identified who did not show the expected age-related decrease in performance. The findings have important implications, suggesting that in relation to driving, aging is a progressive phenomenon and may lead to variety of driving performance; age-related studies of driving performance should put more emphasis on investigating changes across the whole driver age range rather than only comparing younger and older drivers.

No abstract