Current theories of numerical cognition posit that uniquely human symbolic number abilities connect to an early developing cognitive system for representing approximate numerical magnitudes, the approximate number system (ANS). In support of this proposal, recent laboratory-based training experiments with U.S. children show enhanced performance on symbolic addition after brief practice comparing or adding arrays of dots without counting: tasks that engage the ANS. Here we explore the nature and generality of this effect through two brief training experiments. In Experiment 1, elementary school children in Pakistan practiced either a non-symbolic numerical addition task or a line-length addition task with no numerical content, and then were tested on symbolic addition. After training, children in the numerical training group completed the symbolic addition test faster than children in the line length training group, suggesting a causal role of brief, non-symbolic numerical training on exact, symbolic addition. These findings replicate and extend the core findings of a recent U.S. laboratory-based study to non-Western children tested in a school setting, attesting to the robustness and generalizability of the observed training effects. Experiment 2 tested whether ANS training would also enhance the consistency of performance on a symbolic number line task. Over several analyses of the data there was some evidence that approximate number training enhanced symbolic number line placements relative to control conditions. Together, the findings suggest that engagement of the ANS through brief training procedures enhances children's immediate attention to number and engagement with symbolic number tasks.

Research on "theory of mind" (TOM) suggests that a grasp of the mind develops universally and sequentially, but both these claims require testing in different cultural groups. Study 1, involving 72 preschoolers, showed the expected developmental transition on false belief tasks; 3 year olds were below statistical chance, while 4 year olds were at chance, representing a lag behind Western children. The same pattern of at chance (pretence, desire and belief) and below chance performance (false belief) was replicated in study 2 with 77 preschoolers (3-5 years) and corroborated the lag identified for some Asian countries. This deficient and varied timing of TOM performance is consistent with theories (social constructivist) supporting the role of social factors in TOM development. Moreover, significant inter-task correlations corroborate the need to broaden the research focus beyond false belief tasks.

Intrusive rumination significantly negatively predicted all domains of quality of life, whereas, quality of life of cancer patients was not significantly predicated by deliberate rumination.

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Purpose This study aims to explain the effects of affective commitment as a mediator between task-level job demands (quantitative workload, qualitative workload, feedback and role conflict) and emotional exhaustion among service mangers. Design/methodology/approach Sub-scales of task-level demand and work group-level resources have been selected from job demands and resources indigenous scale. While emotional exhaustion was measured with the subscale of Maslach burnout inventory. For this purpose, data were obtained from 239 respondents to check the relationship between variables. Amos 21 was used to analyze the model fit among variables. Findings The results of the study show that there is a significant positive relationship between high task-level demands and emotional exhaustion. The results also signify that affective commitment partially mediates the relationship. Research limitations/implications The present study is cross-sectional in design, whereas longitudinal studies would be effective to explain causality relationship. Term of service managers is also not well defined. Data were collected as per the convenient sampling technique. Originality/value The research is based on PhD thesis by the author.