Reexamining gender differences and the transdiagnostic boundaries of various conceptualizations of perseverative cognition.

Research examining gender differences in perseverative cognition (repetitive, negative, and difficult-to-control thoughts) has focused on depressive rumination and internalizing syndromes. This study examines the transdiagnostic role of depressive rumination, anger rumination, and repetitive negative thinking across gender on internalizing and externalizing symptoms. Utilizing an ethnoracially diverse sample (33% Black, 35% Latinx, 32% White non-Hispanic) of n = 1,187 young adults (49.5% women), we found equivalent instrument functioning across gender for depressive rumination (specifically brooding), anger rumination, and internalizing problems. Differential item functioning was found for repetitive negative thinking and externalizing problems; partial metric and scalar invariance were established for repetitive negative thinking, and partial metric invariance was established for externalizing problems. After accounting for bias in measurement, women engaged in more perseverative cognition, though effects were small for brooding and anger rumination and large for repetitive negative thinking. Different types of perseverations were positively associated with internalizing and externalizing symptoms across gender. Perseverative cognition may be a transdiagnostic mechanism beyond internalizing problems. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Pedagogical questions promote causal learning in preschoolers.

What maximizes instructional impact in early childhood? We propose a simple intervention employing "Pedagogical Questions". We explore whether swapping some instructional language with questions in psychosomatic storybooks improves preschoolers' memory, learning, and generalization. Seventy-two preschoolers were randomly assigned to one of three conditions and were read storybooks employing either Direct Instruction, Pedagogical Questions, or Control content. Posttest measures of psychosomatic understanding, judgments about the possibility of psychosomatic events, and memory for storybook details showed that children in the Pedagogical Questions condition demonstrated greater memory for relevant storybook details and improved psychosomatic understanding. Our results suggest that pedagogical questions are a relatively simple educational manipulation to improve memory, learning, and transfer of theory-rich content.