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As enrollment in online courses continues to rise, examining quality student engagement opportunities in online settings is important for their success and well-being. The current study sought to understand students’ perspectives on using interactive video lectures in fully online classes. Surveys were collected from 161 undergraduate students across two psychology and two family studies and human development online courses. All four courses used online video lectures with embedded questions and pauses to allow time for answering. The survey results report students felt the embedded questions supported their understanding of the content and kept them engaged. Students explicitly reported paying more attention to the videos because there were questions to answer. Students also appreciated the immediate feedback they received, particularly from multiple-choice questions, and felt it helped solidify what they needed to further study. Implications for future practice and research are included.

Children and parents often rely on the support provided by non-parental adults such as extended family members. Expanding conceptualizations of social support beyond traditional nuclear family paradigms to include non-parental adults may be particularly relevant to identifying family strengths among economically disadvantaged and Latino families. In the present study, we examine the extent to which child reports of parenting support provided by non-parental adults are linked to variations in mother-reported parenting efficacy and depressive symptoms, and whether these associations vary according to maternal marital status and Latino/Hispanic race/ethnicity. The present study considers how child-reported social support specific to parenting is associated with maternal self-reported wellbeing among a community sample of 59 mothers and their 10–12 year-old children. Findings indicate that controlling for maternal perceptions of global social-emotional support, parenting support is inversely related to parenting efficacy among single mother and Latino/Hispanic families. Further, Latino/Hispanic children of mothers with higher levels of depressive symptoms report greater support from non-parental adults. These results suggest that parenting support may in this cross-sectional study be a response to maternal need. Further, the function of support from non-parental adults may vary for single-mother versus two-parent families, and Latino/Hispanic families in comparison to European American families.

The present research examined whether children's ability to impute false belief is overridden or impaired by content that activates an early-developing, prepotent motivational system: predator avoidance. In three studies, children aged 3 to 8years completed variants of a false-belief test, including analogous predator-avoidance and playmate-avoidances scenarios, in which passing the test meant having the focal character get caught by the pursuer. The proportion of correct answers in the playmate-avoidance scenario was reliably greater than in the predator-avoidance scenario, though this effect largely dissipated by 7 to 8years of age. Enhanced predatory stimuli significantly increased the frequency of false-belief errors in the predator-avoidance scenario (Study 3). Analysis of children's justifications revealed that predator-avoidance false-belief errors were overwhelming motivated by a desire for the prey to avoid the predator (Study 2). The predator-avoidance effect was not an artifact of children generally performing better in playmate than predator–prey scenarios (Studies 1 and 3), the predator-avoidance scenario simply evoking strong emotions (Study 3), or differences between children in their knowledge of predator–prey relationships (Study 1) or executive-function abilities (Study 2). Findings support the hypothesis that activation of the predator-avoidance system generates prepotent response patterns that impair or override full consideration of the mental states of the prey characters in false-belief stories.

Despite widespread acceptance of natural selection in biology and the life sciences, social and developmental scientists have resisted incorporating evolutionary frameworks into research and teaching curricula. Charlesworth (1992) has argued that developmentalists avoid evolution because they perceive it as running contrary to meliorist attitudes that are predominate in the field. Other scholars have suggested that evolution is ignored by social scientists because of a lack of knowledge about the theory. In this study, we suggest that resistance among developmentalists toward evolution may occur due to individual differences in life history and personality traits. We examine the meliorist attitudes, life history and personality traits of faculty, graduate and undergraduates in family studies in human development and the effect these variables have on the acceptance and usage of evolutionary theory in academia. Results reveal that life history may contribute to more meliorism, increasing disuse of evolutionary theory due to affective reasons.

The field of evolutionary developmental psychology (EDP) seeks to integrate the basic tenets of evolutionary psychology (EP) and developmental systems theory. EDP can potentially broaden the horizons of mainstream EP by combining the principles of Darwinian evolution by natural selection with the study of human development, focusing on the epigenetic processes that occur between humans and their environment in a way that attempts to explain how evolved psychological mechanisms become expressed in the phenotypes of children and adults. This article provides an overview of the newly emerging field of EDP, focusing both on species-typical patterns of human development and their applications, as well as identifying individual differences among humans as a result of adaptively structured phenotypic plasticity and genetic variation. EDP represents an emerging synthesis between explanatory models of species-universal traits and individual differences resulting from adaptive developmental plasticity and genetic diversity. This newly emerging field provides the most complete picture of adaptive human behavior and cognition, taking into consideration our species' rich evolutionary history in conjunction with ontogenetic differences among humans.