Human optokinetic nystagmus: competition between stationary and moving displays

We reported earlier that occlusion of the central retina and stationary edges have highly interactive effects on the gain of optokinetic nystagmus (OKN; Murasugi, Howard, & Ohmi, 1986). In this study, we explored this effect in more detail. A central occluding band of variable height, flanked by vertical bars, was superimposed onto an array of dots moving at 30 degrees per second. The height of the occluding band required to abolish OKN increased with the separation of the vertical bars. For bars 3.5 degrees apart, OKN was abolished in most subjects when a band only 6' high ran between them. For bars 75 degrees apart, a band at least 20 degrees in height was required to abolish the response. The effects of the stationary figure depended to some extent on the subject's attention, but only at intermediate values of bar separation. Both low- and high-level mechanisms are proposed to account for the results.     

Interparental conflict and adolescent problem behavior: an examination of mechanisms

The purpose of the present study was to examine several competing hypotheses which have been utilized to explain the negative relationship between interparental conflict and child/adolescent problems. These mechanisms of operation have included modelling, genetic transmission, disrupted parenting, the role of perceptual/appraisal processes of the conflict, and an inhibition hypothesis. One hundred and forty-two young adolescents and their mothers served as subjects. Eighty were from intact families and 62 from recently divorced families. Data were collected from the perspective of the adolescent, mother, behavioral observer, and social studies teacher. The results indicated that intact and divorced samples had to be considered separately as different pathways contributed to adolescent behavior problems in the two samples. For externalizing problems, a direct path between interparental conflict and problem behavior existed for the divorced sample whereas an indirect path through the adolescent's perceptions of the conflict existed for the intact sample. The different context in which the interparental conflict occurred for the two samples was offered as an explanation of this difference. For internalizing problems a significant direct path existed between conflict and problem behavior for both samples; however, the indirect paths through the adolescent's perceptions and through poor parenting skills contributed only for the divorced sample. The results suggest that various mechanisms appear to operate in influencing how interparental conflict influences behavior problems of young adolescents. Both the type of problem examined and the marital status of the parents appear important in determining the relative impact of the mechanisms. Implications for the behavior therapist are noted.     

GENERALIZED LANGUAGE LEARNING BY CHILDREN WITH SEVERE MENTAL RETARDATION: EFFECTS OF PEERS' EXPRESSIVE MODELING

In this study, we investigated the conditions that contribute to observational learning of generalized language in children with severe mental retardation. Matrix-training strategies were used to teach 6 children with mental retardation to combine known words into two- or three-word utterances consistent with syntactic rules. Subsequently, the children learned two or more unknown words concurrently, inducing word-referent relations consistent with these word order rules. Generalized learning of responses not taught directly was shown to be under experimental control using a multiple baseline design across submatrices. Expressive modeling of only four or five responses was sufficient to promote recombinative generalization in the expressive and receptive modalities. Thus, 95% to 98% of subjects' learning was attributed to generalization processes. This study demonstrates how the efficiency of language training with children with mental retardation might be enhanced by coupling observational learning and matrix-training strategies.     

“Snips and snails and puppy dog tails”: Gender of agent,recipient, and observer as determinants of perceptions of discipline

This study examined the role of gender of observer, parent, and child on judgments of the severity, appropriateness, and consequences of various forms of discipline. Young adults read stories describing a disciplinary encounter between parent and child and made required judgments. Consistent gender differences emerged. Females judged the discipline more harshly than males, rating it as more severe, more abusive, less appropriate, and more likely to result in emotional harm. Discipline of daughters was judged to be harsher than identical treatment of sons, particularly when the discipline was administered by the father. The implications of differential judgments are discussed.     

Gender differences in emotional development: A review of theories and research

Theories, data, methodological and conceptual problems concerning the study of gender differences in the development of defenses, emotional expression, recognition, and experiences are reviewed Data indicate gender differences in several areas of emotional functioning, including nonverbal sensitivity, expressiveness, self-reports of anger, fear, and sadness, the quality of defenses, and cognitive correlates of recognition abilities Studies suggest that with development, boys increasingly inhibit the expression and attribution of most emotions, whereas girls increasingly inhibit the expression and recognition of socially unacceptable emotions, e g, anger These differences may be a function of different socialization processes for males and females, which may be adaptations to innate gender differences in temperament, or adaptations to existing sociocultural pressures The present paper argues that emotions motivate and regulate adaptive behaviors, and that researchers must explore gender differences in emotional development as a function of different familial, sociocultural, and interpersonal roles to which males and females must adapt     

Parents' teaching strategies with their children: The effects of parental and child status variables

The intent of the study was to examine the effects of parental (mother and father) and child (gender and communicative status) status variables on the teaching strategies used by parents in a paper-folding task. The linguistic and nonverbal strategies of 120 parent-child groupings were analyzed during paper-folding tasks. Parents' strategies were coded according cognitive demand and directiveness. Results indicated that strategies varied as a function of children's communicative status. Parents were less directive and more demanding of nonhandicapped children compared to handicapped children. Parents' strategies seemed to be determined by children's ability to sustain discourse. Results are discussed in terms of Vygotsky's notion of the zone of proximal development.This research was partially supported by a grant from the U.S. Office of Education, Office of Special Education (Grant No. G007902000) to I. Sigel and A. McGillicuddy-DeLisi at Educational Testing Service, Princeton, and from the Biomedical Research Support Grant Program, Division of Research Resources, N.I.H. (Grant No. BRSG 507RR07025-17) to the first two authors. We acknowledge the helpful comments of two anonymous reviewers.     

Self-perceived and independently observed competence of young adolescents as a function of parental marital conflict and recent divorce

The self-perceived and independently observed cognitive and social competence of young adolescents as a function of parental conflict and recent divorce was investigated. Subjects were 40 young adolescents between the ages of 11 years 1 month and 15 years 1 month. A 2×2 factorial design was used, with the independent variables being parental marital status (married vs. recently divorced) and parental conflict (high vs. low). Dependent variables included the following measures of adolescent competence: adolescent-completed measures of self-perceived competence, teacher-completed measures, behavioral observations, and school grades. The results indicated that the level of parental conflict, rather than parental marital status, appears to be the critical variable associated with adolescents' independently observed levels of cognitive and social competence. In regard to adolescents' self-perceived levels of cognitive and social competence, parental marital status was found to be the critical variable. The implications of these findings are discussed.This research was supported by the William T. Grant Foundation and the University of Georgia's Institute for Behavioral Research.     

Incorporating good programs into the larger laboratory context

The Scheduled Measurement System (SMS) is a collection of related programs for administering performance and rating tasks to human subjects. It was designed to provide a common task scheduling and data management environment for a diversity of measures. SMS has greatly reduced the effort required to analyze and archive data after experiments, but it has been less successful in reducing some of the effort required to implement experiments. While programming is not difficult, documentation and user training remain the most primitive parts of the system.     

Factors associated with juvenile detention truancy

Factors influencing truancy from a juvenile court treatment facility were investigated. Youth born in 1962 (N = 124) who were placed in the facility were compared for number of truancies, background, and personality variables. Results showed that males with prior adjudication for home or school truancy had a 65% probability of eloping from the court facility as compared to a 34% probability for youth adjudicated for other offenses. Most females were adjudicated for truancy offenses and showed a 62% probability of truancy while in the court facility. Further, for females who eloped and were returned, the probability of a subsequent truancy was above 80%. Personality characteristics of truants varied with sex: male truants were more likely to be conduct disordered youth for which impulsivity and disregard for social norms is prevalent; female truants appear more likely to be in conflict over autonomy issues.