The children of Mexican-American migrant workers: A population at risk?

The present study assessed intellectual, academic, and emotional strengths and weaknesses for a group of Mexican-American children of migrant farm workers. In order to test the vulnerability hypothesis, the test profiles of these children were contrasted with those of two groups of black children with similar demographic makeup. The children of one group (Clinical Black) had been referred previously for a psychological consultation while the children of the other (Nonreferred Black) had not. Across dependent measures, between-groups contrasts tended to describe the scores of the Migrant children as similar to those of the Clinical Black children and significantly below those of the Nonreferred Black children. The findings suggested specific intellectual, academic, and emotional vulnerabilities of the Migrant children and demonstrated the need to develop ameliorative programs for these children.The authors wish to thank the staff of C & Y, University of Virginia Hospital, especially Ms. Deborah Johnson and Ms. Suzanne Canale, whose cooperation and assistance made this project possible.     

Can I Be Ill and Happy?

Can one be ill and happy? I use a phenomenological approach to provide an answer to this question, using Merleau-Ponty’s distinction between the biological and the lived body. I begin by discussing the rift between the biological body and the ill person’s lived experience, which occurs in illness. The transparent and taken for granted biological body is problematised by illness, which exposes it as different from the lived experience of this body. I argue that because of this rift, the experience of illness cannot be captured within a naturalistic view and propose to supplant this view with a phenomenological approach. The latter approach accounts for changes in the ill person’s relationship to her social and physical world. These changes, I argue, cannot be captured by a naturalistic perspective. I then propose the notion of health within illness as a useful concept for capturing the experience of well-being reported by some ill people. I present empirical evidence for this phenomenon and assess its philosophical significance. Finally, I suggest that adaptability and creativity are two common positive responses to illness, demonstrating that health within illness is possible. The three elements combined – the transformed body, health within illness and adaptability and creativity – serve as the basis for a positive answer to the question posed above.     

Tomboys and sissies: Androgynous children?

Psychological studies of masculinity-femininity in children have paralleled those done with adults, which often consider deviations from masculinity for males and femininity for females as abnormal and perhaps pathological. Children who demonstrate cross-sex behaviors, however, may become androgynous adults whose cross-sex behaviors mean flexibility, not pathology. This study had two purposes: (1) to identify potentially androgynous children as those labeled by their peers as tomboys and sissies; (2) to compare personality characteristics of androgynous children with those of peers. Subjects were 312 elementary school children in a midwestern city. Results indicate that the labels tomboy and sissy are not necessarily indicators of androgynous children, but important social behaviors are related to the labels. For males, the possibility of frustrated creativity was raised.     

Are normal narcissists psychologically healthy?: self-esteem matters

Five studies established that normal narcissism is correlated with good psychological health. Specifically, narcissism is (a) inversely related to daily sadness and dispositional depression, (b) inversely related to daily and dispositional loneliness, (c) positively related to daily and dispositional subjective well-being as well as couple well-being, (d) inversely related to daily anxiety, and (e) inversely related to dispositional neuroticism. More important, self-esteem fully accounted for the relation between narcissism and psychological health. Thus, narcissism is beneficial for psychological health only insofar as it is associated with high self-esteem. Explanations of the main and mediational findings in terms of response or social desirability biases (e.g., defensiveness, repression, impression management) were ruled out. Supplementary analysis showed that the links among narcissism, self-esteem, and psychological health were preponderantly linear.     

Risk and Resistance Factors for Psychological Distress in Icelandic Parents of Chronically Ill Children: An Application of Wallander and Varni’s Disability-Stress-Coping Model

The purpose of the study was to investigate Wallander and Varni’s (1998) disability-stress coping model in a sample of 105 Icelandic parents of chronically ill children. The Revised Adult Attachment Scale (RAAS), the Attributional Scale (AS), the Defence Style Questionnaire (DSQ), the Sense of Coherence Scale (SOC), the World Assumption scale (WAS), The Coping Style Questionnaire (CSQ), The Impact on Family scale (IFS), the Trauma Symptom Checklist (TSC), and the Harvard Trauma Questionnaire (HTQ), were completed by the parents of children with various diseases. Despite the heterogeneity of the sample in terms of disease type, PTSD was present in 13.2% of the parents and an additional 28.6% had subclinical PTSD. Emotional coping, extent of daily care, time since diagnosis, and changes in employment due to the disease explained 71% of the variance in HTQ total score.     

Children's and adults' reactions to magical and ordinary suggestion: Are suggestibility and magical thinking psychologically close relatives?

In Experiment 1, 6‐ and 9‐year‐old children and adults were asked to imagine various types of objects. The experimenter then attempted to change the image of those objects in participants' minds by either suggesting that the objects may change against the participants' will, or by asking participants to change the objects as a favor to the experimenter. Two types of suggestive causation were employed: Magical‐suggestion (a magic spell was cast with the aim of changing the imagined objects) and ordinary‐suggestion (participants were told that the objects in their minds could alter against their will). Ordinary‐suggestion was as effective as magical‐suggestion in changing the participants' imagined objects. For adults, a direct request for compliance produced a stronger effect than did magical suggestion. This effect was not found in children. In Experiment 2, the two types of suggestion were tested on an alternative type of imagined objects. Adult participants were asked to imagine their futures. It was then proposed that (a) a magic spell could be cast on their futures with the aim of changing them either for the worse or for the better (magical‐suggestion), or (b) changing a numerical pattern on a computer screen could change their futures (ordinary‐suggestion). All participants denied that changing a numerical pattern on a computer screen could affect their lives, yet in their actions they demonstrated an element of belief in this possibility. As in Experiment 1, in Experiment 2 ordinary suggestion was as effective as magical suggestion. The hypothesis of an historic contiguity between magical causality and ordinary suggestion is discussed.     

Swamp Mary’s revenge: deviant phenomenal knowledge and physicalism

Deviant phenomenal knowledge is knowing what it’s like to have experiences of, e.g., red without actually having had experiences of red. Such a knower is a deviant. Some physicalists have argued and some anti-physicalists have denied that the possibility of deviants undermines anti-physicalism and the Knowledge Argument. The current paper presents new arguments defending the deviant-based attacks on anti-physicalism. Central to my arguments are considerations concerning the psychosemantic underpinnings of deviant phenomenal knowledge. I argue that physicalists are in a superior position to account for the conditions in virtue of which states of deviants constitute representations of phenomenal facts.     

Horizontal-vertical illusion: continuous decrement or the deviant first guess?

Numerous studies have reported that repetitive or extensive inspection leads to short-term decrement of the horizontal-vertical illusion. The present experiment explored whether this decrement reflects a gradual decline, as previously assumed, or is better described as a singular drop-off beyond the initial evaluation. 111 student participants adjusted vertical or horizontal lines such that they appeared equally long with a perpendicular standard. There were 8 successive adjustment trials for each subject. The results suggest that a substantial component of the illusion depends on the first impression assessment. The earlier anatomical and cognitive theories of the horizontal-vertical illusion cannot incorporate this datum. However, recent findings suggest that a motor theory of illusion might accommodate the observed one-step decrement in the illusion.     

Father-absent adolescents with insulin-dependent diabetes mellitus: A population at risk?

This study evaluated whether family structure is associated with the psychosocial functioning and physical health of adolescents with insulin-dependent diabetes mellitus (IDDM). Subjects were 30 intact families and 30 father-absent families. Adolescents and their mothers completed several self-report and observational instruments that assessed adolescent adherence to treatment, adolescents' and mothers' perceptions of maternal support and nonsupport of treatment, mothers' parental competence, and adolescent social competence. Metabolic control was determined by averaging the adolescent's hemoglobin A1c levels during the previous year. A 2 × 2 (Family Structure × Gender) analysis of variance was conducted on each dependent measure. The results showed that father-absent adolescents had better adherence to the IDDM treatment regimen, despite the fact that adolescents from intact families reported significantly more maternal support for treatment. In addition, single mothers reported relatively high parental competence; and statistical interaction effects indicated that single mothers of girls were more involved in the daily treatment of IDDM, consisting of both positive and negative interactions, than single mothers of boys. There were no between-groups differences for adolescents' metabolic control or social competence. Together, these findings suggested that the father-absent adolescents have adjusted very well to living with one parent and a chronic illness.     

Is schizophrenia what it was? A re-analysis of Kraeplin's and Bleuler's population

It has been noted that the term "schizophrenia" is now applied to a group in many ways dissimilar to Emil Kraepelin's cases of dementia praecox and Eugene Bleuler's of schizophrenia. No detailed explanation has been offered for the difference. This article offers evidence that Kraepelin's and Bleuler's concepts were derived from a population largely suffering from organic disorders including the Parkinsonian sequelae of encephalitis lethargica; it describes the conceptual confusion which followed the introduction of the concept of post-encephalitic Parkinsonism and discusses some implications for the modern concept of schizophrenia. It is suggested that the differences between earlier and later groups of schizophrenics may be accounted for by the decline in prevalence of post-encephalitic Parkinsonism and of the neurological and behavioral sequelae of other diseases, and by the parallel unsystematic development of the concept of schizophrenia.     

Consistency-based compliance: when and why do children become vulnerable?

This study examines the nature and development of behavioral consistency pressures in children. Specifically, we examined the effectiveness of the foot-in-the-door procedure in producing consistent prosocial behavior and self-attributions in kindergartners and second and fifth graders. Children were either induced to comply with a request to share prize coupons or were not given this initial prosocial experience. Those who complied either were labeled as helpful by an adult or were not. Later, children were given the opportunity to help under public or private circumstances. Moreover. children's understanding of trait stability, their internal preference for consistent behavior, and their belief that adults prefer behavioral consistency were assessed. Consistent responding began to occur within the foot-in-the-door procedure in the second grade, and this developmental shift was paralleled by a shift in children's understanding of trait stability. Furthermore, once the foot-in-the-door effect appeared among the second and fifth graders, its strength was significantly affected by the children's internal preference for consistency.     

Direct and indirect directives: What do young children understand?

This study deals with the comprehension of direct and nonconventional indirect directives by children 3 to 6 years old. It refers to both the philosophies of language and the psychological theories that favor the social and cognitive factors of language acquisition. Twenty-four 3- and 4-year-old children and twenty-four 5- and 6-year-old children performed a story completion task presented in the form of comic strips. The variables studied were children's age. linguistic nature of the utterance (direct or nonconventional indirect directives), and strength of the production context (strong or weak context). The results were (a) in contrast to most other studies, direct directives were better understood than indirect directives: (b) the comprehension of both indirect and direct directives depended on the production context of utterance; (c) 5- and 6-year-old children performed better than 3- and 4-year-old children. The detailed results are discussed in terms of types of comprchension of directives linked to comprehension of the speaker's intention.     

Anxious children and their parents: what do they expect?

Assigned 73 children, ages 7 to 14, to 1 of 3 groups (anxious, clinical control, and nonclinical control) according to their diagnostic status. Within the anxious group, children were assigned to 1 of 2 further groups on the basis of self-reported parental anxiety--either the child anxiety only group or the child + parent anxiety group. All children completed an experimental task (giving a brief talk in front of a video camera), which was the focus for a series of structured family discussions between the child and his or her parents. The aims of the study were to measure and compare across groups (a) the evaluations of children and their parents regarding the child's predicted anxiety and skill level and (b) the effect of the family discussion on children's expectations. Results indicated that, prior to the family discussion, anxious children's expectations of their future performance did not differ from those of control children. Similarly, there were no differences in children's expectations between the child anxiety group and the child + parent anxiety group. Second, compared to mothers in the child anxiety group, mothers in the child + parent anxiety group expected that their children would be more anxious and more likely to choose an avoidant problem solution (but not less skilled). Finally, the family discussion was found to produce no changes in anxious children's expectations of their future performance. The implications of these findings are discussed.     

Adults' beliefs about children and mathematics: how important is it and how do children learn about it?

A series of studies was conducted which focused on US adults' beliefs about the relative importance of acquiring mathematical skills for preschool children and about how children acquire these skills. In Study 1, adults rated general information, reading and social skills as all being more important than mathematical skills. They also claimed that parents have the most influence on preschool children's learning regardless of content area. In Study 2, the parents of kindergarten children also rated reading, general information and social skills as all being more important than mathematics in preparing children for the first grade. The more important parents felt mathematics were, the more they reported engaging in a variety of mathematical-related activities with their children. However, the importance they placed on mathematics was not related to their child's actual mathematical performance. In summary, adults seem to value mathematics less than other skills in preparing young children to enter elementary school. © 1998 John Wiley & Sons, Ltd.     

Social skill in third and sixth grade children: A moderator of lifetime stressful life events and behavior problems?

We investigated relationships among stressful lifetime life events, social skill, and behavior problems in children. Participants were 159 third graders, 138 sixth graders, and their mothers. Mothers reported on their children's life events, social skill, and behavior problems. Children self-reported on their social skill and behavior problems. Increased numbers of stressful life events significantly predicted increased behavior problems in third and sixth graders. Increased social skill significantly predicted decreased behavior problems in third and sixth graders. Social skill served a stress-protective role for third but not sixth graders; third graders with increased life events and better social skill had fewer behavior problems than their less socially skilled peers. Practical and theoretical implications are discussed, and suggestions for future resilience research are presented.     

Norm set and deviant behavior: The case of age‐sex norms

The paper incorporates the concept of social norms into the explanation of deviant behavior, in particular to an explanation of the forms deviant behavior may take. The paper introduces a new concept: norm sets. We argue that norm sets determine and regulate the repertoire of deviant acts people may choose to engage in. The paper focuses particularly on age and sex norms. Through an empirical investigation the study identifies social expectations regarding the age‐sex most appropriate for various deviant behaviors and examines their pervasiveness, consensus, and the role they play in the socially structuring of deviant behavior.     

Transforming valences through transitive inference: How are faces emotionally dissonant?

Information that is emotionally incongruous with self-concepts can produce feelings of unease. This implies that embedding incongruous information in newly formed relational structures would have little effect on their previous emotive properties. Alternatively, Relational Frame Theory highlights the importance of contextualized stimulus-stimulus relations, where the structure of a relational series is key in determining the function of its elements. To see whether series membership can mitigate ‘dissonance’ when a salient element is employed, the present investigation trained and tested a seven-term relational series (X>A>B>C>D>E>Y) using blurred faces as stimuli. Specifically, Stimuli X, A, B, D, E and Y were blurred unfamiliar faces and Stimulus C constituted of the participant’s own blurred face, assumed to be more salient than the former. To assess how the valences of the related stimuli were transformed by relational series membership, self-report ratings and electroencephalographic (EEG) recordings were collected before and after training the X>A>B>C>D>E>Y series. These pre vs. post contrasts revealed that, for unfamiliar faces, stimulus valence transformed as a function of relational structure. Conversely, the lack of difference in pre vs. post contrasts of Stimulus C, which maintained a high valence, suggest that relational series membership may not suffice to mitigate emotionally dissonant information.     

Olfaction and young children’s preferences: A comparison of odor and visual cues

Attention, Perception, & Psychophysics - This research compared the relative contributions of odor and visual cues in determining young children’s preferences. Thirty-two children were...