Sex, race/ethnicity, and romantic attractions: multiple minority status adolescents and mental health

This study examined the association between multiple minority statuses and reports of suicidal thoughts, depression, and self-esteem among adolescents. Data from the National Longitudinal Study of Adolescent Health were used to examine mental health outcomes across racial/ethnic groups for same-sex-attracted youths and female youths. Hispanic/Latino, African American, and White female adolescents reported more suicidal thoughts, higher depression, and lower self-esteem compared with male adolescents in their racial/ethnic group. Same-sex-attracted youths did not consistently demonstrate compromised mental health across racial/ethnic groups. Follow-up analyses show that White same-sex-attracted female adolescents reported the most compromised mental health compared with other White adolescents. However, similar trends were not found for racial/ethnic minority female youths with same-sex attractions.     

Exploring urban students' constructions about school, work, race, and ethnicity

This qualitative study is an exploration of 32 urban high school students' narratives about the connection between school, work, and societal expectations of their future success related to their racial and ethnic background. The sample varied along 2 contextual dimensions: participation in a psychoeducational intervention (Tools for Tomorrow) and developmental status (i.e., half the sample were 9th-grade students and the other half were 12th-grade students). Using consensual qualitative research, the narratives revealed 3 major domains: future orientation; students' perceptions of society's expectations based on race and ethnicity; and students' perception of the role of their race and ethnicity in future success. Results reveal that the majority of students endorse a connection between school and work, believe that society holds low expectations for them based on their racial and ethnic background, and cannot predict their future success based on their background.     

Social cognition: learning about what matters in the social world

Social‐cognitive principles underlie people's learning about what matters in the social world. The benefits of these social‐cognitive principles reveal essential aspects of what it means to be human. But these social‐cognitive principles also have inherent costs , which highlight what it means to be ‘only human’. Social cognition is ‘social’ because what is learned concerns the social world, and where the learning takes place is in the social world. This paper reviews the benefits and costs of both sides of social cognition: (1) the cognition of social psychology principles of organization, explanation, knowledge activation and use; and (2) the social psychology of cognition principles of shared reality role enactment, social positions and identities and internal audiences. The fact that there are inherent costs of the same social‐cognitive principles for which there are essential benefits affords a new perspective on social‐cognitive costs that is different from either the classic ‘conflict’ perspective or the more current ‘limited capacity’ and ‘dual‐process’ perspectives. This ‘trade‐off’ perspective deepens both our understanding of the true nature of these principles and our appreciation of our common humanity. Copyright © 2000 John Wiley & Sons, Ltd.     

The influence of race and ethnicity on psychiatric diagnoses and clinical characteristics of children and adolescents in children's services

This study examined the influence of race and ethnicity on psychiatric diagnoses and clinical characteristics of 1,189 children and adolescents participating in the federally funded Comprehensive Community Mental Health Services for Children and Their Families Program. Results showed that after controlling for age, gender, functional impairment, and socioeconomic status, there were significant race and ethnicity effects on diagnosis and clinical characteristics. Black and Native Hawaiian youth were more likely than White youth to be diagnosed with disruptive behavioral disorders. Hispanic and Native Hawaiian youth were less likely than White youth to be diagnosed with depression or dysthymia. Black, Asian American, and Native Hawaiian youth were rated as exhibiting less internalizing behavior problems than White youth. Implications for research, practice, and policy are discussed.     

Scanning the "Fringe" of consciousness: what is felt and what is not felt in intuitions about semantic coherence

In intuitions concerning semantic coherence participants are able to discriminate above chance whether a word triad has a common remote associate (coherent triad) or not (incoherent triad). These intuitions are driven by increased fluency in processing coherent triads compared to incoherent triads, which in turn triggers a brief and short positive affect. The present work investigates which of these internal cues, fluency or positive affect, is the actual cue underlying coherence intuitions. In Experiment 1, participants liked coherent word triads more than incoherent triads, but did not rate them as being more fluent in processing. In Experiment 2, participants could intuitively detect coherence when they misattributed fluency to an external source, but lost this intuitive ability when they misattributed affect. It is concluded that the coherence-induced fluency by itself is not consciously experienced and not used in the coherence intuitions, but the fluency-triggered affective consequences.     

Representation facilitates reasoning: what natural frequencies are and what they are not

A good representation can be crucial for finding the solution to a problem. Gigerenzer and Hoffrage (Psychol. Rev. 102 (1995) 684; Psychol. Rev. 106 (1999) 425) have shown that representations in terms of natural frequencies, rather than conditional probabilities, facilitate the computation of a cause's probability (or frequency) given an effect--a problem that is usually referred to as Bayesian reasoning. They also have shown that normalized frequencies--which are not natural frequencies--do not lead to computational facilitation, and consequently, do not enhance people's performance. Here, we correct two misconceptions propagated in recent work (Cognition 77 (2000) 197; Cognition 78 (2001) 247; Psychol. Rev. 106 (1999) 62; Organ. Behav. Hum. Decision Process. 82 (2000) 217): normalized frequencies have been mistaken for natural frequencies and, as a consequence, "nested sets" and the "subset principle" have been proposed as new explanations. These new terms, however, are nothing more than vague labels for the basic properties of natural frequencies.     

The confusion about epistemology and "epistemology"--and what to do about it

The epistemology debates within the field of family therapy have become relatively infrequent in the last year or so, perhaps as a consequence of the confusion they have generated for many family therapists. This article maintains that the primary reason for the confusion is a failure to distinguish clearly between the conventional meaning of the term epistemology, which concerns the nature of knowledge, and the unconventional meaning given the term in family therapy, which concerns the nature of what we know. It is proposed that the confusion can be diminished by understanding the relationship between the two meanings, which are here distinguished as epistemology (meaning 1) and epistemology (meaning 2) respectively. Particular attention is given to the logical consequences of adopting a position on epistemology (meaning 1)—e.g, is the knower capable of knowing an independent reality, or does the act of knowing make its own reality?—or on epistemology (meaning 2)—e.g., is causality linear or nonlinear?. The relevance and implications of these problems for the theory and practice of family therapy are discussed.     

The motivations of adolescents who are addicted to online games: a cognitive perspective

This research explored, from the perspective of cognitive theory, the psychological motivations of Taiwanese adolescents who are addicted to online games. Study 1 focused on the differential motivations between the addicts and nonaddicts. The findings revealed that the addicts exhibited higher intrinsic than extrinsic motivation, whereas the nonaddicts showed an opposite relationship. The intrinsic motivation of the addicts was also higher than the nonaddicts. The results imply that intrinsic motivation plays a crucial role in gaming addiction. Study 2 was conducted to examine whether four factors that moderate the detrimental effect of extrinsic motivators on intrinsic motivation would function as predicted. Results indicated that extrinsic rewards would undermine intrinsic motivation when they were high expectancy, high relevance, tangible, and noncontingent. Thus, players' intrinsic motivation would be higher when extrinsic rewards were low expectancy, low relevance, intangible, and contingent. This article provides insights into the differential motivations of the addicted players and how to employ intrinsic motivators to affect their intrinsic motivation.     

Correlates of African American and Latino parents' messages to children about ethnicity and race: a comparative study of racial socialization

Recently, social scientists have become increasingly interested in the nature of communications from parents to children regarding ethnicity and race. Termed racial socialization, race-related messages to children may have important consequences for children's identity development and well-being. This study examined the frequency and correlates of two dimensions of racial socialization—messages about ethnic pride, history, and heritage (Cultural Socialization) and messages about discrimination and racial bias (Preparation for Bias)—among 273 urban African American, Puerto Rican, and Dominican parents. Parents reported more frequent Cultural Socialization than Preparation for Bias. There were no significant ethnic group differences in the frequency of Cultural Socialization. However, African American parents reported more frequent Preparation for Bias than did Dominican parents who, in turn, reported more frequent messages of this sort than did Puerto Rican parents. Ethnic identity was a stronger predictor of Cultural Socialization among Puerto Rican and Dominican parents than among their African American counterparts. In contrast, perceived discrimination experiences was a stronger predictor of Preparation for Bias among African American and Dominican parents than among Puerto Rican parents. Finally, race-related phenomenon accounted for more variance in both Cultural Socialization and Preparation for Bias among parents reporting on their behaviors with children 10–17 years old as compared to parents reporting on their behaviors with children 6–9 years old.     

Simulated judicial decision-making for African and European American adolescents with illegal sexual behavior: The impact of medical data and victim race/ethnicity

The perceived importance of victim and defendant race/ethnicity and medical evidence in child sexual abuse cases has been recognized separately in the literature. However, few studies have considered these factors simultaneously. Within a sample of 880 college students, an interaction effect was tested between the presence of medical evidence and the race/ethnicity of a juvenile defendant and victim using child sexual abuse case vignettes. The main effects of medical evidence and the race of the defendant were observed. Medical evidence and race of victim influenced victim believability such that medical evidence was more impactful for cases with African American victims. Further, there were interactions between the race of the defendant and the race of the victim in adult versus juvenile court decisions, sex offender registration and notification requirements, and length of sex offender registration and notification. Interracial sexual offending was associated with substantially higher punishment than intraracial sexual offending. Accordingly, several important implications for court-level decision-making processes are explored.     

A note on cue probability learning: what conditioning data reveal about cue contrast

In a probabilistic learning task with two complementary cues (C₁ and C₂) and two events (E₁ and E₂) the subject has a tendency to infer that E₂ will occur when C₂ occurs after he/she has observed that E₁ frequently goes with C₁. This phenomenon was termed cue contrast because it reflects the belief that C₂ contrasts with C₁ and should indicate E₂. Two kinds of predictions following from the notion of cue contrast were tested on response proportions from the first block of trials in four previously published experiments on cue probability learning. Of a total of 15 independent observations (eight within-group comparisons; seven between-group comparisons) 13 confirmed the predictions (sign test, p<0.005). It was concluded that cue utilization is both an inductive process based on association between cues and events and an inferential process based on contrast.     

Career aspirations of youth: Untangling race/ethnicity, SES, and gender

This study examined the influence of gender, socioeconomic status, and race/ethnicity on the career aspirations of over 22,000 8th and 10th grade youth. The top five occupations identified by youth as aspirations included artist, lawyer, musician, FBI agent, and actor/actress. Top occupations were also reported for each gender × socioeconomic status × race/ethnicity group. Aspirations were coded by social prestige level, minimum education requirements, and median salary. Results revealed significant main effects for socioeconomic status and race/ethnicity as well as significant interaction effects. Further, significant gender main effects and a significant gender × ethnicity interaction were found for occupational prestige and educational requirements.     

Interactions with senior managers: Perceived differences by race/ethnicity and by gender

Differences among junior managers in their perceptions of various types of interactions with senior managers and levels of self-efficacy in initiating interactions were investigated. Study variables were determined following preliminary focus group interviews. These variables were subjected to a multivariate analysis of covariance (MANACOVA) to assess differences among the various racial, ethnic, and gender groups. Data were derived from a 53% response rate to a survey of 3106 junior managers in a Fortune 500 company. Subjects included Asian men (n = 29), Asian women (n = 21), Black men (n = 94), Black women (n = 84), Hispanic men (n = 28), Hispanic women (n = 18), White men (n = 708), and White women (n = 647). Results reveal that women perceived having less access to career-related interactions and to informal interactions with senior managers. Women also reported lower levels of self-efficacy in their personal skills and abilities in informal social activities. Black managers presented higher levels of self-efficacy related to initiating career-related interactions than White managers and Asian managers. Asian managers reported lower levels of self-efficacy related to initiating informal interactions with senior managers than Black, Hispanic, and White managers. Findings suggest that gender has a stronger influence than race or ethnicity on the nature of interactions with senior managers within this organization.This research was funded by a Susquehanna University Research Grant. The authors would like to thank Stacy Ross for her assistance with data collection and Richard K. Caputo, Paul Dion, and two anonymous reviewers for their comments on an earlier version of this article.     

Single-trial learning of "what" and "who" information in a gorilla (Gorilla gorilla gorilla): implications for episodic memory

Single-trial learning and long-term memory of "what" and "who" information were examined in an adult gorilla (Gorilla gorilla gorilla). We presented the gorilla with a to-be-remembered food item at the time of study. In Experiment 1, following a retention interval of either approximately 7 min or 24 h, the gorilla responded with one of five cards, each corresponding to a particular food. The gorilla was accurate on 70% of the short retention-interval trials and on 82% of the long retention-interval trials. In Experiment 2, the food stimulus was provided by one of two experimenters, each of whom was represented by a card. The gorilla identified the food (55% of the time) and the experimenter (82% of the time) on the short retention-interval trials. On the long retention-interval trials, the gorilla was accurate for the food (73%) and for the person (87%). The results are interpreted in light of theories of episodic memory. Electronic Publication     

Operationism in psychology: what the debate is about, what the debate should be about

I offer an analysis of operationism in psychology, which is rooted in an historical study of the investigative practices of two of its early proponents (S. S. Stevens and E. C. Tolman). According to this analysis, early psychological operationists emphasized the importance of experimental operations and called for scientists to specify what kinds of operations were to count as empirical indicators for the referents of their concepts. While such specifications were referred to as "definitions," I show that such definitions were not taken to constitute a priori knowledge or be analytically true. Rather, they served the pragmatic function of enabling scientists to do research on a purported phenomenon. I argue that historical and philosophical discussions of problems with operationism have conflated it, both conceptually and historically, with positivism, and I raise the question of what are the "real" issues behind the debate about operationism.     

Practical recommendations for considering culture,race, and ethnicity in personality psychology

Personality science is the study of the individual. It aims to understand what makes people similar to others, different from some, and unique to themselves. However, there is room for research in personality to more thoughtfully consider culture, race, and ethnicity in order to better understand individual differences in people’s patterns of thinking, feeling, and behaving. High impact personality journals rarely include such factors into the interpretation of results, and cross-cultural and ethnic minority publications are limited within the discipline. This article offers a brief, non-exhaustive overview of how culture, race, and ethnicity are examined in relation to personality, showing that: (1) social structures continue to be neglected in the research, (2) we can learn from research being conducted in neighboring areas, and (3) valuable work is already being done within personality psychology. We offer recommendations that emphasize community based participatory research methods, combined etic-emic approaches, and contextualizing research findings to improve the consideration of culture, race, and ethnicity in personality research.     

Low-income, nonresident father involvement with their toddlers: variation by fathers' race and ethnicity

Using data from a racially and ethnically diverse sample of low-income mothers of 2-year-old children participating in the Early Head Start Research and Evaluation Project (N = 883), the authors examined fathers' education and employment, mother-father relationship, and mothers' relationships with kin in the household to explain variation in nonresident father involvement across racial and ethnic groups. Nonresident White fathers were less involved with their children than were African American and Latino fathers. This difference was explained by the status of mother-father relationships. White nonresident fathers were less likely than minority nonresident fathers to maintain romantic relationships with their child's mother. Mothers in the White father group were also more likely to re-partner, which negatively related to biological fathers' involvement. These findings suggest that approaches to strengthen nonresident father involvement in children's lives need to consider how father ethnicity and mother-father relations are associated with differential patterns of father involvement.     

No two cues are alike: Depth of learning during infancy is dependent on what orients attention

Human infants develop a variety of attentional mechanisms that allow them to extract relevant information from a cluttered multimodal world. We know that both social and nonsocial cues shift infants’ attention, but not how these cues differentially affect learning of multimodal events. Experiment 1 used social cues to direct 8- and 4-month-olds’ attention to two audiovisual events (i.e., animations of a cat or dog accompanied by particular sounds) while identical distractor events played in another location. Experiment 2 directed 8-month-olds’ attention with colorful flashes to the same events. Experiment 3 measured baseline learning without attention cues both with the familiarization and test trials (no cue condition) and with only the test trials (test control condition). The 8-month-olds exposed to social cues showed specific learning of audiovisual events. The 4-month-olds displayed only general spatial learning from social cues, suggesting that specific learning of audiovisual events from social cues may be a function of experience. Infants cued with the colorful flashes looked indiscriminately to both cued locations during test (similar to the 4-month-olds learning from social cues) despite attending for equal duration to the training trials as the 8-month-olds with the social cues. Results from Experiment 3 indicated that the learning effects in Experiments 1 and 2 resulted from exposure to the different cues and multimodal events. We discuss these findings in terms of the perceptual differences and relevance of the cues.     

Social cognitive predictors of academic persistence and performance in engineering: Applicability across gender and race/ethnicity

We examined the utility of social cognitive variables in the longitudinal prediction of academic persistence and success of engineering students. The participants, 908 students enrolled in engineering majors at two state universities, completed measures of academic support, self-efficacy, outcome expectations, interests, satisfaction, positive affect, and intended persistence at the end of each of their first four semesters. In the current study, students' first and second semester responses were used to predict persistence and grade performance in engineering by the end of six semesters. Path analytic findings indicated that second-semester persistence intentions, satisfaction with the major, self-efficacy, and social support each produced direct paths to persistence. Objective ability (mathematics SAT scores), outcome expectations, and interests were linked to persistence indirectly via their relations to other variables in the model. In addition, self-efficacy and objective ability jointly predicted grade performance. Results were stable across gender and racial/ethnic groups. Implications for research and practice on academic adjustment in engineering are considered.