African Americans’ and European Americans’ Mutual Attributions: Adjective Generation Technique (AGT) Stereotyping1

The Katz/Braly line of research is reviewed, along with efforts to improve stereotype measurement. Mutual stereotyping by African Americans and European Americans and in-group bias effects were examined employing the Adjective Generation Technique (AGT). Results showed that each group's conception of the other differed from its own-group conception. Both groups saw European Americans as tending to be inventive, educated, smart, rich, and greedy, but African Americans added corrupt and prejudiced, while European Americans added lazy. African Americans were seen by both groups as tending to be corrupt, funny, friendly, independent, and poor. While mostly African Americans saw their own group as smart and strong, mostly European Americans attributed athletic, humorous, and loud to African Americans. The in-group bias effect was confirmed for both groups in terms of FAVorability and ANXiety values assigned to generated words. However, African Americans showed a stronger bias effect on the FAV measure. The expectation that in-group members would have more constructs applicable to their own group than to the other group was supported only for African Americans. There was also evidence that the powerless know the powerful more than the other way around. Implications for the study of stereotype content, the in-group bias effect, intergroup anxiety, and strength of own group identity are discussed.     

Comments on cyberbullying article: A rejoinder

In this article, I discuss many of the points raised in the thoughtful comments by Hinduja and Patchin (2012, this issue), Menesini (2012, this issue), and Smith (2012, this issue) on my original article “Cyberbullying: An overrated phenomenon” (Olweus, 2012, this issue). After having seriously considered the arguments of my commentators, I still think there is strong empirical evidence for my original position—supported by one or more but not all of my commentators—that cyberbullying is a basically low-frequent phenomenon and that there has not occurred a marked increase in the prevalence rates of cyberbullying over the past five or six years. With regard to the possible negative effects of cyberbullying, over and above the effects of traditional bullying, I note with appreciation that this issue has received some attention in the recent research literature but I also make a call for more systematic consideration of potential confounders in such studies. A good deal of the discussion in the comments and the current article concerned the issue of whether cyberbullying should be regarded as a form of bullying on a par with traditional forms of bullying or if it is distinct enough to be considered a partly separate phenomenon or dimension. I conclude by arguing that in order for research on cyberbullying to proceed in a systematic and fruitful way, it is necessary to place it in proper context (along with traditional bullying) and to communicate a somewhat more realistic picture of its prevalence and nature.     

An L1-script-transfer-effect fallacy: a rejoinder to Wang et al. (2003)

Do different L1 (first language) writing systems differentially affect word identification in English as a second language (ESL)? Wang, Koda, and Perfetti [Cognition 87 (2003) 129] answered yes by examining Chinese students with a logographic L1 background and Korean students with an alphabetic L1 background for their phonological and orthographic processing skills on English word identification. Such a conclusion is premature, however. We propose that the L1 phonological system (rather than the L1 writing system) of the learner largely accounts for cognitive processes in learning to read a second language (L2).     

西方海德格尔研究述评(一)

一、主题与分期的讨论西方海德格尔研究者对此就有许多不同的界定。一般而言 ,人们容易将海德格尔的主题与存在主义等同起来 ,和雅斯贝斯和萨特等人视为一体。实际上 ,萨特的“存在与虚无”就是将海德格尔思想存在主义化 ,同时又将存在主义人道主义化。但是 ,伽达默尔指出 ,海德格尔所说的生存无关于存在主义和存在哲学[1] 。如果说萨特是存在主义哲学 ,雅斯贝斯是存在哲学的话 ,那么海德格尔的思想则是关于存在的问题 ,用他的话来说 ,就是追问存在。于是存在一般被理解为海德格尔的主题。马科斯 米勒指出 :“对于海德格尔而言 ,只有一个哲…     

The MCMI and DSM-III: a brief rejoinder to Million (1985)

Millon (1985) presented eight criticisms of the article by Widiger, Williams, Spitzer, and Frances (1985) on the MCMI as a measure of DSM-III. This article is a brief rejoinder. The major point we wish to make is that one should be cautious in interpreting the MCMI as a measure of DSM-III disorders because there has not yet been any research published on the relationship between the MCMI and DSM-III. We believe this position has not been refuted by Millon's critique.     

P-technique factor analyses of the Multiple Affect Adjective Check List (MAACL)

The Multiple Affect Adjective Check List (MAACL) has been found to have five first-order factors representing Anxiety, Depression, Hostility, Positive Affect, and Sensation Seeking and two second-order factors representing Positive Affect and Sensation Seeking (PASS) and Dysphoria. The present study examines whether these first- and second-order conceptions of affect (based on R-technique factor analysis) can also account for patterns of intraindividual variability in affect (based on P-technique factor analysis) in eight elderly women. Although the hypothesized five-factor model of affect was not testable in all of the present P-technique datasets, the results were consistent with this interindividual model of affect. Moreover, evidence of second-order (PASS and Dysphoria) and third-order (generalized distress) factors was found in one data set. Sufficient convergence in findings between the present P-technique research and prior R-technique research suggests that the MAACL is robust in describing both inter- and intraindividual components of affect in elderly women.This paper is based on the doctoral research of the first author and was partially supported by the National Institute of Aging Grant T32 AC 00048-12 to The Pennsylvania State University and a Grant-in-Aid of Research from Sigma Xi, The Scientific Research Society. The authors wish to thank John R. Nesselroade for his helpful comments on an early draft of this paper.     

Collaborative Sketching (C-Sketch) — An Idea Generation Technique for Engineering Design

This paper presents the development and evaluation of a technique (C-Sketch) for concept generation in a collaborative engineering design setting. The paper reviews both the intrinsic merit of C-Sketch, as well as relative merit compared to other techniques in the same class. This analysis is based on results from experiments conducted over five years. Both the process and outcome were evaluated, with greater emphasis on the latter. This study found that C-Sketch not only has intrinsic merit, but also measures higher in all outcomes when compared to Method 6-3-5. Also, C-Sketch was at least as good as the Gallery Method in the quality of ideas produced and better in variety and novelty of ideas. This paper is a consolidation of all empirical studies related to C-Sketch.     

Validity of the Sheltered Care Environment Scale: rejoinder to Lemke and Moos (1990)

In a previous article, based on open-ended interviews with residents of 1 facility, questions were raised about the construct validity of 3 of the 7 subscales of the Sheltered Care Environment Scale. Lemke and Moos (1990) criticized the sampling of a single facility as having an inappropriate focus on individual differences. Their criticisms are addressed, and a dialectic approach is recommended for use in qualitative analyses for construction and validation of quantitative measures of geriatric residential settings.     

The factor structure of the Multiple Affect Adjective Check List-Revised (MAACL-R): Some statistical considerations

In response to Zuckerman's comments on my factor analyses of the MAACL-R, I focus on the statistical issues of the cutoff criterion for factor loadings and the evidence for the discriminant validity of the five-factor solution. Based upon the conclusions I draw in these two areas, I recommend that researchers either (a) use the two factor solution to the MAACL-R represented in the summary scores of Dysphoria and Positive Affect + Sensation Seeking or (b) include all MAACL-R scales in their studies and analyze their data to determine whether it is statistically appropriate to report results from a single scale (A, D, H, PA, or SS) rather than from the summary scores.     

Psychological distress: A hierarchical factor model of the Multiple Affect Adjective Check List (MAACL)

Recent investigations of the structure of psychological distress have indicated that hierarchical models can accommodate both unitary and multifaceted conceptions of distress. The present study tested the hierarchical framework suggested by Zuckerman, Lubin, and Rinck (1983) for the Multiple Affect Adjective Check List (MAACL), a commonly used measure of psychological distress. One- and two-factor models were estimated using maximum-likelihood methods. Results indicated that the two-factor solution, with correlated positive and negative affect factors, provided a significantly better fit to the data than did the omnibus one-factor solution. These results provide further support for hierarchical models of distress.     

Motion onset captures attention: a rejoinder to Franconeri and Simons (2005)

Recently, we have provided evidence that the onset of motion captures attention (Abrams & Christ, 2003, 2005a, 2005b). In the present article, we clarify the motion onset hypothesis, we discuss recent data (Franconeri & Simons, 2005) that, at least on the surface, seem to challenge the hypothesis, and we present results from a new experiment (Christ & Abrams, 2005). Finally, we conclude that, although motion onset does indeed appear to capture attention, motion in the absence of a motion onset might also attract attention under certain circumstances.     

Spatial coordinates and reading: Comments on Monk (1985)

Subjects are able to process some texts when they are presented, word-by-word, in a single physical location. As differential spatial information is not available in this task, Monk (1985a) argues that it need not be derived in normal reading. We suggest this conclusion is unwarranted, because subjects make large and very accurate regressive saccades to regions of previously fixated text. Without a representation of spatial coordinates this should not occur.     

Transformations from adjectives to Scales for the Adjective Check List (ACL): ACLTRANS FORTRAN IV program

The ACLTRANS ANSI FORTRAN IV program transforms the 300 adjectives on the Adjective Check List (Gough, 1950. 1960) into 37 raw and T-standard psychological scales. This program has three advantages over scoring based ob theAdjective Check List Manual (Gough & Heilbrun, 1965, 1980, 1983): ease and speed of computing the raw scale scores; exact partialing of number of adjectives checked from standardized scale scores; and choice of parameter norms for standardization. By using the ACLTRANS program, the researcher can be confident of quick and accurate scoring, as well as appropriate standardization.     

Not all effect sizes are the same: Comments on Holden (2008)

Despite the common belief that response bias is a significant moderator of psychological tests in field settings, these biases have been notoriously difficult to identify. Holden (2008) has recently presented evidence suggesting this paradox may at least in part be explained by problems inherent to the use of moderated regression with self-report indicators of response bias. His article offers an innovative proposal for understanding a central issue in applied test use. However, the conclusions drawn about both moderated regression and the general validity of response bias indicators are open to alternative explanations. It would be premature to assume these factors are important contributors to the ephemeral character of response bias effects.