Hemisphericity and problem-solving ability

149 freshmen undergraduates were administered the Higher Information Processing Scale and an anagram problem-solving task. Single-solution anagrams were chosen from lists of age-appropriate vocabulary words high in concrete imagery or low in imagery (abstract). Small but significant correlations were obtained between number of concrete anagrams solved and right- and integrated-hemispheric preference scores, respectively. Students categorized as "integrated preference" solved more high-imagery anagrams than any other group. Results lend support to the hypothesis that brain hemisphere specializations may exist but integration of the hemispheres may yield best performance.     

Interpersonal problem-solving ability and sociometric status in elementary school children

The relationships among a measure of problem-solving ability, school grade level, and interpersonal functioning as assessed by sociometric measures were investigated. Previous research has shown these relationships to be significant but the reliability and validity of the problem-solving measures used have been seriously questioned. This study attempted to replicate previous findings while using a reliable and valid measure of interpersonal problem solving. Two sociometric measures were administered to 463 second-, fourth-, and sixth-graders from which 179 pupils were sociometrically identified as populars, rejecteds, neglecteds, and controversials. These subjects were subsequently administered the Purdue Elementary Problem Solving Inventory. Dunn's multiple comparison procedure was used to analyze the existing relationships among grade levels and among sociometric categories. Statistical analysis revealed significant differences in interpersonal problem-solving ability among grade levels but no significant differences were found among sociometric categories. The implications of the findings for social skills training are discussed.     

A comparison of the relative efficacy of self-control therapy and a behavioral problem-solving therapy for depression in children

Twenty-nine children 9 to 12 years old who were identified as moderately to severely depressed using the Children's Depression Inventory were randomly assigned to either a self-control, behavioral problem-solving, or waiting list condition. The self-control treatment focused on teaching children self-management skills. The behavioral problem-solving therapy consisted of education, self-monitoring of pleasant events, and group problem solving directed toward improving social behavior. Subjects were assessed pre-and posttreatment and at 8-week follow-up with multiple assessment procedures and from multiple perspectives. At posttreatment, subjects in both active treatments reported significant improvement on self-report and interview measures of depression while subjects in the waiting list condition reported minimal change. Results were maintained at follow-up. The general success of the experimental treatments was discussed and recommendations for further treatment components were provided.Second authorship on this article is shared by Drs. Reynolds and Kaslow. The authors would like to thank Mr. Ed Guzwieski, Principal, and the teachers of Oregon Middle School for their cooperation with this study. The authors also would like to thank Mary Wysopal for conducting the posttreatment and follow-up interviews, and Carol Fairbanks for rating the audiotapes.     

School adjustment of children from rural migrant families in urban China

The purpose of this study was to examine school adjustment of rural-to-urban migrant children and its relations with acculturation in China. Migrant children were those whose official hukou status was in a rural region outside the city. Data were collected for 1175 students (M age = 11 years) in urban public schools from multiple sources including peer evaluations, teacher ratings, self-reports, and school records. The results showed that migrant students performed more competently than urban non-migrant students in social and academic areas. Migrant students displayed better psychological adjustment than non-migrant students in higher grades, but not in lower grades. Among migrant students, those with higher scores on accommodation to urban culture and maintenance of rural culture tended to be better adjusted. These results indicate the implications of migration and change in life circumstances for children's school functioning in social, academic, and psychological domains.     

Individual differences in perceptual problem-solving ability: A response analysis approach

This study investigates the performance of a large sample of eleven year olds on a perceptual maze task, which has the advantage that it can either be used as a psychometric test or a problem-solving task. The sample was trisected on the basis of the overall pass/fail score and the three ability level groups were compared with respect to their overall response paths and on specific binary decision configurations. Clear differences between the groups were found in the distribution of solution paths, even on quite simple items. Some reasons for these differences were derived from the analysis of the specific binary responses since the prevalence of certain types of errors and responses were found to be associated with level of ability. Explanations for the observed qualitative differences in maze solving are put forward together with a discussion of the viability of the experimental approach adopted.     

Teachers'' ability to identify peer-rejected children: A comparison of sociometrics and teacher ratings

The effectiveness of teachers in identifying children who experience peer relationship difficulties was examined by comparing populations selected by teacher ratings and sociometric nomination procedures. While significant overlap was found, substantial differences (both false-negatives and false-positives) emerged. An examination of populations selected and not selected by teachers revealed that they were successful in identifying those who experienced the most sever peer rejection. Further, it apperars that they were most likely to select children exhibiting academic difficulties.     

农村儿童与城市儿童孤独感和人格特征的比较研究

本研究以480名农村和城市儿童为研究对象，以“儿童孤独量表”和“艾森克人格问卷（EPQ）儿童版”为研究工具，考察农村儿童与城市儿童孤独感和人格特征状况。结果表明：（1）小学高年级儿童中存在着不同程度的孤独感，农村儿童的孤独感普遍高于城市儿童。（2）小学高年级儿童的孤独感不存在明显的性别差异和年龄差异，与父母的受教育程度存在着一定程度的负相关。（3）农村儿童倾向内向，其内外倾向显著低于城市儿童，农村儿童的内倾性人格特征是影响他们孤独感体验的重要因素。     

Perfectionism,social problem-solving ability,and psychological distress

The present research examined the relation between dimensions of perfectionism and self-appraised problem-solving behaviors and attitudes. Specifically, in two separate studies, we tested the hypothesis that socially prescribed perfectionism (i.e., the perception that others demand perfection from the self) is associated with poorer social problem-solving ability. In addition, measures of psychological adjustment were included in Study 2 so that we could (1) examine whether socially prescribed perfectionism and poorer problem-solving ability were still associated after removing variance associated with psychological distress; and (2) compare depression and anxiety in terms of their respective associations with social problem-solving ability. Correlational analyses of the data from both studies confirmed that socially prescribed perfectionism is associated with more negative self-perceptions of problem-solving orientation, and that the link between socially prescribed perfectionism and negative perceptions of problem-solving orientation remains present after removing variance due to levels of negative affectivity. Both depression and anxiety were associated with a negative problem-solving orientation, but only depression was associated with more negative appraisals of actual problem-solving skills. The results suggest that perceived exposure to imposed standards of perfection undermines the problem-solving process and that individuals with high levels of socially prescribed perfectionism are particularly in need of counseling interventions designed to provide a more positive problem-solving orientation.This research was supported by grants #410-91-0856 and #410-93-1256 from the Social Sciences and Humanities Research Council of Canada. An earlier version of this paper was presented at the 1994 annual meeting of the Eastern Psychological Association in Providence, Rhode Island. The authors wish to thank Shawn Mosher for his assistance with the data collection.     

问题解决测验中过程数据的特征抽取与能力评估

基于计算机的问题解决测验可以实时记录被试探索环境和解决问题时的详细行动痕迹,并保存为过程数据。首先介绍了过程数据的分析流程,然后从问题解决测验入手,分别对过程数据的特征抽取和能力估计建模两方面的研究进行了梳理和评价。未来研究应注意：提高分析结果的可解释性;特征提取时纳入更多信息;实现更复杂问题情景下的能力评估;注重方法的实用性;以及融合与借鉴不同领域的分析方法。     

Rorschach Erlebnistypus and problem-solving styles in children

This study was designed to determine whether introversive versus extratensive children differed, on the basis of their Rorschach Erlebnistypus score, with respect to their approaches to three subtests (Block Design, Object Assembly, and Mazes) of the Wechsler Intelligence Scale for Children-Revised. It was thought that the extratensives would manipulate the test materials more and make more mistakes than the introversives, owing to the notion that introversives would internalize more of their manipulations and attempted solutions. Analysis of the data revealed mixed results.     

Children's social problem-solving skills, behavioral adjustment, and interventions: A meta-analysis evaluating theory and practice

Meta-analyses were performed to examine reported relations between children's interpersonal cognitive problem-solving (ICPS) skills and adjustment, and to specify the effects of ICPS training. In general, the relation between ICPS and adjustment appears robust, and interventions yield clear increases in ICPS skills. Intervention effects on behavioral adjustment are somewhat more equivocal; meta-analytic results differ depending on whether behavioral ratings or observations are the dependent variables. Age of subject, source of publication, and expertise of investigator are boundary conditions for the meta-analysis regarding ICPS and adjustment; teacher/child dialogues on ICPS principles in real-life situations, expertise of investigator, source and quality of publication, and length of interventions mediate magnitude of certain intervention effects. Further research is needed where data were sparse, as in follow-up data and effects of intervention for various special populations.     

Relationship between family religious behaviors and child well-being among third-grade children

While there is growing empirical evidence that religion can have a positive impact on the health and well-being of adults and adolescents, less is known about its influence on the welfare of children. The current paper examined the relative importance of family religiosity and religious behaviors on multiple measures of children's well-being (general health, academic achievement, social skills, and behavior problems) and sought to identify whether religious variables contribute above and beyond non-religious measures of family caregiving. Parent use of religious coping and family religious behaviors, the latter defined as attendance at religious or spiritual programs, predicted several aspects of child well-being above and beyond parenting styles. Parental religious coping significantly predicted child social skills and externalizing behaviors above and beyond parenting styles. Family religious service attendance significantly predicted child health and social skills, and inversely predicted internalizing behaviors, above and beyond both parenting styles and parent use of religious coping.