Predicting Chinese international students’ acculturation strategies from socio‐demographic variables and social ties

Different acculturation strategies (i.e. integration, assimilation, separation and marginalization) tend to contribute to different adaptation outcomes for international students. The current study examines Chinese international students’ acculturation strategies under the influence of sociodemographic variables and social ties they developed in the host country. A group of Chinese international students in Belgium (N = 183) participated in an online survey. The results indicate that integration was the most commonly adopted strategy among Chinese international students in Belgium, followed by separation, marginalization and assimilation. The results from three separate multiple regressions show that English proficiency, local language proficiency, prior adaptation experience and female were significant predictors of Chinese students’ social ties (i.e. host‐national ties, international ties and co‐national ties). The discriminant analysis identified host‐national ties, international ties, co‐national ties, local language proficiency and prior adaptation experience as important variables that can distinguish Chinese students’ acculturation strategies.     

Relationship of temporal lobe volumes to neuropsychological test performance in healthy children

Ecological validity of neuropsychological assessment includes the ability of tests to predict real-world functioning and/or covary with brain structures. Studies have examined the relationship between adaptive skills and test performance, with less focus on the association between regional brain volumes and neurobehavioral function in healthy children. The present study examined the relationship between temporal lobe gray matter volumes and performance on two neuropsychological tests hypothesized to measure temporal lobe functioning (visual perception-VP; peabody picture vocabulary test, third edition-PPVT-III) in 48 healthy children ages 5-18 years. After controlling for age and gender, left and right temporal and left occipital volumes were significant predictors of VP. Left and right frontal and temporal volumes were significant predictors of PPVT-III. Temporal volume emerged as the strongest lobar correlate with both tests. These results provide convergent and discriminant validity supporting VP as a measure of the "what" system; but suggest the PPVT-III as a complex measure of receptive vocabulary, potentially involving executive function demands.     

The relation between APOE status and neuropsychological memory test performance: an analysis of the Canadian Study of Health and Aging

This study examined the relationship between two risk factors for dementia, the apolipoprotein (APOE) epsilon4 allele and poor memory test performance. Participants were from the Canadian Study of Health and Aging, a 4-year longitudinal population-based study. Persons with no cognitive impairment who had an epsilon4 allele but whose memory was average or better were not at increased risk of developing dementia after five years. Risk was increased for those with below average memory and no epsilon4 allele, but was particularly increased for those with below average memory and an epsilon4 allele. While the APOE epsilon4 allele was associated with slightly lower memory test performance for persons without cognitive impairment at baseline, it only increased their risk of developing dementia if their memory was below average.     

员工建言行为的人口统计特征元分析

研究目的在于明确人口统计学特征与员工建言行为的关系。共81篇实证文献被纳入元分析, 被试人数为39118人。结果发现, 员工年龄、教育程度、组织任期和职位均与建言行为显著正相关, 即年龄越大、受教育程度越高、组织任期越长的员工会表现出越多建言行为; 同时, 在不同的文化背景下, 职位高低与建言行为的关系存在显著差异, 受中国传统文化影响, 高、低职位员工的建言行为数量差异明显, 而在非中国情境下, 员工职位高低对其建言行为的数量影响差异不明显; 此外, 建言行为的数据来源对员工年龄与建言行为之间的关系存在显著调节作用, 采用他评方式时, 年龄与建言行为的正向关系更为显著。研究结果为人口统计特征预测建言行为提供较为精确的估计, 并为未来建言行为的相关研究指引了方向。     

The relationship between external variables and common factors

A theorem is presented which gives the range of possible correlations between a common factor and an external variable (i.e., a variable not included in the test battery factor analyzed). Analogous expressions for component (and regression component) theory are also derived. Some situations involving external correlations are then discussed which dramatize the theoretical differences between components and common factors.Support by the National Research Council of Canada (NRC Grant No. A4640) and the University of British Columbia (UBC Humanities and Social Sciences Grant 26-9718) is gratefully acknowledged.This paper is based in part on the author's Ph.D. dissertation. I am particularly grateful to my dissertation advisor, Dr. Peter H. Schönemann. Thanks also to the editor and the anonymous reviewers, who contributed many helpful comments and suggestions.     

A multivariate comparison of the intellectual performance of black and white children matched on four demographic variables

This study investigated the performance of 285 matched pairs of Black and White children from the standardization sample on the 12 subtests and 3 IQ scales of the Wechsler Intelligence Scale for Children—Revised (WISC-R). The children were matched on four demographic variables found in a previous (Reynolds and Gutkin, 1979) study to be significantly related to WISC-R performance: sex, socioeconomic status as determined by the occupation of the head of household, region of residence in the U.S. and urban vs rural residence. Multivariate analysis of variance comparing performance across race on the 15 dependent variables revealed that Whites exceeded Blacks on all tasks except Digit Span—a test of rote memory. Results were also related to the evaluation of the Spearman hypothesis.     

Chewing gum while studying: Effects on alertness and test performance

Recent research has demonstrated chewing gum can enhance various cognitive processes associated with learning, but most studies have used cognitive functioning tasks (e.g., selective attention and working memory) as outcomes. Across two experiments, we investigated effects of chewing gum on self‐reports of alertness and test performance following study of realistic educational materials. In Experiment 1 (n = 40), adult participants who chewed gum while studying a 20‐min physiology lesson outperformed a nonchewing condition on subsequent terminology and comprehension tests, but did not report higher levels of postlesson alertness as hypothesised. In Experiment 2 (n = 39), adult participants who chewed gum while studying a 9‐min lesson on a mental mathematics strategy outperformed a nonchewing condition on a subsequent problem‐solving test, whereas also reporting higher levels of postlesson alertness. The results provide initial support for chewing gum while studying realistic educational materials across a range of topics and study durations.     

On the relation between personality and job performance of airline pilots

The validity of a personality questionnaire for the prediction of job success of airline pilots is compared to validities of a simulator checkflight and of flying experience data. During selection, 274 pilots applying for employment with a European charter airline were examined with a multidimensional personality questionnaire (Temperature Structure Scales; TSS). Additionally, the applicants were graded in a simulator checkflight. On the basis of training records, the pilots were classified as performing at standard or below standard after about 3 years of employment in the hiring company. In a multiple-regression model, this dichotomous criterion for job success can be predicted with 73.8% accuracy through the simulator checkflight and flying experience prior to employment. By adding the personality questionnaire to the regression equation, the number of correct classifications increases to 79.3%. On average, successful pilots score substantially higher on interpersonal scales and lower on emotional scales of the TSS.     

The mediating effect of age on the relationship between child behavior checklist hyperactivity scores and neuropsychological test performance

The relationship between hyperactivity and neuropsychological test performance at different age levels was examined. It was found that for young children (6 to 8 years of age, n=90), there was no significant association between hyperactivity/attentional problems (as measured by the Hyperactivity scale of the Child Behavior Checklist) and performance on neuropsychological tasks thought to contain an attentional component (WISC-R Coding, Arithmetic, and Digit Span; WRAT Arithmetic; and the Benton Visual Retention Test). However, for older children (9 to 12 years of age, n=92), there were significant and large negative correlations between CBC Hyperactivity scores and Coding, WRAT Arithmetic, and Benton VRT scores. Multiple regression analyses supported the above results (for Coding and WRAT Arithmetic), indicating that hyperactivity/inattention has a particularly deleterious effect on test performance (relative to sameage peers) as age increases.Aspects of the research reported in this article were presented at the 1987 meeting of the International Neuropsychological Society in Washington, D.C. The authors gratefully acknowledge the assistance of William Ingram and Lisa Rosa in the data collection.     

Computerized assessment in neuropsychology: A review of tests and test batteries

This article contains detailed reviews of 13 computerized neuropsychological and performance test batteries and six stand-alone computer tests. Tasks found on these instruments are described and tables illustrate which batteries employ which measures. In addition to issues of reliability and validity, special considerations apply to computerized assessment. These issues are discussed and readers are provided information to help them assess computerized tests in relation to their particular clinical and research needs. Since many computerized tests were developed as performance assessment tools, the relationship between performance and neuropsychological assessment is examined.     

Developmental normative data for the Baron-Hopkins Board test of spatial location memory

Developmentally appropriate domain-specific tests with strong psychometric properties for preschoolers are lacking and infrequently developed. Baron’s modification of the Hopkins Board test (B-HB) to assess spatial location learning and recall in 3- and 6-year-old children has shown promise in the study of young children born prematurely. Current study data were analyzed on 172 typically developing children at age 3 years and 193 at age 6 years, born at term (≥ 37 weeks; ≥ 2500 grams). Statistically significant gender differences were found and data stratification of T-scores and percentile ranks are provided for each of the eight B-HB measures. The B-HB’s strong interrater reliability (99.5%), low-to-moderate test-retest reliability across the 3-year age span, Pearson correlations showing criterion validity, and differential functioning from other selective attention and visuospatial/visuoperceptual tests provide initial normative data for this novel measure of spatial location memory in young children.     

The relation between task-relatedness of anxiety and metacognitive performance

It is well established that anxiety influences a range of cognitive processes such as cognitive control or decision-making. What is less known is how anxiety influences the metacognitive evaluations individuals make about their own performance. The present study explored the importance of task-relatedness in the relation between anxiety and metacognitive awareness. More specifically, we hypothesized that induced anxiety would affect metacognitive performance in opposite directions depending solely on whether the threat is perceived as related or unrelated to the performance. We conducted two experiments to test this hypothesis.In both studies, electric shocks were administered randomly, regardless of participant’s performance. In experiment 1, participants were informed that the shocks would be administered randomly, unrelated to performance. In experiment 2, participants were told that their metacognitive performance would influence the administration of the electric shocks (i.e. fewer electric shocks with better metacognitive performance). Our predictions were confirmed. Threat perceived as unrelated to metacognitive performance (Experiment 1) decreased metacognitive performance. Threat believed to be related to metacognitive performance resulted in improved performance (Experiment 2).These findings confirm that induced anxiety exerts a strong influence on metacognitive awareness while sparing first-order task performance. We furthermore demonstrate that the perceived relatedness of the anxiety determines whether metacognitive performance decreases or improves performance under threat.     

Judgements about the relation between force and trajectory variables in verbally described ballistic projectile motion

How accurate are explicit judgements about familiar forms of object motion, and how are they made? Participants judged the relations between force exerted in kicking a soccer ball and variables that define the trajectory of the ball: launch angle, maximum height attained, and maximum distance reached. Judgements tended to conform to a simple heuristic that judged force tends to increase as maximum height and maximum distance increase, with launch angle not being influential. Support was also found for the converse prediction, that judged maximum height and distance tend to increase as the amount of force described in the kick increases. The observed judgemental tendencies did not resemble the objective relations, in which force is a function of interactions between the trajectory variables. This adds to a body of research indicating that practical knowledge based on experiences of actions on objects is not available to the processes that generate judgements in higher cognition and that such judgements are generated by simple rules that do not capture the objective interactions between the physical variables.     

On the relation between conceptual engineering and conceptual ethics

In recent years, there has been growing discussion amongst philosophers about “conceptual engineering”. Put roughly, conceptual engineering concerns the assessment and improvement of concepts, or of other devices we use in thought and talk (e.g., words). This often involves attempts to modify our existing concepts (or other representational devices), and/or our practices of using them. This paper explores the relation between conceptual engineering and conceptual ethics, where conceptual ethics is taken to encompass normative and evaluative questions about concepts, words, and other broadly “representational” and/or “inferential” devices we use in thought and talk. We take some of the central questions in conceptual ethics to concern which concepts we should use and what words should mean, and why. We put forward a view of conceptual engineering in terms of the following three activities: conceptual ethics, conceptual innovation, and conceptual implementation. On our view, conceptual engineering can be defined in terms of these three activities, but not in a straightforward, Boolean way. Conceptual engineering, we argue, is made up of mereologically complex activities whose parts fall into the categories associated with each of these three different activities.     

On a test of dimensionality in redundancy analysis

Lazraq and Cléroux (Psychometrika, 2002, 411–419) proposed a test for identifying the number of significant components in redundancy analysis. This test, however, is ill-conceived. A major problem is that it regards each redundancy component as if it were a single observed predictor variable, which cannot be justified except for the rare situations in which there is only one predictor variable. Consequently, the proposed test leads to drastically biased results, particularly when the number of predictor variables is large, and it cannot be recommended for use. This is shown both theoretically and by Monte Carlo studies.The work reported in this paper was supported by Grant A6394 to the first author from the Natural Sciences and Engineering Research Council of Canada.     

A new method of administering the Grooved Pegboard Test: performance as a function of handedness and sex

The purpose of the present study was twofold: first to examine the influences of sex and handedness on manual performance on the Grooved Pegboard Test; and secondly to provide normative data for two versions (Place and Remove tasks) of the Grooved Pegboard Test, as previous work (Bryden & Roy, 1999) had suggested that the Remove task of the Grooved pegboard may provide a purer measure of motor speed of the two hands than the standard administration of the Grooved Pegboard Test. One hundred and fifty-three (47 males and 106 females) participants completed the Grooved Pegboard Test. Individuals performed the standard version of the Grooved Pegboard Test (Place task) and a novel version of the test (Remove task). In the standard version, participants were timed on their speed for placing the pegs, while in the novel version they were timed on their speed for removing the pegs. Results confirmed previously noted hand and sex differences in the Place task of the Grooved Pegboard Test, as well as the lack of effect of handedness on performance (Bornstein, 1995; Ruff & Parker, 1993). Significant performance differences between the hands were also noted for the Remove task. Findings also indicated that the Remove task was sensitive to sex and handedness effects.