SYMPOSIUM ON MASS AND INTERPERSONAL COMMUNICATION

This study employs the 1983–1985 data from Social Sciences Citation Index's Journal Citation Reports to examine citation linkages of 10 communication journals. Some newly developed citation indices, together with existing ones, are used to examine the citation characteristics of these journals. The citation patterns found in this study are consistent with Reeves and Borgman's findings. There are some indications of gradual development in the field. However, in comparison with other social science fields, communication is still less developed and occupies only a peripheral position in the ecology of knowledge. The relative lack of interflow within the field and between communication and other fields is quite prominent.     

Young Children's Self-Generated Object Views and Object Recognition

Two important and related developments in children between 18 and 24 months of age are the rapid expansion of object name vocabularies and the emergence of an ability to recognize objects from sparse representations of their geometric shapes. In the same period, children also begin to show a preference for planar views (i.e., views of objects held perpendicular to the line of sight) of objects they manually explore. Are children's emerging view preferences somehow related to contemporary changes in object name vocabulary and object perception? Children aged 18 to 24 months old explored richly detailed toy objects while wearing a head camera that recorded their object views. Both children's vocabulary size and their success in recognizing sparse three-dimensional representations of the geometric shapes of objects were significantly related to their spontaneous choice of planar views of those objects during exploration. The results suggest important interdependencies among developmental changes in perception, action, word learning, and categorization in very young children.     

How ‘other people matter’ in a classroom-based strengths intervention: Exploring interpersonal strategies and classroom outcomes

Interventions that identify and develop character strengths have been shown to benefit well-being, academic engagement and achievement. Strengths research within positive psychology has focused primarily on individual outcomes with less attention on group or relationships effects. This study (N?=?193) examined the effect of a classroom-based strengths intervention on class cohesion and friction, relatedness, engagement, well-being and strengths use. A six-session programme was trialled with 9–12-year-old students. Students learned to recognise strengths and practised strengths-related goal setting. At three-months post-test, multi-level modelling indicated that intervention group participants scored significantly higher on class cohesion and relatedness need satisfaction, and lower on class friction than the non-randomised control group. Programme participants also reported higher levels of positive affect, classroom engagement, autonomy need satisfaction and strengths use. School-based strengths interventions may influence individual perceptions of class climate, engagement and student relatedness in addition to individual well-being.     

In their humble opinion: How expressions of humility affect superiors’ assessments of leadership potential in the US Army

While leader humility has been linked to a number of positive outcomes, existing research speculates that expressions of humility may not be viewed positively in organizations with a highly directive or masculine culture – such as the military. Research has also suggested that men and women may be perceived differently when behaving humbly. A combination of four studies revealed that military superiors do take a positive view of humble behaviors in their subordinates, but it is not clear that humble leaders are viewed as having more potential than those who exhibit other positive leadership behaviors. Further, it appears that gender and humility interact to affect perceptions of leadership potential in the military, with humble men receiving more benefit from acting humbly than their female counterparts.     

A class of factor analysis estimation procedures with common asymptotic sampling properties

A general class of estimation procedures for the factor model is considered. The procedures are shown to yield estimates possessing the same asymptotic sampling properties as those from estimation by maximum likelihood or generalized least squares, both of which are special members of the class. General expressions for the derivatives needed for Newton-Raphson determination of the estimates are derived. Numerical examples are given, and the effect of the choice of estimation procedure is discussed.The author wishes to thank Dr. W. N. Venables for his encouragement and helpful suggestions throughout the preparation of this paper, and a reviewer whose comments on an earlier version led to the basic approach used in appendix B to the asymptotic theory.     

Effects of token reinforcement and response cost on the accuracy of spelling performance with middle-school special education students with behavior disorders

The effects of token reinforcement and response cost on the accuracy of spelling performance with three adolescent special education students were examined. A multiple-baseline design across students was used to evaluate the effects of token reinforcement and response cost intervention. A greater percent of accuracy on daily spelling exams was obtained during the token reinforcement plus response cost condition than during the baseline condition. This was replicated for each student. Follow-up data collection indicated maintenance of behavior change over time. The benefits of implementing a token economy with a response cost component with middle-school students with behavior disorders were discussed. © 1998 John Wiley & Sons, Ltd.