Mortality Salience and Perceptions of People with AIDS: Understanding the Role of Prejudice

Study 1 examined the perceived association of AIDS and death by showing that thinking about AIDS increased participants'; death-thought accessibility. Hypotheses about the consequences of this association for perceptions of people with AIDS were derived from terror management theory, which proposes that mortality salience increases derogation of those who threaten people's worldviews unless those worldviews oppose prejudice, in which case mortality salience can increase acceptance of people who are otherwise threatening. Consistent with these hypotheses, conservative participants had less favorable impressions (Study 2) and liberal participants had more favorable impressions (Study 3) of a target with AIDS following a death reminder. Study 4 suggested that the decrease in prejudice among liberals following mortality salience was a genuine decrease in prejudice (as indicated by responses to an unobtrusive attitude measure), not just an increase in the desire to appear nonprejudiced. Theoretical and practical implications of these findings are discussed.     

Oral language and code-related precursors to reading: evidence from a longitudinal structural model

This study examined code-related and oral language precursors to reading in a longitudinal study of 626 children from preschool through 4th grade. Code-related precursors, including print concepts and phonological awareness, and oral language were assessed in preschool and kindergarten. Reading accuracy and reading comprehension skills were examined in 1st through 4th grades. Results demonstrated that (a) the relationship between code-related precursors and oral language is strong during preschool; (b) there is a high degree of continuity over time of both code-related and oral language abilities; (c) during early elementary school, reading ability is predominantly determined by the level of print knowledge and phonological awareness a child brings from kindergarten; and (d) in later elementary school, reading accuracy and reading comprehension appear to be 2 separate abilities that are influenced by different sets of skills.     

Analyzing sequential relations in observational data: A practical guide

Many observational systems in basic and applied research produce a record of sequences of events over time. Within such observational systems, important information may be found in the frequency of the transitions between events that does not emerge in the typical researcher's focus on absolute event frequency. Indeed, if many behaviors are controlled by closely adjacent preceding events, then substantial prediction and control can be obtained through knowledge and manipulation of causal event transitions. A method for analyzing and testing sequential dependencies between events is proposed as part of an integrated package of computer-based data entry, storage, and analysis procedures. The mathematical portion of these techniques is based on the statistic, kappa,which is applicable to determining whether particular transitions among events differ from chance and whether particular transitions differ significantly across groups of subjects. Low-cost hardware and software to implement the proposed procedures are described.This work has been supported by Grant 1 RO1 HD19245-01A1 from the National Institute of Child Health and Human Development to the two senior authors and by grants of equipment from Commodore Computers, Inc., Koala Corporation, and NEC Telephones, Inc.     

Three paradoxes of medical diagnosis

Sadegh-zadeh [23] has proposed a theory of the relativity of medical diagnosis in terms of the time at which a diagnosis is accepted, the patient to whom the diagnosis applies, the physician who renders the diagnosis, the medical knowledge used, the diagnostic method applied, and the set of patient observations. Use of classical formal logic as the ‘diagnostic method’ may result in three paradoxes: the paradoxes of consistency, completeness, and justifiable ignorance. These paradoxes may be resolved by the addition of two non-classical operators, the ‘certainty’ and ‘effort’ operators, akin to the non-classical operators of modal logic.     

The development of communication: When a bad model makes a good teacher

Five experiments were conducted on what 6-year-old children learn about communication by switching listener and speaker roles with competent and incompetent adults and peers. Experiment I demonstrated that children become better communicators to adults after listening to competent adults, competent peers, and incompetent peers, but not incompetent adults. The age of the listener was shown to have an effect in Experiment II, with children becoming less effective communicators when speaking to a peer after listening to an incompetent peer but better communicators when speaking to an adult after listening to an incompetent peer. Experiments III, IV, and V were designed to determine why children do not improve or deteriorate after listening to incompetent adults. It is not deficient memory: Children remember well the ambiguous messages of adults (Experiment IV). It is not implicit demands to be polite to an adult (Experiment III). It is that children think the ambiguous messages of an adult are competent (Experiment V). Mixing the authority and prestige of an adult with incompetent messages leads the child to ignore the adult's behavior as a standard for his or her own performance. These results suggest that social learning of communication skills might occur best when the child can learn what not to do by interacting with peers and what to do when interacting with adults.     

Is language acquired through imitation?

The role of imitation in language acquisition is examined, including data from the psycholinguistic, operant, and social learning areas. From the psycholinguistic data, four empirical statements have been extracted: (1) there is no evidence that spontaneous imitations of adult speech influence grammatical development, (2) imitation of speech does not appear to occur with frequency beyond age 3 years, (3) speech and hence imitation are not necessary for the comprehension of linguistic structures, and (4) most utterances of a child are novel and therefore could not have been exactly modeled. The first and second propositions are seen to be based on a too restrictive definition of imitation-immediate and exact copying. Selective imitation-a functional relationship involving similarity of a particular form or function of the model's responses-is proposed as an alternative, thus leaving the validity of statements (1) and (2) in question. Concerning assertion (4), certain data from the operant literature are presented as evidence of the compatibility of novel responding and modeling, imitation, and reinforcement. Finally, it is proposed that statement (3) suggests a mechanism by which selective imitation can be understood. A three-stage process is proposed in which comprehension of a grammatical form sets the stage for selective imitation of that structure, which leads in turn to spontaneous production. Thus imitation is a process by which new syntactic structures can be first introduced into the productive mode.     

COGNITIVE APPRAISALS OF LIFE STRESS AND DEPRESSION IN THE ELDERLY: A CROSS-CULTURAL COMPARISON OF ASIANS AND CAUCASIANS

Cognitive models of depression have not been adequately tested in different cultural settings involving personally relevant events that affect the lives of the elderly. A cross-sectional comparison was made of cognitions obtained from Asian and Caucasian subjects, residing in Canada and the United States. The objective was to determine whether cognitive appraisals of stressful events would differentiate the elderly in the two cultural groups. Results supported the hypotheses that cognitive appraisals of locus of control, uncertainty, self-responsibility, self-confidence in future coping and fear about future recurrence of negative events are strongly associated with the depressive responses of the elderly in general. A comparison of the cognitive appraisals of the elderly in the two cultural groups showed depressed Asians more significantly than depressed Caucasians, reporting more external locus of control and self-blaming attributions. The results have implications for community workers, psychotherapists and social welfare agents concerned with the mental well-being of the elderly and the care of the elderly from different cultures.