Training intraverbal bidirectional naming to establish generalized equivalence class performances

The purpose of this study was to evaluate the effects of tact and intraverbal training on the establishment of generalized equivalence classes. Seventeen college students were exposed to tact training, listener testing, and intraverbal training (A'B’ and B'C’) in two experiments. Visual–visual matching‐to‐sample and intraverbal tests measured performances consistent with the formation of equivalence classes. Generalization was assessed with four novel sets of stimuli. In the second experiment, matching‐to‐sample tests for baseline relations (AB, BC) were eliminated to control for the possibility that equivalence classes were developed through exposure to these visual stimulus–stimulus relations. Thirteen of 17 participants passed all matching‐to‐sample and intraverbal posttests. Results suggest that when trained and emergent intraverbal relations were not maintained or were faulty, participants did not respond correctly during matching‐to‐sample posttests.     

Childhood Schizophrenia and Autism: An Empirical Study of Perceived Social Support

Although there is an abundance of literature focusing on social support for children and adults with mental illness, there is a paucity of research examining social support for individuals diagnosed with childhood and adolescent onset schizophrenia. Literature suggests that measuring social support in youth with schizophrenia poses unique challenges, which may be why it is so under-represented in existing research. In an effort to learn more about the availability of social support for children in this population, the current study compared measures of social support for children and adolescents, 5 to 17 years old, diagnosed with childhood schizophrenia to those for children diagnosed with autism spectrum disorder. The study surveyed parents of children with schizophrenia and autism using the Family Needs Questionnaire to measure perceived social support, and a subsection of the Ohio Youth Problem, Functioning, and Satisfaction Scales to measure the parent’s assessment of children’s level of functioning. A Family Questionnaire was also administered to collect demographic information about the children and their families. Results indicated, contrary to the original hypothesis, that parents of children with schizophrenia perceived their offspring as having more social support than children with autism, even though overall parents of children in the schizophrenia group rated their children as having a lower level of functioning. However, the study also found that when assessing the importance of social support needs, parents of children with schizophrenia rated their children’s needs as being significantly more important than parents of children with autism. A discussion of the research findings and limitations of the study are offered, in addition to suggestions for future research.     

Internal motivation to respond without prejudice and automatic egalitarian goal activation

Past research has shown that people who are motivated primarily by their internalized beliefs to respond without prejudice are less likely to show implicit forms of racial bias (e.g., Devine, P. G., Plant, E. A., Amodio, D. M., Harmon-Jones, E., & Vance, S. L. (2002). The regulation of explicit and implicit race bias: The role of motivations to respond without prejudice. Journal of Personality and Social Psychology, 82, 835-848). We tested the idea that such individuals inhibit implicit race bias by automatically activating egalitarian goals. Study 1 showed that participants high in internal motivation but low in external motivation (i.e., primary internal) displayed more egalitarianism, but only after they had been subliminally exposed to African American faces. Study 2 showed that primary internal motivation was associated with lower levels of automatic stereotype activation and this effect was mediated by egalitarian goal activation. These results provide converging evidence that the relationship between primary internal motivation and low levels of implicit bias stems from the activation of egalitarian goals. We discuss the implications of these findings for efforts to reduce cognitive and affective forms of implicit racial bias.     

The consequences of stereotype threat on the academic performance of White and non-White lower income college students

This research examined whether socioeconomic stereotypes produce stereotype threat among lower, middle, or upper income college students who are either White or non-White. Before completing an academic test, participants were either told that the purpose of the research was to understand why lower income students generally perform worse on academic tests or to examine problem-solving processes. Results showed that lower income students exposed to stereotype threat experienced greater test anxiety and performed worse on the academic test than their middle income and higher income counterparts. However, lower income students who experienced stereotype threat exerted as much effort on the test as lower income students who did not experience stereotype threat. Nonetheless, they were less likely to identify with school-related subjects. Stereotype threat and reduced performance did not influence lower income students’ self-esteem. Participant race did not influence these findings. The research is discussed in light of cognitive dissonance theory. Portions of the results were presented at the 2004 American Psychological Society Conference, Chicago, IL. Lisa A. Harrison is an assistant professor of psychology at California State University, Sacramento. Her research interests include stereotypes and prejudice, gender role norms and female athletes, and the influence of social identity on judgments of interpersonal violence. E-mail: lharriso@csus.edu Chiesha M. Stevens is currently working toward her MA in industrial/organizational psychology at California State University, Long Beach Adrienne N. Monty is currently working toward her MA in psychology at California State University, Sacramento Christine Coakley received her BA in psychology from California State University, Sacramento where she is currently working toward her MA in industrial/organizational psychology. Her research interests include stereotype threat, optimism, motivation and employee burnout in special education. E-mail: Sac78629@saclink.csus.edu     

An Ecological View of School Satisfaction in Adolescence: Linkages Between Social Support and Behavior Problems

This study investigated the relationships among school satisfaction, social support, and problem behaviors in adolescents. Modest associations were found between school satisfaction and the demographic variables of gender, race, age, and grade level. Support from teachers, parents, and classmates contributed unique variance to ratings of school satisfaction; with teacher support contributing the most unique variance. School satisfaction mediated the relationship between social support and internalizing and externalizing behaviors. School satisfaction did not moderate the relationship between social support and problem behavior; however, it did serve as a protective factor across all levels of social support. Implications are discussed, including suggestions for developing interventions that focus on increasing support for adolescents in efforts to improve school satisfaction and reduce problem behaviors.