The primary personality factors of Hawaiian, middle adolescents

To determine whether the primary personality factors of Hawaiian, middle adolescents were the same as those Cattell postulated in 1970, for adolescents on the mainland of the United States, and in 1974 for adolescents in Germany, a personality questionnaire representing those factors completed by 694 Hawaiian, middle adolescents (M age = 15.9 yr.) was factor analyzed. Despite the analysis adhering closely to the recommendations of Cattell stated in 1973 and 1978, the eight factors derived are not the set of primary factors postulated for the other populations. Six of them do appear to be, however, primary factors within a set of seven reported in 1988 for a younger population of Hawaiian, early adolescents. In addition, these six factors also appear to be similar to the major constructs in the psychoanalytic theories of Freud and Horney.     

Sport participation among adolescent girls: Role conflict or multiple roles?

This study explored selected roles as criteria for social status among high school females with particular reference to participation in interscholastic athletics. Six hundred and twenty-seven female high school students completed the School Climate Questionnaire and, using a 5-point Likert scale, rated different role/activity choices. There were significant differences between participants and nonparticipants with respect to roles selected for future status; however, no significant relationship was found between groups and their identification of the criteria for peer approval. Overall, high school females exhibited multidimensional self-identities that differed in relation to their involvement in sports and the social groups used as their point of reference.     

The relationship between assertion and sociometric status of children

A correlational study was conducted in an effort to examine the relationship between children's level of assertive skill and their social (sociometric) status. The Ss were 15 male and 15 female elementary school children ranging in age from 9 to 11 yr. Each S was administered: (a) positive and negative peer nominations and roster and rating scale sociometrics; (b) self-report questionnaires concerning their assertive behavior; and (c) standardized interviews to assess knowledge of assertive behavior. In addition, teachers' ratings of children's interpersonal behavior were obtained. Results indicated some degree of correspondence between assertion indices and sociometric ratings. However, correlation coefficients generally were in the low-to-moderate range. Also, several scales from children's self-report and teacher's ratings of children's assertive behavior differentiated high- and low-popular children. Results are discussed in terms of: (1) the utility of employing multiple criteria in assessing social functioning of children; and (2) the need to determine empirically the relevance of assertive and other interpersonal skills in childrens' social repertoires.     

Young adults with intellectual and other developmental disabilities acquire vocational skills with video prompting

Students with intellectual and other developmental disabilities often require substantial support to acquire the skills needed to secure work experience and paid employment. Prior findings suggest that video prompting is likely to be an effective and feasible strategy for establishing such skills. To evaluate this possibility in a special education transition program, we examined the effectiveness of a video prompting procedure in teaching 8 young adults with developmental disabilities to perform job-related tasks (doing laundry, checking in to work, vacuuming, stripping bed). The intervention was effective with all participants. The skills maintained over 3 months, and the participants performed the tasks accurately in a new setting with different materials. Participants were reportedly satisfied with the intervention and deemed it easy to use.     

Dyadic processes of relational turbulence theory

This study tested dyadic processes of relational turbulence theory (RTT) in heterosexual marriages. We tested propositions 1, 2, and 5 of RTT, which propose that uncertainty about the marriage biases cognitive appraisals, and that interference from a partner heightens negative emotions, both of which culminate in relational turbulence for spouses. Guided by these propositions, husbands' and wives' (N = 510; 255 marital dyads) dyadic cognitive and emotional processes were estimated using the actor-partner interdependence mediation model. Consistent with theoretical propositions, we found evidence for actor-actor indirect effects; for both husbands and wives (a) the effect of spouses' relationship uncertainty on their own relational turbulence was mediated by their own biased cognitive appraisals, and (b) the effect of spouses' experienced interference on their own relational turbulence was mediated by their own anger from communicating in the marriage. However, controlling for actor-actor indirect effects, partner-defined processes (i.e., actor-partner and partner-actor indirect effects) uniquely explained husbands' and wives' relational turbulence.     

The effect of repeated testing on judgement bias in domestic dogs (Canis familiaris)

Animal Cognition - Judgement bias paradigms are increasingly being used as a measure of affective state in dogs. Approach to an ambiguous stimulus is commonly used as a measure of affect, however,...     

Early cognitive development and parental education

Relations between cognitive development in infancy and early childhood, and parental education were examined. Previous research has found little association between measures of the parenting environment, including parental education and socio‐economic status (SES), and cognitive development in infants and children under 2 years of age. However, the earlier studies may not have reliably measured individual differences in cognitive abilities, thus, there is uncertainty as to what age elements in the parental environment affect cognitive development. Seventy‐six infants were tested on a range of cognitive tasks at 3‐month intervals between the ages of 9 and 18 months. Information on parental education (a component of SES) was collected. Seventy‐one of the children returned at 27 months and completed the Bayley Scales of Infant Development, Mental Scale, which was used as an outcome measure for the earlier tasks. The findings present a clear indication that cognitive development in early childhood is affected by the parenting environment, at least from as early as 12 months. Copyright © 1999 John Wiley & Sons, Ltd.     

Relation of the Big Five and Factor V subcomponents to social intelligence

Factor analysis of trait terms defining Factor V yielded five oblique subcomponents (Creativity, Intellect, Reflectiveness, Conservatism, and Closed Minded), the last of which seems to be an artifact due to social desirability. Factor analysis of Sternberg's laymen's and experts' implicit conceptions of intelligence yielded seven oblique factors. These seven factors (Social Competence, Reading, Planning, Objectivity, Inquiring Intellect, Nonjudgmental, and Problem Solving) describe dimensions of what could be termed Social Intelligence. Hierarchical regression analysis revealed that the Social Intelligence factors were quite predictable from Factor V subcomponents and other Big Five traits. Several Social Intelligence factors were predicted in a large part primarily by other Big Five Traits. Higher order factor analysis followed by regression revealed that a general Social Intelligence factor was predicted primarily by a higher order Factor V. Addition of the other Big Five traits to prediction increased Rmodestly but did not diminish the influence of Factor V. These results suggest that at a low level of the factor hierarchy specific aspects of Social Intelligence are broader than the subcomponents of Factor V and involve other personality traits. However, at the highest level of the factor hierarchy Factor V is the primary predictor of Social Intelligence; while other traits aid in prediction, they do not diminish the relation between the two. The results provide some support for the lexical hypothesis prediction that Factor V trait terms summarize behaviors that shape implicit conceptions of intelligence, which is more social and practical than IQ assessed as g Copyright © 1999 John Wiley & Sons, Ltd.