Hillel's maxim: Framework for psychological health

Mental health practitioners continually struggle to find a simple framework for describing the characteristics of the psychologically healthy individual. Hillel's often quoted saying provides relevant insight into the healthy personality and a convenient framework against which to examine psychological health.     

Switching points of view in spatial mental models

In six experiments, subjects read narratives describing varying spatial scenes with more than one point of view. They were probed with questions about objects located in six directions from each character's point of view. Subjects' response times were consistent with a one place-one perspective rule. They seemed to form separate mental models for separate places and to take a character's perspective when there was only one relevant character in a scene, but they seemed to take a neutral perspective when there was more than one probed point of view, rather than switch perspectives.     

Further explorations in empowerment theory: An empirical analysis of psychological empowerment

Developed empowerment theory and replicated previous research on citizen participation and perceived control. Few investigators have designed studies that specifically test empowerment theory. This research further extends a theoretical model of psychological empowerment that includes intrapersonal, interactional, and behavioral components, by studying a large randomly selected urban and suburban community sample and examining race differences. Results suggest that one underlying dimension that combines different measures of perceived control may be interpreted as the intrapersonal component of psychological empowerment, because it distinguishes groups defined by their level of participation in community organizations and activities (behavioral component). The association found between the intrapersonal and behavioral components is consistent with empowerment theory. Interaction effects between race groups and participation suggest that participation may be more strongly associated with the intrapersonal component of psychological empowerment for African Americans than for white individuals. Implications for empowerment theory and intervention design are discussed. The authors express appreciation to Steven Rosenstone who was the Principal Investigator for the Detroit Area Study from which the data for our study is based. We also thank Deborah A. Salem and the anonymous reviewers for their thoughtful comments on earlier drafts of this paper.     

A biopsychosocial model for treating infertility

With approximately one out of six married couples experiencing infertility, having a basic knowledge of infertility is important to marriage and family therapists. This paper presents important themes that infertile couples often struggle with and stresses the importance of having a biological, psychological, and social understanding of infertility. In addition, the paper suggests possible interventions that family therapists can use in helping infertile couples.     

The relationship between personal authority in the family system and discovery of meaning in life

This study investigated the relationship between intergenerational family relationships and Frankl's concept of meaning in life. Intergenerational family relationships were measured by the Personal Authority in the Family System Questionnaire (PAFS-QE) by Bray, Williamson, and Malone. The meaning in life variables were measured by the Life Attitude Profile-Revised (LAP-R) by Reker. This quantitative study, using the BMDP Statistical Package (Dixon, 1990), correlated the scores on various subscales from both instruments, resulting in seven statistically significant relationships. The findings, although modest, suggest the existence of a relationship between these two theoretical areas.This article is based in part on the first author's doctoral dissertation at Texas Woman's University.A copy of the PAFS-Q may be obtained from: James H. Bray, PhD, 5510 Greenbriar, Houston, TX 77005. A copy of the LAP-R may be obtained from: Gary Reker, PhD, Trent University, Psychology Department, Peterborough, Ontario Canada K9J 7B8.     

WHEN PREDICTIONS CREATE REALITY:

Abstract —Nelson and Dunlosky (Psychological Science, July 1991) reported that subjects making judgments of learning (JOLs) can be extremely ac curate at predicting subsequent recall performance on a paired-associate task when the JOL task is delayed for a short while after study They argued that this result Is surprising given the results of earlier research, as well as their own current experiment, indicating that JOLs are quite inaccurate when made immediately after study We note that the delayed-JOL procedure used by Nelson and Dunlosky invited covert recall practice (which was reported by their subjects) Retrieval practice is a welt-known determinant of subsequent recall Accordingly, Nelson and Dunlosky s findings can be explained by the simple assumption that people base delayed JOLs on an assessment of retrieval success which in turn influences their retrieval success on the subsequent recall test     

On axiomatization of many-valued logics associated with formalization of plausible reasonings

This paper studies a class of infinite-valued predicate logics. A sufficient condition for axiomatizability of logics from that class is given.To the memory of Jerzy Supecki     

Behavioral correlates of developmental expressive language disorder

The association of behavior problems with preschool language disorders has been documented extensively. However, researchers have typically failed to differentiate subgroups of language-impaired children, to use observational data in documenting the behavior disorders, or to study children at the youngest ages. Using a multimodal assessment, this study examined parent-child interaction and behavior problems in a clearly defined subgroup of language-impaired children, those with developmental expressive language disorder (ELD). These children exhibit a delay in expressive language compared with receptive language and nonverbal cognitive skills. Subjects were identified and studied at the youngest age at which the disorder can be assessed. A group of ELD children, averaging 27 months of age, was contrasted with a group of normally developing children, matched for age, sex, and receptive language ability. Groups were compared on observed parent-child interactions as well as maternal responses on the Parenting Stress Index, the Eyberg Child Behavior Inventory, and a behavior-related structured interview. ELD children, when compared with normally developing children, exhibited higher levels of negative behavior and were perceived as different by their parents.Portions of these data were presented at the biennial meeting of the Society for Research in Child Development, Baltimore, April 1987, and at the annual meeting of the Society for Pediatrie Research, Anaheim, California, April 1987. This work has been supported by NIMH grant no. 1 R03 MH41603 to author Fischel, and by NICHD grant no. 1 ROI HD19245 to authors Whitehurst and Fischel. It has also been supported by grants of equipment from Commodore Business Machines, Inc., Koala Corporation, and NEC Telephones. We thank the Department of Pediatrics at the Nassau County Medical Center for the use of their facilities.     

Hugs or shrugs: Parental and peer influence on continuity of involvement in sport by female adolescents

The study was designed to examine the influence of significant others (mothers, fathers, and male and female peers) on continuing involvement in sport by adolescent females. Survey data were collected from 376 girls using a forced-choice, self-administered questionnaire. Maintenance of involvement was measured by the proportion of possible years in which the respondents were involved in physical activity within each of three participation contexts (intramural, interschool, and community sport). Several indicators of significant other influence were used. The degree to which involvement in physical activity is maintained is positively related to the source, amount and type of influence received from significant others, and varied by the participation context. Overall, the socializing influence of significant others was able to account for 11% of the variance in intramural activity, 20% of the variance in interschool sport, and 10% of the variance in community-based activity.This study was funded by a grant from Fitness Canada.