Relationships between adolescent drug use and parental drug behaviors

The present study examined some previously reported relationships between drug use by adolescents and perceived attitudes and behaviors of their parents. An anonymous questionnaire was administered to the student body of an inner-city secondary school for difficult students. Relationships between parental use of drugs and adolescent use of the same drugs were moderate and roughly equivalent across drugs. However, parental use of marijuana was strongly related to the adolescent's use of other, harder drugs such as opiates, cocaine, amphetamines, and barbiturates. This finding is explained within the framework of Kandel's postulated stages of drug initiation. It points to a need for further study of parental influences, which may be increasingly problematic as more individuals who have grown up in our marijuana-accepting society become parents of adolescents.     

Potential Social Action As A Function Of Expectation-Outcome Discrepancies Among Employed And Unemployed University Graduates

Full-time employed (N = 255), partly employed (N = 48), and unemployed (N = 43) male and female university graduates completed a questionnaire that included measures designed to assess expected job levels and current job levels and two measures of potential social action (willingness to volunteer actions and hours to a fictional Campaign to Assist Unemployed Youth). Comparisons between groups and the results of multiple regression analyses provided mixed support for the prediction that larger negative gaps between expected and current employment status would be associated with a greater willingness to assist the Campaign. The unemployed respondents tended to volunteer more actions and more hours to the Campaign than did the other two groups. A multiple regression analysis showed that the current level by expected level interaction term was statistically significant as predicted, but only for the fully employed graduates. Within the full-time employed group, female graduates and those from the humanities/social sciences/education schools expressed more willingness to assist the Campaign than did male graduates and those from the sciences/medicine schools of the university. Results were discussed in relation to current research on relative deprivation and reported affect and to recent studies of job satisfaction.     

Induction by reinforcer schedules.

Traditional strategies for determining whether a reinforcer schedule enhances the occurrence of an activity are reviewed and critically evaluated. A basic assumption underlying these strategies is that it is possible to isolate the effect of reinforcer intermittency on schedule induction. It is concluded that this is not, in fact, possible. An alternative approach is proposed that emphasizes the inductive effects of the reinforcer schedule as a unit and the effects of particular aspects of the reinforcer schedule (e.g., interreinforcer interval, repetition of the reinforcer, reinforcer magnitude).     

Relaxation-induced anxiety: mechanisms and theoretical implications

Literature evidence documenting the occurrence of relaxation-induced anxiety is reviewed, and several hypothesized mechanisms to explain the phenomenon are discussed. Possible avenues for circumventing the problem in therapy are offered. Finally, a theoretical model is presented wherein the phenomenon is viewed with a broader framework designed to explain the development and maintenance of the more generalized anxiety disorders. That framework emphasizes the emergence of fear of somatic anxiety cues and fear of loss of control from more fundamental interpersonal anxieties.     

Effects of simulated stuttering on listener recall

In an investigation of the effects of simulated stuttering on listener recall, a presentation was varied on two factors: degree of stuttering (mild or severe) and information value of stuttered words (low or high). A control presentation featuring non-stuttered speech also was prepared. Five groups of 16 subjects were randomly assigned to, and participated in, one of the five listening conditions. Then they completed a 20-item recall test. A one-way analysis of variance revealed sognificant differences among the five conditions. Two-way analysis of variance disclosed no main effects. However, a significant interaction showed that recall was lowest in the severe stuttering-high information condition. The results are discussed in terms of attention to critical information.     

Possible effects of forced report order on tachistoscopic recognition of bilaterally presented stimuli: A response to Young and Ellis

Comparing visual field asymmetries for bilaterally presented words and corresponding line drawings, we found an RVF advantage for words and no visual field asymmetry for line drawings. We suggested that the RVF advantage previously obtained by Young, Bion, and Ellis (Brain and Language, 11, 54–65, 1980) for bilaterally presented line drawings may have resulted from a forced order of report procedure, noting that the RVF advantage was greater on trials on which subjects were forced to report in the nonpreferred right-to-left order. Young and Ellis (Brain and Language, 20, 166–171, 1983) attempt to discredit this claim and maintain their hypothesis that the RVF advantage for line drawings is attributable to better temporary storage of these stimuli by the left than the right hemisphere. In the present article, we present in greater detail our arguments for the effects of forced order of report on the perception of bilaterally presented stimuli and refute Young and Ellis's ibid. criticisms of this proposal.     

Awareness of the response after feedback training for changes in heart rate and sudomotor laterality

What is the relation between the ability to control visceral responding on a biofeedback task and the ability to report behaviors actually contributing to this performance? Subjects received biofeedback training for unidentified visceral responses and then gave written reports about what they had done to control the feedback displays. Independent judges were given these reports and, on the basis of knowledge about activities known to contribute to visceral activity, were asked to determine the visceral responses for which the subjects had been trained. The reports of subjects who succeeded at bidirectional control of heart rate (Experiment 1) or sudomotor laterality (Experiment 2) showed awareness of behaviors related to feedback as assessed by this procedure, whereas the reports of subjects who failed at bidirectional control did not. Subsequent experiments indicated that these results did not depend on a learning strategy that might have been specific to the initial studies. These findings call into question the view that people are unaware of what they have done to produce the response after training on biofeedback tasks. Earlier studies reporting lack of awareness in biofeedback are discussed in light of factors that affect the measurement of biofeedback learning and response awareness.