The psychological adaptation of overseas and migrant students in Australia

This study aimed to examine the psychological adaptation of overseas and migrant students, and Anglo‐Australian students, in the light of various individual variables including social self‐efficacy, locus of control, loneliness, age, sex, and acculturating group membership. Participants were 382 students attending various universities in Melbourne, Australia. There were 189 Anglo‐Australian students, 72 Southern‐European second‐generation migrant students, 33 Asian migrant students, 33 Chinese migrant students, and 55 Chinese overseas students. The results suggested that there were ethnic differences in loneliness, social self‐efficacy, locus of control, and academic satisfaction. For nonmigrant students, a sense of control was important to their psychological and academic adaptation whereas for migrant/overseas students, supportive social relationships were important for their psychological and academic adaptation. The implications of these results for service provisions to students were also discussed.     

Effects of self-correction on the spelling performance of junior high students with learning disabilities

The purpose of this study was to compare the effects of Self-Correction and Traditional spelling on the acquisition, maintenance, and generalization of spelling words with five junior high school students with learning disabilities. During Traditional spelling students received a weekly list of 20 unknown words. Daily 20-minute assignments with these words varied among writing them, arranging them in alphabetical order, dividing the words into syllables, and using a dictionary to locate word meaning. Students were tested on the 20 words at the end of the week. During Self-Correction, students received 20 words on a 5-column sheet of paper. Columns were arranged so that stimulus words could be hidden by folding the paper back, and later exposed after the teacher dictated and the student wrote the words. Students used proofreading marks to self-correct. Sessions lasted 20 minutes, and weekly, delayed, and generalized assessments were conducted. Results indicated that for all five students the Self-Correction procedure was more effective for word acquisition than Traditional spelling. Also, for four of the five students, maintenance of words was higher under Self-Correction. Generalization occurred for three students. Finally, measures of social validity indicated that the students preferred Self-Correction over Traditional spelling, although two teachers in regular classrooms did not notice significant changes in the overall spelling performance for the students. Implications for the classroom practitioner are discussed.     

Establishing the constructs of childhood behavioral disturbances in a Chinese population: A questionnaire study

The behavioral problems of Chinese children were examined in a questionnaire study of a representative sample of 3,069 seven-year-old Chinese schoolboys in Hong Kong using Rutter's questionnaires for completion by parents and teachers. Separate robust dimensions of hyperactivity, antisocial, and neurotic behaviors were evident. The correlations among different dimensions were similar to those reported in the West. Short-term longitudinal analysis suggested that these dimensions were stable over time and that antisocial behaviors might develop in hyperactive children. The finding highlights the necessity of differentiating the hyperactive domain from the antisocial one. A significant source effect was found in all three dimensions. Chinese schoolboys had nearly two times the level of questionnaire-rated hyperactivity compared with school boys in the West; but it is premature to conclude that hyperactivity is more common in Chinese schoolboys in Hong Kong. Cross-cultural differences in adults' expectations and tolerance remain a plausible explanation.This study was supported by the Croucher Foundation. We would like to thank the Education Department of Hong Kong for assistance in sampling. We are particularly grateful to the children, teachers, and parents who participated in this study.     

Recognition of Facial Expressions of Emotion by Children with Emotional and Behavioral Disorders

Interpreting and responding appropriately to facial expressions of emotion are important aspects of social skills. Some children, adolescents, and adults with various psychological and psychiatric disorders recognize facial expressions less proficiently than their peers in the general population. We wished to determine if such deficits existed in a group of 133 children and adolescents with emotional and behavioral disorders (EBD). The subjects were receiving in-patient psychiatric services for at least one of substance-related disorders, adjustment disorders, anxiety disorders, mood disorders or disruptive behavior disorders. After being read stories describing various emotional reactions, all subjects were tested for their ability to recognize the 6 basic facial expressions of emotion depicted in Ekman and Friesen's (1976) normed photographs. Overall, they performed well on this task at levels comparable to those occurring in the general population. Accuracy increased with age, irrespective of gender, ethnicity, or clinical diagnosis. After adjusting for age effects, the subjects diagnosed with either adjustment disorders, mood disorders, or disruptive behavior disorders were significantly more accurate at identifying anger than those without those diagnoses. In addition, subjects with mood disorders identified sadness significantly more accurately than those without this diagnosis, although the effect was greatest with younger children.     

A microcomputer package for real-time skin conductance response analysis

A suite of programs has been developed to acquire data from a commercially available, highquality skin conductance meter, via a standard IEEE bus, on an Apple II or Apple lie microcomputer. These programs score and analyze stimulus-evoked skin conductance responses in a preset time window, and store the resultant data on disk, if required. Facilities for a manual override of the automatic scoring routine are available. The setup offers a method of scoring data as they are acquired; it uses currently recommended standards for skin conductance analysis and allows a high magnification of responses, without any need for continual monitoring, because of hardware facilities that automatically “back-off” a subject’s tonic skin conductance level.     

A 64-station computer-assisted teaching and research facility

A 64-subject computer-controlled laboratory for use in research and as a teaching aid is described. The laboratory hardware includes an 8K minicomputer, a 64-channel input multiplexor, and a video display generator. The software includes a complete operating system and an easy-to-use programming language. The entire laboratory, including the computer, was built for under $12,000.     

Psychological distance to reward: A human replication

Choice behavior in college students was examined in two experiments using the concurrent-chains procedure. In both experiments, the concurrent chains were presented on a microcomputer in the form of an air-defense game in which subjects used two radar systems to detect and subsequently destroy enemy aircraft. Access to one of two radar systems was controlled by a pair of independent concurrent variable-interval 60-s schedules with a 4-s changeover delay always in effect. In the terminal link, the appearance of an enemy aircraft was determined by a pair of differentially segmented fixed-time schedules (Experiment 1) or fixed-interval schedules (Experiment 2) of equal overall duration. In Experiment 1, the terminal-link duration was either 20 s or 40 s, and subjects preferred the unsegmented to the segmented intervals. In Experiment 2, the duration was either 10 s or 60 s, and the reinforcement contingencies required responding during the terminal link. Prior to the reinstatement of the initial link, subjects estimated the duration of the terminal-link schedule. Segmentation affected choice in the 60-s conditions but not in the 10-s ones. Preference for the unsegmented schedule was correlated with an overestimation of the durations for the segmented schedules. These results replicated those found in animal experiments and support the notion of increasing the psychological distance to reward by segmenting a time-based schedule of reinforcement.     

Preference for unsegmented interreinforcement intervals in concurrent chains

Five pigeons were trained under concurrent-chain schedules in which a pair of independent, concurrent variable-interval 60-s schedules were presented in the initial link and either both variable-interval or both fixed-interval schedules were presented in the terminal link. Except for the baseline, one of the terminal-link schedules was always a two-component chained schedule and the other was either a simple or a tandem schedule of equal mean interreinforcement interval. The values of the fixed-interval schedules were either 15 s or 60 s; that of the variable-interval schedules was always 60 s. A 1.5-s changeover delay operated during the initial link in some conditions. The pigeons preferred a simple or a tandem schedule to a chain. For the fixed-interval schedules, this preference was greater when the fixed interval was 60 s than when it was 15 s. For the variable-interval schedules, the preferences were less pronounced and occurred only when the changeover delay was in effect. For a given type of schedule and interreinforcement interval, similar preferences were obtained whether the nonchained schedule was a tandem or simple schedule. The changeover delay generally inflated preference and lowered the changeover rate, especially when the terminal-link schedules were either short (15 s) or aperiodic (variable-interval). The results were consistent with the notion that segmenting the interreinforcement interval of a schedule into a chain lowers the preference for it.     

The Interactive Effects of Impulsivity and Negative Emotions on Adolescent Nonsuicidal Self‐injury: A Latent Growth Curve Analysis

This study employed latent growth curve analysis to evaluate the interactive effects of two specific facets of impulsivity (i.e., negative urgency [NU] and premeditation [PRE]) and negative emotions (NE) on the developmental trajectory of nonsuicidal self‐injury (NSSI) among 3,453 (57% females) Chinese community adolescents. Participants completed questionnaires assessing NSSI, NU, PRE, and NE (i.e., depression, anxiety, and stress) at three waves of time. The initial levels of NE and NU significantly predicted the initial level of NSSI. Changes in NE and NU significantly predicted change in NSSI. Moreover, the initial levels of NU and PRE significantly moderated the relationship between the initial levels of NE and NSSI, such that among individuals with higher NU or less PRE, the three NE were associated with a higher level of NSSI. Additionally, among individuals with a faster increase in NU, depression and anxiety were associated with a faster increase in NSSI. These findings suggest that adolescents with trait impulsivity, especially in the form of NU, are more vulnerable to the engagement in NSSI.