Evaluative verbalization and delay maintenance behavior in children

An experiment is presented which examined the influence of verbalizations on children's tendencies to postpone immediate gratification in terms of increased delayed reward. Children's verbalizations were varied in terms of their evaluative valence and whether they focused upon the reward itself or the delay task. During a delay task children in experimental groups periodically verbalized evaluative statements that were either positive (I like …) or negative (I don't like …) and which focused upon either the reward itself (… the tokens) or the delay behavior (… to wait). Children who focused on reward, under conditions of either positive or negative evaluation, postponed immediate gratification less than control subjects who made no verbalization. Children who evaluated delay behavior positively postponed immediate gratification longer than silent subjects, though children who negatively evaluated delay behavior did not differ from subjects who did not verbalize. The results are interpreted in terms of the influence of evaluative valence and focus as parameters of plans for delay behavior.     

Planned missing data designs in psychological research

The authors describe 2 efficiency (planned missing data) designs for measurement: the 3-form design and the 2-method measurement design. The 3-form design, a kind of matrix sampling, allows researchers to leverage limited resources to collect data for 33% more survey questions than can be answered by any 1 respondent. Power tables for estimating correlation effects illustrate the benefit of this design. The 2-method measurement design involves a relatively cheap, less valid measure of a construct and an expensive, more valid measure of the same construct. The cost effectiveness of this design stems from the fact that few cases have both measures, and many cases have just the cheap measure. With 3 brief simulations involving structural equation models, the authors show that compared with the same-cost complete cases design, a 2-method measurement design yields lower standard errors and a higher effective sample size for testing important study parameters. With a large cost differential between cheap and expensive measures and small effect sizes, the benefits of the design can be enormous. Strategies for using these 2 designs are suggested.     

Relationship between Psychological Needs and the Five-Factor Model of Personality Classification

The relationship between psychological needs, operationalized by the Adjective Check List (ACL), and the Five-Factor model of personality classification, operationalized by the NEO-PI-R, was evaluated in 147 (101 women and 46 men) psychology graduate students. We found presence of the Five Factors in the ACL in that 30 of 37 ACL scales correlated greater than 40 with at least one of the NEO-PI-R factors. This replicates and extends previous findings and is further evidence of construct validity of the five-factor model, as it pertains to personality classification.     

An empirical test of androgyny in the middle years: Evidence from a national survey

Evidence of changes in gender typing at midlife was empirically tested in a secondary analysis of the Quality of American Life study. Several specific hypotheses were tested. The study looked for indications of increasing femininity and/or decreasing masculinity in middle-aged men, and for decreasing femininity and/or increasing masculinity in middle-aged women. In bivariate analyses and in multiple regression analyses, little empirical support was found for role reversal or androgyny at midlife in this nationally representative sample. Satisfaction with family life was the best predictor of overall life satisfaction for men and women of all ages. Race rather than gender and sex role identity interacted with age to predict life satisfaction. Life satisfaction changed little for whites from young adulthood to late middle age, but life satisfaction increased for blacks who were least satisfied with their lives as young adults.The data and tabulations utilized in this article were made available through the Inter-University Consortium for Political and Social Research. The data were originally collected by Angus Campbell and Philip E. Converse. Neither the original source or collectors of the data nor the Consortium bear any responsibility for the analyses or interpretations presented here.     

Defining Trauma: Terminology and Generic Stressor Dimensions1

The present report discusses vague and/ or confusing terminology that is employed in research and clinical work in the area of “traumatic stress”. It divides the stress process into three major aspects and suggests appropriate terminology for each aspect, focusing on the input, or stressor, aspect. Eight generic stressor dimensions are suggested that cut across different types of traumatic events, along with research supporting the association of these dimensions with stress responses. Recommendations are made for future research directions.