The structure and correlates of kanashibari.

The present research is an examination of the parameters and correlates of kanashibari, operationally defined as being unable to move upon awakening or before falling asleep. Nonclinical Japanese individuals (N = 720), 34% of whom reported an experience of kanashibari at least once, were administered D. I. Templer's (1970) Death Anxiety Scale, R. Brown's (1990) Locus of Control Scale, and a questionnaire devised by the authors to collect information about kanashibari. The results showed that the kanashibari experience was positively correlated with death anxiety, with being a woman, and with external-other locus of control; this last measure assessed the extent to which these individuals felt that their lives were determined by fate, good luck, or chance.     

When Does Gender Constrain Parsing? Evidence from ERPs

We review the implications of recent ERP evidence for when and how grammatical gender agreement constrains sentence parsing. In some theories of parsing, gender is assumed to immediately and categorically block gender-incongruent phrase structure alternatives from being pursued. In other theories, the parser initially ignores gender altogether. The ERP evidence we discuss suggests an intermediate position, in which grammatical gender does not immediately block gender-incongruent phrase structures from being considered, but is used to dispose of them shortly thereafter.     

Proximal Impact of Two First-Grade Preventive Interventions on the Early Risk Behaviors for Later Substance Abuse, Depression, and Antisocial Behavior

We assessed the immediate effects of two universal, first-grade preventive interventions on the proximal targets of poor achievement, concentration problems, aggression, and shy behaviors, known early risk behaviors for later substance use/abuse, affective disorder, and conduct disorder. The classroom-centered (CC) intervention was designed to reduce these early risk behaviors by enhancing teachers' behavior management and instructional skills, whereas the family-school partnership (FSP) intervention was aimed at improving parent-teacher communication and parental teaching and child behavior management strategies. Over the course of first and second grades, the CC intervention yielded the greatest degree of impact on its proximal targets, whereas the FSP's impact was somewhat less. The effects were influenced by gender and by preintervention levels of risk. Analyses of implementation measures demonstrated that greater fidelity to the intervention protocols was associated with greater impact on behavior ratings and on achievement scores, thus providing some evidence of specificity in the effect of the interventions.     

Does guidance have a future?: Notes towards a distinctive position

Recent developments have raised questions about the distinctiveness of guidance and whether its practice can be separated from that of related professions. Those developments are reviewed. It is suggested that a distinctive position may be found by an examination of certain key features of guidance practice. One of these features is the role of information. Information is distinguished from informing. Its nature is discussed, as is its use in practice by both clients and guidance practitioners.     

Behavioural context and a distributed system: metabolic mapping studies of the basal ganglia.

Behavioural context is known to affect neural activity in the striatum. Responses of single cells increase to rewarding stimuli, or drop out as a bar press or saccade is learned. Networks that can accomplish a unique response to changing contexts are of particular interest to systems neuroscience and were a part of Hebb's interest in perception and learning. An overall map of the striatum that localizes changes related to this remarkable phenomenon of contextual responses contributes to our understanding of anatomical substrates of neural systems that integrate information, and may lead us to new striatal regions to study synaptic mechanisms of learning.     

Wildcat World: Simulation programs for teaching basic concepts in psychological science

A series of computer programs is described that allows beginning psychology students to design, conduct, analyze, and interpret virtual (computer-simulated) psychological studies. This technique allows the instructor more control over the outcome of student experiments, increases the scope of experiments that can be done by students, decreases the amount of class time that must be devoted to conducting experiments, and eliminates concerns about student experimenters using human or animal subjects.     

Scale-invariance as a unifying psychological principle

How can the classical psychological laws be explained and unified? It is proposed here that scale-invariance is a unifying principle. Distributions of many environmental magnitudes are observed to be scale invariant; that is, the statistical structure of the world remains the same at different measurement scales [Mandelbrot, B., 1982. The Fractal Geometry of Nature (2nd Edn.). W.H. Freeman, San Francisco, CA; Bak, P., 1997. How Nature Works: The Science of Self-organized Criticality. Oxford University Press, Oxford, UK]. We hypothesise that the perceptual-motor system reflects and preserves these scale invariances. This allows derivation of several of the most widely applicable psychological laws governing perception and action across domains and species (Weber's, Stevens', Fitts' and Piéron's Laws). We suggest that these fundamental laws reflect accommodation of the perceptuo-motor system to the scale-invariant physical world and therefore have a common foundation.     

Staying fit and staying well: physical fitness as a moderator of life stress

Previous research suggests that physical fitness moderates the adverse effects of stressful life events. However, a reliance on self-reports of fitness and health may limit the validity of prior investigations. The present research tested the stress-buffering effect of fitness with subjective and objective indicators of exercise, fitness, and physical well-being. For self-reports of health, both self-reports of exercise and objective measures of fitness showed the buffering effect; however, only objective fitness levels buffered stress when visits to a health facility were considered. Additional evidence indicated that this effect was largely independent of measures of psychological distress. Implications for understanding the link between fitness, stress, and health status are discussed.