Adolescents’ Behaviors as Moderators for the Link between Parental Self-Efficacy and Parenting Practices

Based on theory that parents with higher levels of self-efficacy (PSE) should find it easier to parent effectively in the face of challenging child behaviors than should parents with lower levels of PSE, this study examines the link between PSE and parenting using children’s behaviors as potential moderators. Participants were 130 parents who had an older adolescent (M _age?=?17.58) in addition to the target adolescent (M _age?=?11.79), and both adolescents’ externalizing behaviors were used as moderators for the link between PSE and parenting of the target adolescent. Path analysis in Mplus showed that higher PSE was linked to more promotive parenting but only among parents who had an older adolescent with lower levels of externalizing behaviors. Among parents of adolescents with higher levels of externalizing behaviors, whose promotive parenting was significantly lower than other parents overall, PSE did not predict promotive parenting. The link between PSE and parenting did not differ depending on the target adolescents’ behavior. Findings suggest that the link between parents’ beliefs and parenting depends on the broader family context. More specifically, how PSE is linked to parenting practices depends at least partly on the experiences that parents bring from parenting an older adolescent to their interactions with a later-born adolescent. From a clinical perspective, parents might need guidance in how to think about their earlier parenting experiences when parenting a younger adolescent.     

Correlations for the Stroop Color and Word Test with measures of reading and language achievement

The present investigation examined the relationships for scores on the Stroop Color and Word Test with measures of reading and language achievement within an adult population. The Stroop Color and Word Test, Nelson-Denny Reading Test, Woodcock-Johnson Psycho-Educational Battery-Revised, and Wide Range Achievement Test-3 were administered to 99 men ranging in age from 18 to 27 years. Pearson product-moment correlations indicated that the Stroop Word task was positively associated with scores on the WRAT-3 Spelling task, the Woodcock-Johnson Basic and Broad Reading tasks, and the Nelson-Denny Rcading Rate and Comprehension tasks. These and other significant relationships were discussed in terms of possible implications regarding the assessment of reading achievement.     

Hippocampal lesions and pavlovian cardiovascular conditioning

New Zealand albino rabbits received either sham, cortical control, or hippocampal lesions and were subjected to differential Pavlovian conditioning in which tones of different frequencies served as conditional stimuli (CSs), and a brief paraorbital electric shock train served as the unconditional stimulus. Heart rate (HR), blood pressure (BP), and electromyographic (EMG) conditional responses (CRs) were recorded. Animals with cortical and hippocampal damage or animals with cortical damage alone revealed attenuated bradycardiac CRs, but HR CRs of the former two groups did not significantly differ. BP changes were minimal; reliable differences were not obtained between CS+ and CS?. However, these changes consisted of small but reliable depressor responses, which were not affected by either cortical or hippocampal lesions. Few EMG CRs were obtained. These data, combined with those of previous experiments, suggest that forebrain structures may modulate higher level processing of stimulus information, perhaps in terms of assessing the biological significance of such stimulation.     

A Simple Timing Shutter for Stimulus-Presentation Devices

Transparent mirror glass can be used to construct inexpensive and highly reliable timing shutters for stimulus-presentation systems. A representative circuit and a simple stimulus-display device using 3 × 5 index cards are also described.     

One-to-one and polyrhythmic temporal coordination in bimanual circle tracing

The authors manipulated movement amplitude in a bimanual circle-tracing task to alter the natural tracing frequency of the arms. Participants (N = 14) traced different-diameter circles simultaneously with the two arms in either in-phase (0 degrees) or antiphase (180 degrees) coordination, using the index fingers or plastic styli. Movement amplitude altered the natural tracing frequency of the arms, as demonstrated by the following 2 findings: (a) The larger the difference in circle diameter, the larger was the shift from the fixed-point values of 0 degrees and 180 degrees, and the shift increased as movement frequency increased. Those results are consistent with the manipulation of delta omega in the bimanual pendulum paradigm. (b) Increasing movement frequency induced transitions from 1:1 to non-1:1 coordination, contrary to findings in previous investigations of polyrhythmic coordination. Tactile feedback played a minimal role in stabilizing bimanual coordination in the current tasks.     

Semantic information is used by a deep dyslexic to parse compounds

We report a case study of a 48 year-old patient, J.O., who was tested 20 years after the removal of a tumor in the left temporal-parietal region. This surgery and subsequent radiation resulted in right side paralysis and numerous language problems. Tests of J.O.'s single word reading abilities indicate that she could be classified as a deep dyslexic with over 16% of her errors in word naming having a clear semantic relationship with the target word (Coltheart, 1980). We examined her ability to read compound words aloud and following Libben (1993) we provide evidence that J.O. is a second case in which there is obligatory access of morphological constituents of compound words. These data are discussed within the context of Libben's (1998) compound word processing model.     

Stimulus-specific neglect in a deep dyslexic patient

We report a patient (B.V.) who appears to suffer from two dyslexic disorders. First, B.V. showed a severe impairment in reading aloud nonwords (e.g., reading TREST as TREE), in addition to making several semantic errors when reading aloud words (e.g., reading ILL as SICK) and in picture naming (e.g., responding KNIFE to a picture of a FORK). These results suggest that B.V. suffers from deep dyslexia. Second, B.V. showed an impairment in reading the final letters of both words and nonwords (e.g., reading SHOWN as SHORT and reading PROGE as PROOF). Thus, it appears that B.V. also suffers from neglect dyslexia. We discuss how these two forms of dyslexia could be interacting to account for B.V.'s pattern of errors in reading aloud words and nonwords and in picture naming.