Self‐Interests and Beliefs: Predictors of Mothers’ Views of Child Care1

Mothers (N= 270) completed questions related to child care for their children who were between 2 and 6 years of age. They completed a 9‐page questionnaire that included scales used to assess their attachment to their careers, financial need to work, and gender‐role beliefs as predictors of their ratings of the effects of child care on 4 criterion measures. Findings supported the hypothesized model that a mother's needs and her self‐interests and beliefs would influence her ratings of the benefits and costs of child care, her anxiety in leaving her child in child care, and her views of the effects of child care on her child. It is suggested that future research should avoid biases that might arise from participant or observer self‐interest and seek more objective approaches to the examination of the impact of child care on children.     

Shifts and constancies in Rorschach responses as a function of culture and language

This study examined the relationship between Korean and American cultures and languages on Rorschach responses. The Rorschach Inkblot Test was individually administered to 20 Korean monolinguals, 20 American monolinguals, 20 Korean bilingual immigrants, and 10 American bilingual missionaries returned from Korea. The bilingual subjects took the test in Korean and in English. The results showed some shifts as well as some constancies in Rorschach responses as a function of culture. The results on the effect of language on Rorschach responses were less clear.     

The cultural mosaic: a metatheory for understanding the complexity of culture

Workforce population trends have increased the numbers and kinds of culturally diverse people who work together. Researchers in organizational behavior have often examined culture through values; however, cultural values can be based on collections of people other than traditional nation states. A cultural mosaic is presented as a framework to identify demographic, geographic, and associative features underlying culture. An individual's unique collage of multiple cultural identities yields a complex picture of the cultural influences on that person. Developments in chaos and complexity theories are proposed as a theoretical base for study on the complexity of culture at the individual level. Additional developments in network theory serve as a theoretical base for cultural research at the group level. The cultural mosaic is described as a complex system with localized structures, linking cultural tiles in ordered and chaotic ways. Research propositions examining multiple cultural identities at individual and group levels are discussed.     

A note on “pattern variants on a square field”

It is shown how results of Prokhovnik on the number of pattern variants that may be formed byk markers on a square network ofm ² positions may be derived more simply by means of a combinatorial theorem of Pólya's, which may also be used to solve systematically many other problems of this type.     

Search efficiency is not sufficient: The nature of search modulates stimulus-driven attention

It has long been debated whether or not a salient stimulus automatically attracts people’s attention in visual search. Recent findings showed that a salient stimulus is likely to capture attention especially when the search process was inefficient due to high levels of competition between the target and distractors. Expanding these studies, the present study proposes that a specific nature of visual search, as well as search efficiency, determines whether or not a salient, task-irrelevant singleton stimulus captures attention. To test this proposition, we conducted three experiments, in which participants performed two visual search tasks whose underlying mechanisms are known to be different: orientation-feature search and Landolt-C search tasks. We found that color singleton distractors captured attention when participants performed the orientation-feature search task. The magnitude of this capture effect increased as search efficiency decreased. On the contrary, the capture by singleton distractors was not observed under the Landolt-C search task. This differential pattern of capture effect was not due to differences in search efficiency across the search tasks; even when search efficiency was controlled for, stimulus-driven capture of attention by a salient distractor was found only under the feature search. Based on these results, the present study suggests that in addition to search efficiency, the nature of search strategy and the extent to which attentional control is strained play crucial roles in observing stimulus-driven attentional capture in visual search.     

Stability control of grasping objects with different locations of center of mass and rotational inertia

The objective of this study was to observe how the digits of the hand adjust to varying location of the center of mass (CoM) above or below the grasp and rotational inertia (RI) of a handheld object. Such manipulations do not immediately affect the equilibrium equations while stability control is affected. Participants were instructed to hold a handle, instrumented with 5 force-torque transducers and a 3-D rotational tilt sensor, while either the location of the CoM or the RI values were adjusted. On the whole, people use 2 mechanisms to adjust to the changed stability requirements; they increase the grip force and redistribute the total moment between the normal and tangential forces offsetting internal torques. The increase in grip force, an internal force, and offsetting internal torques allows for increases in joint and hand rotational apparent stiffness while not creating external forces-torques that would unbalance the equations of equilibrium.     

Understanding Oral Learners

A five‐year research project of seminary students from various cultural backgrounds revealed that the slight majority of contemporary seminary students studied are oral learners. Oral learners learn best and have their lives most transformed when professors utilize oral teaching and assessment methods. After explaining several preferences of oral learners, suggestions for effective teaching are provided in this article in order to improve both teaching and assessment of oral learners. Applications are provided for face‐to‐face and online learning contexts.