Relationships among defensive styles, cognitive styles, processing styles, and attentional styles of normal adolescents

Cognitive and psychodynamic theorists agree that an individual's personality and behavior are determined by both cognitive and dynamic processes. This study examined the relationship among three cognitive approaches--cognitive style, attentional style, and processing style--and examined their relations to defensive style. Adolescents from Grades 11 and 12 (146 boys, 164 girls) were examined in groups for cognitive style (Group Embedded Figures Test), attentional style (Test of Attentional and Interpersonal Style), processing style (a sequential/simultaneous processing test battery), and defensive style (Defense Mechanism Inventory). Least squares completely randomized two-way analyses of variance (or analyses of covariance where applicable) were employed to assess the relations among the three cognitive measures and/or between the cognitive measures and defensive style. While most comparisons were nonsignificant, a significant relationship was observed between sequential processing and field-dependence and between simultaneous processing and field-independence. Also, a trend was noted between field-independence and ideational defenses and between field-dependence and repression-based defenses.     

Structure of learning environment variables under two instructional conditions

The present study investigated the congruence between the factor structures of the learning environment and cognitive variables for mathematics and English courses in Grade 10. Three common factors were obtained in each course. Procedural characteristics and cognitive factors in mathematics were highly similar to the corresponding factors in English. However, the formative characteristics factor identified in mathematics was not congruent to the corresponding factor in English. Learning environment variables produced two factors. These factors resembled the congruent factor properties for the two courses when the learning environment and cognitive variables were factor analyzed together. Implications for learning and instructional research are mentioned.     

Moral relativism and deontic logic

If a native of India asserts “Killing cattle is wrong” and a Nebraskan asserts “Killing cattle is not wrong”, and both judgments agree with their respective moralities and both moralities are internally consistent, then the moral relativist says both judgments are fully correct. At this point relativism bifurcates. One branch which we call content relativism denies that the two people are contradicting each other. The idea is that the content of a moral judgment is a function of the overall moral point of view from which it proceeds. The second branch which we call truth value relativism affirms that the two judgments are contradictory. Truth value relativism appears to be logically incoherent. How can contradictory judgments be fully correct? For though there will be a sense of correctness in which each judgment is correct — namely by that of being correct relative to the morality relative to which each was expressed — if contradictory, the judgments cannot both be true, and thus cannot both be correct in this most basic sense of correctness. We defend truth value relativism against this sort of charge of logical incoherence by showing it can be accommodated by the existing semantical metatheories of deontic logic. Having done this we go on to argue that truth value relativism is the best version of relativism.     

An on-line assessment of causal reasoning during comprehension

Fletcher and Bloom (1988) have argued that as readers read narratives, clause by clause, they repeatedly focus their attention on the last preceding clause that contains antecedents but no consequences in the text. This strategy allows them to discover a causal path linking the text's opening to its final outcome while minimizing the number of times long-term memory must be searched for missing antecedents or consequences. In order to test this hypothesis, we examined the reading times of 25 subjects for each clause of eight simple narrative texts. The results show that: (1) causal links between clauses that co-occur in short-term memory (as predicted by the strategy) increase the time required to read the second clause; (2) potential causal links between clauses that never co-occur in short-term memory (again as predicted by the strategy) have no effect on reading time; and (3) reinstatement searches are initiated at the end of sentences that are causally unrelated to the contents of short-term memory or that contain clauses that satisfy goals no longer in short-term memory. These results support the claim that subjects engage in a form of causal reasoning when they read simple narrative texts.     

A feature model of immediate memory

A feature model of immediate memory is presented, and simulations are described. List items are characterized as multiattribute vectors that can be selectively overwritten by subsequent external events and by the ongoing stream of internal activity. Degraded primary memory vectors are compared with intact secondary memory vectors, and retrieval likelihood is computed as the ratio of similarities. The model is shown to account for the major modality-based phenomena of the immediate serial recall literature, including modality-based temporal grouping effects and the negative effects of phonological similarity.     

Narrative comprehension in adults with right and left hemisphere brain-damage: theme organization.

The effects of delayed presentation of a central theme on the comprehension and interpretation of narratives were investigated in adults with right and left hemisphere brain-damage and normal individuals. The performance of subgroups of the subjects with right and left hemisphere brain-damage also was examined. Right hemisphere brain-damaged groups with anterior and posterior lesions were significantly less accurate and identified significantly fewer central themes when central theme presentation was delayed until the end of a narrative than when the theme was presented at the beginning. Subjects with anterior right hemisphere brain-damage produced significantly more embellishments and confabulations than subjects with posterior damage and non-brain-damaged controls, regardless of theme condition. The performance of non-brain-damaged subjects and subjects with fluent and nonfluent aphasia was unaffected by the organization of the central theme in the narratives.