The impact of television,print, and audio on children's recall of the news.

Recent research has shown that children remember more from television news than from print news, a finding that has been explained by the extra mnemonic support offered by redundant television pictures (the dual‐coding hypothesis). The present study was designed to examine three alternative explanations, which attribute children's superior recall of television news to (a) underutilization of the print medium, (b) a recall advantage of listening compared with reading, and imperfect reading ability. A sample of 192 fourth and sixth graders was presented with children's news stories, either in (a) their original television form, (b) a bare print version, a print version supplemented with photo material or in (d) an audio version. Results indicated that the television presentation was remembered better than any of the other three versions. The results of the study were consistent with the dual‐coding hypothesis, whereas no support was found for the alternative explanations tested in the study.     

Examining the Validity of the Structured Assessment of Violence Risk in Youth (SAVRY) for Predicting Probation Outcomes Among Adjudicated Juvenile Offenders

The current study examined the ability of the Structured Assessment of Violence Risk for Youth (SAVRY), a standardized risk assessment instrument, to predict probation outcomes among a sample of 158 adjudicated juvenile offenders placed on probation. Traditionally, the SAVRY has been used to measure violence risk among adolescents after release from custody. More recently, a delinquency risk measure based on SAVRY responses was developed, which could be useful for other types of outcome. This study examined the predictive validity of both summary risk ratings (SRR) for probation outcomes, including the reason for terminating probation and length of time on probation. A number of bivariate analyses and Cox regression models provided preliminary support for the ability of the nonviolent delinquency SRR, and modest support for the violence SRR, to predict probation outcomes. The implications for use of the SAVRY SRRs during juvenile justice system decision‐making and recommendations for future research are discussed. Copyright © 2013 John Wiley & Sons, Ltd.     

The Assessment of Self-Oriented and Socially Prescribed Perfectionism: Subscales Make a Difference

Campbell and Di Paula (2002) Campbell, J. D. and Di Paula, A. 2002. “Perfectionistic self-beliefs: Their relation to personality and goal pursuit”. In Perfectionism, Edited by: Flett, G. L. and Hewitt, P. L. 181–198. Washington, DC: American Psychological Association.  [Google Scholar] suggested differentiating Perfectionistic Striving and Importance of Being Perfect subscales when measuring self-oriented perfectionism and Others’ High Standards and Conditional Acceptance subscales when measuring socially prescribed perfectionism. In this study, we investigated the utility of this differentiation by analyzing data from 1,041 students and examining correlations with positive striving and maladaptive evaluation concerns aspects of perfectionism and with positive and negative indicators of well-being and psychological adjustment. As expected, (a) Perfectionistic Striving scores showed higher correlations with positive striving aspects of perfectionism and with positive indicators of well-being and adjustment than Importance of Being Perfect scores, and (b) Conditional Acceptance scores showed higher correlations with maladaptive evaluation concerns aspects of perfectionism and with negative indicators of well-being and adjustment than Others’ High Standards scores. The findings indicate that Campbell and Di Paula's differentiation provides for a more detailed and informative assessment of multidimensional perfectionism and its different aspects. Moreover, it provides for new insights into self-oriented and socially prescribed perfectionism and their relationships and associations.     

The assessment of self-oriented and socially prescribed perfectionism: subscales make a difference

Campbell and Di Paula (2002) suggested differentiating Perfectionistic Striving and Importance of Being Perfect subscales when measuring self-oriented perfectionism and Others' High Standards and Conditional Acceptance subscales when measuring socially prescribed perfectionism. In this study, we investigated the utility of this differentiation by analyzing data from 1,041 students and examining correlations with positive striving and maladaptive evaluation concerns aspects of perfectionism and with positive and negative indicators of well-being and psychological adjustment. As expected, (a) Perfectionistic Striving scores showed higher correlations with positive striving aspects of perfectionism and with positive indicators of well-being and adjustment than Importance of Being Perfect scores, and (b) Conditional Acceptance scores showed higher correlations with maladaptive evaluation concerns aspects of perfectionism and with negative indicators of well-being and adjustment than Others' High Standards scores. The findings indicate that Campbell and Di Paula's differentiation provides for a more detailed and informative assessment of multidimensional perfectionism and its different aspects. Moreover, it provides for new insights into self-oriented and socially prescribed perfectionism and their relationships and associations.     

Jesus, Historians, and the Psychology of Historiography: A Response to My Respondents

It is remarkable to me that my book became a part of the SBL Dissertation Series. For this I thank Walter Wink who brought the work to the attention of, Wayne Rollins. And I am thankful to Wayne Rollins for bringing the book to the attention of the right people at the SBL, most particularly Rex D. Matthews and Mark Allan Powell. I am grateful to Mark Allan Powell for promoting the process of publication so we would have a book in hand at the Psychology and Biblical Studies book review session, now over two years ago. I am very appreciative of Lewis Rambo, editor of this journal, and J. Harold Ellens, special editor of this issue, for making possible the continued discussion of these ideas.     

Historical change, cultural learning, and cognitive representation in Zinacantec Maya children

Against the background of an unchanging sequence of representational development, we demonstrate that implicit processes of learning and cognition can change from one historical period to another. One generation of Zinacantec Maya children was studied in 1969 and 1970, the next generation in 1991 and 1993. In the intervening two decades, the community, located in Chiapas, Mexico, was involved in a transition from an economy based primarily on subsistence and agriculture to an economy based primarily on money and commerce. A naturalistic study of weaving apprenticeship and an experimental study of visual representation showed that the ecological transition was linked to greater emphasis on independent cultural learning, abstract representation, and innovation, and, correlatively, a movement away from scaffolded guidance, detail-oriented representation, and imitative representational strategies. These changes constituted automatic adaptations with an implicit nature. In addition, historical variability in implicit modes of cultural apprenticeship predicted shifts in implicit processes of child and adolescent cognition. In sum, socialization and development are not fixed but adapt, in a coordinated way, to changing ecological conditions.