Family protective factors among urban African American youth.

Examined the relations among family protective factors, stressful events, and behavioral adjustment of 64 African American 6th graders. The youths reported on family stressors, father-figure involvement, and kin support. Their primary caregivers reported on parenting, father-figure involvement, and family stressors. Teachers reported on child social skill deficits, acting out, and shy or anxious behavior. Based on regression analyses, stress exposure associated positively with child social skill deficits, acting out, and shy or anxious behavior. Parental warmth was associated negatively with shy or anxious behavior. Parental use of corporal punishment was associated positively with child acting out. For youth exposed to high numbers of family stressors, parental demandingness was associated negatively with child acting out and kin support was associated negatively with acting out and shy or anxious behavior, suggesting that these family factors partially shield children from the negative effects of stress.     

Psychopathology and substance-related problems during early adolescence: a survival analysis.

Examined the chronological and statistical relations among onsets of psychopathology, alcohol and cannabis use, and substance-related problem psychopathology, alcohol and cannabis use, and substance-related problems from late childhood through early adolescence in boys of fathers with substance use disorder (SUD; high average risk: n = 177) and without SUD (low average risk: n = 203) using survival analysis. Proportional hazard models indicated that antisocial disorders were predicted by risk group and mediated the observed relation between risk group and substance-related problems. Negative affect disorders were predicted by risk group but did not predict substance involvement in early adolescence. Results support a model in which paternal SUD predisposes to increased antisocial and negative affect disorders in boys, and antisocial disorders lead to substance-related problems in early adolescence.     

On The Dimensional and Hierarchical Structure of Affect

Green, Goldman, and Salovey (1993) challenged the view that "positive affect" and "negative affect" are largely uncorrelated dimensions. On the basis of factor analytic studies of happiness and sadness, and of positive and negative emotional activation (PA and NA), they claimed that a "largely bipolar structure of affect" (p. 1029) emerges when random and nonrandom error are taken into account. A reappraisal of their own findings and confirmatory analysis of additional data do not support this claim. Happiness and sadness form a largely unidimensional bipolar structure, but PA and NA are relatively independent. However, exploratory analyses yield a three-level hierarchy incorporating in one structure a general bipolar Happiness-Versus-Unhappiness dimension, the relatively independent PA and NA dimensions at the level below it, and discrete emotions at the base. We emphasize the heuristic value of a hierarchical perspective.     

Cognitive factors involved in the onset and maintenance of posttraumatic stress disorder (PTSD) after physical or sexual assault.

Cognitive factors hypothesised to influence the development and maintenance of PTSD were investigated. 92 assault victims completed questionnaires assessing a range of cognitive variables. Factors relating to onset of PTSD were investigated by comparing victims who did and who did not suffer PTSD. Factors relating to maintenance of PTSD were investigated by comparing victims who had recovered from PTSD with victims who had persistent PTSD. Cognitive factors associated with both onset and maintenance of PTSD were: appraisal of aspects of the assault itself (mental defeat, mental confusion, appraisal of emotions); appraisal of the sequelae of the assault (appraisal of symptoms, perceived negative responses of others, permanent change); dysfunctional strategies (avoidance/safety seeking) and global beliefs impacted by assault. Cognitive factors that were associated only with the onset of PTSD were: detachment during assault; failure to perceive positive responses from others and mental undoing. Relationships between the cognitive variables and PTSD remained significant when variations in perceived and objective assault severity were statistically controlled. The cognitive factors identified in the study may contribute to PTSD directly, by generating a sense of ongoing threat, or indirectly, by motivating cognitive and behavioural strategies that prevent recovery, or by affecting the nature of the traumatic memory.     

Computers for cognitive research: A HyperCard adventure game

For researchers interested in exploring the cognitive and metacognitive processes involved in problem-solving, one obstacle has been the difficulty of creating engaging and ecologically valid situations in which to observe these skills in practice. Computer games can provide a rich environment for research on such skills. I present a HyperCard example of an adventure game that serves as an environment for research on analogy in problem-solving. The design of the game and interface is detailed, and initial results of and suggestions for extensions to this work are presented.     

Conditioned response-contingent delays of the unconditioned stimulus in human aversive conditioning.

Four groups of subjects were given either 0. 100, 500, or 1,000 msec delays of the unconditioned stimulus (UCS) contingent upon the occurrence of a conditioned response (CR) and were given a UCS 515 msec after conditioned stimulus (CS) onset when a CR did not occur. A fifth group received standard classical conditioning trials with an interstimulus interval of 515 msec. Overall performance decreased as CR-contingent UCS delay increased, with the classical conditioning group approximating the performance of the group receiving the 100-msec delay. The data were analyzed with the two-phase model of conditioning and the following results were obtained: The duration of Phase 1 of the model increased with contingent delay; operator limits associated with CR trials or with combined CR-CR (CR absent) trials decreased as a function of delay; and operator limits associated exclusively with CR trials were unaffected by the delay. Subjects receiving a contingent delay of 0 msec gave the shortest latency responses and exhibited reliable latency decreases across trials, suggesting an attempt to "beat" the UCS. The results were interpreted as contrary to what would be expected from low-of-effect theories which postulate that reinforcement results from a CR-UCS interaction, although they could be subsumed under a drive or an associative strength theory in which the aversive, or CR-supportive, strength of the UCS is assumed to be negatively correlated with contingent UCS delay.     

Contextual imagery in meaning and memory

Three hundred homonyms were selected, and sentence fragments were written to emphasize two meanings of each. The words were rated on image-arousing capacity both in and out of context and on frequency of occurrence in context. Imagery values for the words out of context were predicted quite well by an average of the contextual imagery ratings, weighted by their relative frequencies. The finding is consistent with the hypothesis that words presented in isolation are interpreted in specific senses according to a frequency bias, with imagery ratings reflecting those senses. In a memory experiment. words were selected to vary orthogonally on both contextual and out-of-context imagery. Recall of words in isolation was a function of out-of-context imagery, while recall of words presented in context was a function of contextual imagery, further supporting the hypothesis.     

A test of inclusion which allows for errors of measurement

A test which allows for errors of measurement is derived for the hypothesis that all the members of a population who possess a certain skill are a sub-set of the members who possess another skill. Formulae are given for one particular case when two questions are used for each skill, and for when three questions are used for each skill. An illustrative example is given for the two-question case. The authors are indebted to M. L. Turner for his assistance in the initial stages of development of the test.