Narrative representations of caregivers and emotion dysregulation as predictors of maltreated children's rejection by peers

This study examined whether maltreated children were more likely than nonmaltreated children to develop poor-quality representations of caregivers and whether these representations predicted children's rejection by peers. A narrative task assessing representations of mothers and fathers was administered to 76 maltreated and 45 nonmaltreated boys and girls (8-12 years old). Maltreated children's representations were more negative/constricted and less positive/coherent than those of nonmaltreated children. Maladaptive representations were associated with emotion dysregulation, aggression, and peer rejection, whereas positive/coherent representations were related to prosocial behavior and peer preference. Representations mediated maltreatment's effects on peer rejection in part by undermining emotion regulation. Findings suggest that representations of caregivers serve an important regulatory function in the peer relationships of at-risk children.     

AN EVALUATION OF LABELING-THEN-DOING WITH MODERATELY HANDICAPPED PERSONS: ACQUISITION AND GENERALIZATION WITH COMPLEX TASKS

We conducted two experiments in which moderately mentally retarded persons were trained first to label and then to enter characters into a computer, calculator, or checkbook (label-then-do) within a multiple baseline design. In Experiment 1, 5 young adults were trained to enter statistical programs into computers in an office setting. Following training, all subjects' use of verbal labels and key-entry skills generalized across tasks (programs) and settings (offices and computer terminals). In Experiment 2, 3 junior high school students were trained with self-labeling procedures to complete a key-entry task and to balance a checkbook. The performance of all students generalized across tasks and settings, and the use of labels generalized for 2 of the students. Results are discussed relative to mediated generalization and to establishing verbal control over behavior.     

THE ATTITUDES TOWARD RAPE VICTIMS SCALE

The paper describes the construction of a 25-item Attitudes toward Rape Victims Scale (ARVS) designed to assess favorable and unfavorable attitudes with particular emphasis on victim blame, credibility, deservingness, denigration, and trivialization. Normative data are presented as well as the results of various psychometric analyses based on four independent studies and a variety of samples including university students, doctors, lawyers, social workers, psychologists, and police in Singapore, and university students in the United States. These analyses confirm the ARVS's reliability, validity and cross-cultural suitability. As attitudes to-ward rape victims have been implicated in the quality of victim care in legal, medical, and social spheres, it is proposed that the ARVS provides a valuable tool for applied research in victimology.     

Knowledge Organization and the Acquisition of Procedural Expertise

The influence of the organization of a declarative knowledge base on the development and application of proceduralized knowledge was investigated in a complex troubleshooting domain. Domain explanations were generated in either a depth-first or breadth-first manner for different groups of subjects who were also given experience learning to troubleshoot in the domain. Although the two explanatory structures led to similar training performance, the two groups differed significantly in their overall level of performance in subsequent troubleshooting problems. Examination of objective measures of troubleshooting performance and think-aloud protocols indicated that breadth-first declarative knowledge representation fosters the use of mental models during problem-solving in training. It also facilitates proceduralization of that knowledge into fast and accurate methods for localizing faults.     

Measuring the importance of information in judgment: Individual differences in weighting ability and effort

Measuring the importance of cues in social judgment has been a longstanding problem. Past research has shown individual differences in the impact of ability and study effort on judgments of student performance. This research examined the hypothesis that the individual differences are due to the weight given to the information as opposed to the perceived extremity of the values of the information. Subjects judged the performance of hypothetical students described by ability, study effort, and effort during an exam. Individual differences in the impact of the three types of information were obtained and were predictable from self-reports of the relative importance of information. Different values of weights were necessary to account for the differences in the impact of information, although there were also differences in the perceived extremity of the information. The theoretical and applied significance of distinguishing the weight given to information in judgment from its subjective value are discussed. On the basis of a new review of the literature, as well as the present results, it is concluded that self-reports of the relative importance of information are predictive of individual differences in information use in judgment, but that they may reflect the total impact of information rather than only the weight.     

Memory for impasses during problem solving

Three experiments were conducted to investigate the relative memorability of solved versus unsolved problems in long-term memory. In each experiment, subjects worked on a set of potentially solvable word problems, with the time spent on each problem held constant. Problem memorability was then measured with a free-recall task. In Experiment 1, in which a majority of problems were solved, unsolved problems were better remembered. In Experiments 2 and 3, we expanded on these results by manipulating problem difficulty and thus the ratio of solved to unsolved problems. When unsolved problems were as frequent as or more frequent than solved problems, no memory differences were found. Across all three experiments, the ratio of solved to unsolved problems was found to be a significant predictor of unsolved-problem memorability, but was not significantly related to the memorability of solved problems. The results illustrate that when impasses in problem solving are infrequent, they are more available in memory than are solved problems. It is speculated that this memory phenomenon may facilitate the recognition of opportunities to return to problems that have been terminated short of solution.     

Effect of maltreatment on preschoolers' narrative representations of responses to relieve distress and of role reversal

A total of 80 low-socioeconomic status maltreated preschoolers were contrasted with 27 nonmaltreated preschoolers on their narrative representations. The children completed story stems, taken from the MacArthur Story-Stem Battery (MSSB; I. Bretherton, D. Oppenheim, H. Buchsbaum, R. N. Emde, & the MacArthur Narrative Group, 1990), that introduced stressful family situations. Using the MacArthur narrative coding manual (J. Robinson, L. Mantz-Simmons, J. Macfie, & the MacArthur Narrative Group, 1992), coders rated portrayals of parental and child character responses, as well as participant responses, to relieve children's distress. They also rated role reversal (children caretaking their parents) from the narrative emotion coding manual (S. L. Warren, L. Mantz-Simmons, & R. N. Emde, 1993). Maltreated preschoolers portrayed parents and children as responding less often--yet themselves as stepping into the story more often to relieve children's distress--than did nonmaltreated preschoolers. Abused children (sexually, physically, or both) portrayed the most participant responses, and neglected children (with no abuse) portrayed the fewest child responses. Role reversal was associated with physical abuse.     

Psychopathology as risk for adolescent substance use disorders: a developmental psychopathology perspective.

Examines several issues on psychiatric diagnoses as risk factors for adolescent drug use and substance use disorders. The articles in this special section are discussed in terms of dynamic models of risk and protective factors, stages of research needed for establishing causal mechanisms in the etiology of drug use disorders, conceptualizing drug use and abuse in the context of the developmental organization of the individual, equifinality and multifinality in developmental pathways to drug use and abuse, and issues in conceptualizing drug use problems as mental disorders. Future directions for research on the etiology of problem drug use, guided by principles of developmental psychopathology and prevention science, are provided.     

The Effects of Sex and Power Schemas,Attitudes Toward Women,and Victim Resistance on Rape Attributions1

This study examined the effects of attitudes toward women, rape schemas, and victim resistance on rape attributions in a hypothetical rape scenario. One hundred twenty-eight female subjects participated in the investigation. In line with the hypotheses, a 2 × 2 × 2 (Traditional vs. Nontraditional Attitudes × Sex vs. Power Schemas × Presence vs. Absence of Resistance) ANOVA demonstrated a significant interaction effect between rape schemas and victim resistance for rape attributions. As predicted, those who held sex schemas of rape attributed less fault and responsibility to resisting, compared to nonresisting, victims. In addition, they attributed more fault and responsibility to the nonresisting victim than did those who held power schemas. Rape schemas and victim resistance exerted an interactive influence on perpetrator attributions. Although attitudes toward women did not affect victim attributions, traditional women attributed less fault and responsibility to perpetrators than did nontraditional women.     

Internal Validity of the Disruptive Behavior Disorder Symptoms: Implications from Parent Ratings for a Dimensional Approach to Symptom Validity

A dimensional approach was used to evaluate the internal validity of the DSM-III-R ADHD-inattention, ADHD-hyperactivity/impulsivity, oppositional defiant disorder (ODD), and conduct disorder (CD) symptoms (i.e., whether a symptom has a stronger correlation with its own dimension than the other three). Parents rated 4,019 children between the ages of 2 and 19 on these symptoms. The results showed that 5 of the 6 inattention symptoms, 3 of the 4 hyperactivity symptoms, 1 of the 4 impulsivity symptoms, 6 of the 9 oppositional defiant disorder symptoms, and 8 of the 11 CD symptoms had significant internal validity. Confirmatory factor analysis (CFA) found support for inattention, hyperactivity/impulsivity, oppositional defiant, and conduct disorder dimensions. Multiple-group CFA also found support for factor pattern and loading invariance across gender. The implications of these results as well as the merits of the dimensional approach to symptom validity are discussed in the context of the DSM-IV changes in ADHD, ODD, and CD.