Effects of perceptual grouping on positive and negative priming

The effects of perceptual grouping/segregation of targets and distractors by means of colour on positive and negative priming were examined in two experiments. In Experiments 1 and 2 we examined whether grouping of target and distractors by means of common colour in the prime display affected positive and negative priming, or whether these effects depend on prime–probe contextual similarity in colour. In addition, we examined the effects of the predictability of target colour in the prime and the probe displays across the experiments using mixed (Experiment 1) or blocked procedures (Experiment 2). The pattern of results was similar in both experiments, indicating that the positive priming effect was determined by target repetition and enhanced by perceptual segregation of target from distractors in the prime display. The negative priming effect was determined by grouping the target and distractors by common colour in the prime display. The results of the present experiments are consistent with inhibition-based models of negative priming.     

Relationships among goal orientations, motivational climate and flow in adolescent athletes: differences by gender

The purpose of this investigation was to examine the relationships among perceived motivational climate, individuals' goal orientations, and dispositional flow, with attention to possible gender differences. A sample of 413 young athletes, ages 12 to 16 years, completed the Perceived Motivational Climate in Sport Questionnaire-2 (PMCSQ-2) and Perception of Success Questionnaire (POSQ), as well as the Dispositional Flow Scale. Task orientation was positively and significantly related to a perceived task-involving motivational climate and to the disposition to experience flow in the sport. Ego orientation was positively and significantly associated with a perceived ego-involving motivational climate and with dispositional flow. The perceptions of task-involving and ego-involving motivational climates were positively and significantly linked to general dispositional flow. Multiple regression analysis indicated that both task and ego goal orientations and perceived task- and ego-oriented climates predicted dispositional flow. Males displayed a stronger ego orientation, and were more likely to report that they participated in an ego-oriented climate, than did females. To the contrary, the females were more likely to perceive a task-oriented climate than did the males. No meaningful differences were found between males and females in general dispositional flow.     

Sociometric typologies during adolescence: contrasting different scoring techniques and formulas

Our aim in this work is to compare the different sociometric classification formulae and to analyze possible connections between each type of formula and each behaviour assessed by peers during adolescence. We classified a total of 1,009 Spanish fourth-grade secondary education students (15-year-olds) using four different systems: two were based on a nomination technique by Coie and Dodge, Newcomb and Bukowski, the third system was a modified version of the latter based on the revision of the neglected status, and a fourth system was based on the qualification scale by Maassen and Laandsheer. Results show a significant relation between all four classifications, but there are also differences among them. The classifications proceeding from the nomination technique share more similarities and also offer a better behavioural characterization of sociometric categories.     

Religiosity and attitudes towards professional mental health services: analysing religious coping as a mediator among Mexican origin Latinas/os in the southwest United States

In this study, we examined the relationship between religiosity and attitudes towards professional mental health services. We further examined whether internal religious coping and external religious coping mediated both relationships. Results indicated a significant association with religiosity and negative attitudes towards mental health services, as well as external religious coping and internal religious coping. Results also showed a nonsignificant association with both religious coping and negative attitudes towards mental health services. Finally, external religious coping mediated the relationship between religiosity and negative attitudes towards mental health services for men but not for women.     

Father involvement and marital relationship during transition to parenthood: differences between dual and single-earner families

Research into the process of becoming mother or father shows very conclusively that this important life transition is accompanied by both a decrease in marital quality and a more traditional division of labour. In this paper these changes are analyzed with special emphasis on the relationships between them and exploring the role played in this process by the mother's work status. Results showed a significant link between the development of marital quality and violated expectations regarding father involvement on childrearing. Dual-earner families were characterized by a specific pattern of changes, with greater stability than single-earner families in marital and parental roles during transition to parenthood and a significant role played by spouse support as a partner, but not as a parent.     

Prejudiced attitude measurement using the Rasch Rating Scale model

There have been two basic approaches for the study of minority group prejudice against the majority: to adapt instruments from the majority group, and to use qualitative techniques by analyzing the content of the discourse of the groups involved. Neither of these procedures solves the problem of measuring intergroup attitudes of majorities and minorities in interaction. This study shows the result of a prejudice scale which was developed to measure the attitude of both the minority and majority groups. Prejudice is conceived as an attitude which requires the beliefs or opinions about the out-group, the emotions it elicits, and the behavior or intentional behavior toward it to be known for its evaluation. The innovation in this work is that the psychometric development of the scale was based on the item response theory, and more specifically, the rating scale model.     

Short-term music training enhances verbal intelligence and executive function

Researchers have designed training methods that can be used to improve mental health and to test the efficacy of education programs. However, few studies have demonstrated broad transfer from such training to performance on untrained cognitive activities. Here we report the effects of two interactive computerized training programs developed for preschool children: one for music and one for visual art. After only 20 days of training, only children in the music group exhibited enhanced performance on a measure of verbal intelligence, with 90% of the sample showing this improvement. These improvements in verbal intelligence were positively correlated with changes in functional brain plasticity during an executive-function task. Our findings demonstrate that transfer of a high-level cognitive skill is possible in early childhood.     

The impact of brief teacher training on classroom management and child behavior in at-risk preschool settings: Mediators and treatment utility

Teachers from fourteen classrooms were randomly assigned to an adaptation of Incredible Years (IY) teacher training or to teacher training-as-usual. Observations were made of the behavior of 136 target preschool boys and girls nominated by teachers as having many or few conduct problems. Peer and teacher behavior were observed at baseline and post training. IY training resulted in increases in teachers' positive and reductions in teachers' negative behavior relative to training as usual, in decreased peer negative behavior toward target children, and in decreased negative behavior of target children high on conduct problems. The impact of IY training on the behavior of target children was mediated by changes in peers' behavior with no direct effects of teacher behavior and differential effects for high and low conduct problem children. Teacher training focused on altering the whole classroom environment may be an effective strategy, even for children with significant conduct problems.