Ethnic pride and self-control related to protective and risk factors: test of the theoretical model for the strong African American families program.

OBJECTIVE: To test a theoretical model of how ethnic pride and self-control are related to risk and protective factors. DESIGN: A community sample of 670 African American youth (mean age = 11.2 years) were interviewed in households. MAIN OUTCOME MEASURES: Measures of cigarette smoking, alcohol use, and sexual behavior (lifetime to past month). RESULTS: Structural modeling analyses indicated parenting was related to self-control and self-esteem, and racial socialization was related to ethnic pride. Self-control and self-esteem variables were related to levels of deviance-prone attitudes and to perceptions of engagers in, or abstainers from, substance use and sexual behavior. The proximal factors (behavioral willingness, resistance efficacy, and peer behavior) had substantial relations to the criterion variables. Participant gender and parental education also had several paths in the model. Results were generally similar for the 2 outcome behaviors. CONCLUSIONS: In this population, self-esteem and self-control are related to parenting approaches and have pathways to attitudes and social perceptions that are significant factors for predisposing to, or protecting against, early involvement in substance use and sexual behavior.     

Differential effects of prime-probe duration on positive and negative location priming: Evidence for opponent facilitatory and inhibitory influences in priming tasks

A series of four spatial localization experiments is reported that examined the effects of display duration and presentation mode on positive and negative priming using an attended-repetition and an ignored-repetition paradigm, respectively. Experiment 1 showed larger positive priming with response-dependent than with 150 ms display durations while negative priming remained unaffected. Experiments 2-4 were performed to further elucidate the effects of prime-probe durations. Data suggest largely independent effects of prime and probe duration on priming effects. Manipulation of prime duration affected facilitation due to repetition of the prime distractor location as well as inhibitory effects associated with ignored repetition. Furthermore, anticipated probe duration modulated the effectiveness of inhibition of return. Findings are discussed within a framework proposing two major components of priming effects—a stimulus-driven or automatic component, and a strategic component related to the participant's expectations towards the probe.     

What is Epistemological Violence in the Empirical Social Sciences?

This article discusses the meaning of epistemological violence in the empirical social sciences. It is argued that the concept is closer to personal than to structural violence in that it has a subject, an object, and an action, even if the violence is indirect and nonphysical: the subject of violence is the researcher, the object is the Other, and the action is the interpretation of data that is presented as knowledge. Using a hypothetical example, the problem of interpretation in empirical research on the Other is discussed. Epistemological violence refers to the interpretation of social-scientific data on the Other and is produced when empirical data are interpreted as showing the inferiority of or problematizes the Other, even when data allow for equally viable alternative interpretations. Interpretations of inferiority or problematizations are understood as actions that have a negative impact on the Other. Because the interpretations of data emerge from an academic context and thus are presented as knowledge, they are defined as epistemologically violent actions. Problems, consequences, and practices surrounding this concept are discussed.     

Linking yesterday and tomorrow: Preschoolers' ability to report temporally displaced events

Various lines of research have recently reported links between the ability to recall past and imagine future episodes. Here I report evidence that such links exist in development. Eighty‐two children were asked to report what they did yesterday and what they are going to do tomorrow. Children who could answer one were also more likely to answer the other question. Furthermore, there was an association between the quantity of responses for past and future questions. This correlation continued to be significant even when controlling for children's capacity to answer similar questions that did not have a temporal, episodic component (e.g., ‘tell me all the things that you can think of that are red’). Together, these results are in line with the growing evidence for fundamental links in the neuro‐cognitive resources involved in thinking about past and future events.     

Attentional biases in geometric form perception

This paper reports the operation of robust attentional bias to the top and right during perception of small, single geometric forms. Same/different judgements of successively presented standard and comparison forms are faster when local differences are located at top and right rather than in other regions of the forms. The bias persists when form size is reduced to approximately one degree of visual angle, and it is unaffected by saccadic eye movements and by instructions to attend to other reliably differentiating regions of the forms. Results lend support in various degrees to two of the possible explanations of the bias: (1) a static, skewed distribution of attentional resources around eye fixation; and (2) biased, covert scanning that commences invariably at the top and right of stim ulus forms. Origins of the bias in terms of possible left-hemispheric capacity for constructing representations of visual stimuli from parts, as well as in terms of reading experience and prevailing optic flow during locomotion through space are considered. Recent investigations of conditions under which the bias can be maintained or reduced are mentioned.