Preposition-phrase attachment in noun phrases

This paper examines the ambiguity of noun phrases (NPs) with postmodifying preposition phrases (PPs), such as the triangle next to the circle below the square. This ambiguity is attributable in part to the difference in attachment sites for the second PP. If it attaches low, it modifies just the NP that is the object of the first preposition, and the resulting structure is right branching. If it attaches high, it modifies the entire preceding NP, and the resulting structure is left branching. However, each of these structures itself has two distinct interpretations. In the case of the high-attachment structure, these different interpretations have been previously noted; we call them stacking and coordinating. In the stacking interpretation, each PP modifies the entire NP to its left, whereas in the coordinating interpretation, it modifies just the head noun to its left (the first noun in the construction). In the case of the low-attachment structure, only the interpretation corresponding to the coordinating one has been noted; we call it alternating. However, a fourth distinct interpretation is possible, which corresponds to the stacking interpretation of the highattachment structure; we call it stuffing. In the alternating interpretation, each preposition has scope only over the head of the NP that is its complement. In the stuffing interpretation, each preposition has scope over its entire complement. In a pilot study, we found that the interpretations based on low attachment are preferred to those based on high attachment by a 21 ratio. Of the two low-attachment interpretations, alternating is preferred to stuffing by a 201 ratio. However, of the two high-attachment interpretations, coordinating is preferred to stacking by only a 21 ratio. In a second pilot study, we examined the pattern of interpretations of phrases with four PP postmodifiers of an NP, which in principle have 112 distinct interpretation types. Eleven of these types were noted in the experimental materials. We provide a detailed analysis of these types and note that the relative preference of the various interpretations found in the first study is preserved.     

The false consensus effect: A meta-analysis of 115 hypothesis tests

False consensus refers to an egocentric bias that occurs when people estimate consensus for their own behaviors. Specifically, the false consensus hypothesis holds that people who engage in a given behavior will estimate that behavior to be more common than it is estimated to be by people who engage in alternative behaviors. A meta-analysis was conducted upon 115 tests of this hypothesis. The combined effects of the tests of the false consensus hypothesis were highly statistically significant and of moderate magnitude. Further, the 115 tests of false consensus appear to be relatively heterogeneous in terms of significance levels and effect sizes. Correlational analyses and focused comparisons indicate that the false consensus effect does not appear to be influenced by the generality of the reference population, nor by the difference between alternative choices in actual consensus. However, the significance and magnitude of the false consensus effect was significantly predicted by the number of behavioral choices/estimates subjects had to make, and the sequence of measurement of choices and estimates. These patterns of results are interpreted as being inconsistent with the self-presentational, motivational explanation for the false consensus effect.     

A service-delivery paradigm for personality assessment

This paper describes a human science approach to the delivery of the feedback component of assessment services. The feedback process is now central to a collaborative assessment that is integrated with intervention. Research has suggested that subject, situational, and assessor variables are relevant for feedback, but such research has been unsystematic. A service-delivery paradigm for feedback of assessment findings is described that includes four levels of increasing client participation: information, emotional contingencies, transfer of power, and functioning of an assessment system. Communication of assessment findings has been incomplete historically because motivation for feedback, resource accessibility for feedback utilization, and criteria for adequate feedback have been considered as unrelated ingredients. The components of Antonovsky's Sense of Coherence construct--meaningfulness, manageability and comprehensibility--provide one conceptualization for interaction of these ingredients. It is now feasible to do systematic research on assessment that includes feedback of assessment findings and the service-delivery process.     

The child as informant: Eliciting linguistic intuitions from young children

In this paper we report an interview technique we have developed to elicit judgments from young children about the well-formedness and referential properties of sentences. Judgments are compared with act-out responses of a group of 20 children ranging in age from 3 years 9 months to 5 years 4 months. We argue that judgment data are more revealing of children's grammars than are traditional performance tasks.     

Megatrends in personality assessment: toward a human science professional psychology

Societal megatrends have assessment counterparts--superempiricism, biopsychosocial perspective, person-centering, population-specificity, self-assessment--which are used to examine the contemporary status of professional psychology. A human science approach to research, training, and practice can exemplify a profession that acknowledges these megatrends. The nurture of competent professional psychologists requires a reinvestment in Boulder Model ideology, a human science that is shared with consumers on the basis of values which communicate caring and understanding.     

The etiology of children's stereotypes about sex differences in emotionality

Contemporary preschool-aged children have pronounced sex-role stereotypes about emotionality. They feel that anger is a male characteristic, while fear, sadness, and happiness are female characteristics. Four studies investigated several possible sources of these stereotypes, including parental stereotypes, parental reinforcement practices, television programming, and actual sex-differences in emotionality. The results suggest that each of these sources may potentially contribute to children's stereotypes about emotionality.     

The relationship between self-consciousness and interpersonal effectiveness and a new scale to measure individual differences in self-consciousness

The purpose of this research was to explore the relationship between a dispositional tendency to become self-conscious and interpersonal effectiveness. It was hypothesized that excessive self-consciousness may be a significant component of social inadequacy and this prediction was confirmed in two experiments. In both studies, maladaptive self-consciousness was measured using a new scale and the development and validity for the test are reported. In the first study, the social skills of persons high or low in maladaptive self-consciousness were assessed using sociometric ratings made by acquaintances. Persons high in maladaptive self-consciousness were perceived by their peers as more socially inadequate. The second study was conducted in a controlled laboratory setting and involved placing persons high or low in maladaptive self-consciousness in a dyadic interaction with a randomly selected partner. Following this, both participants were asked to report their feelings and reactions during the interaction and to make behavioral ratings of their partner. Trained observers also made behavioral ratings of both interactants. It was hypothesized that maladaptive self-consciousness would be associated with ineffective social behavior, reduced sensitivity to one's partner, and a heightened self-perception of inadequacy. These predictions were confirmed and the implications of the relationship between maladaptive self-consciousness and social inadequacy are discussed.     

Developing conceptions of racism among young white adults in the context of cultural diversity coursework

Despite substantial research on racial attitudes and racial identity development among young white adults, little is known about the development of their conceptions about racism. The present study assessed a five-step, empirically based contextualist model of the development of conceptions about racism in young white adults, adapted from the research of Perry (1970), Kitchener and Fischer (1990), and others. A total of 55 young white adults participating in cultural diversity coursework responded to questionnaires about the nature and causes of racism and responses were classified according to the five-step model. Results indicated that many first-year white college students think about racism in dualistic terms, comparable to those described by Perry (1970) in some first-year students' epistemological concepts. Over a semester, many students showed transitions to higher steps, conceptually integrating more dimensions of the problem. Such developmental transitions may be highly context-specific. Implications for educational interventions are discussed.