Prophetic performatives: the New Age’s pending efficacy through self-prophecy

This paper broadens the limited area of scholarship on New Age spiritualism by providing and explanation for the suasive force of one of its main themes, the ‘Law of Attraction’. Rhonda Byrne’s The Secret, is utilised as emblematic of the doctrine, where the individual is seen to engage in a dynamic similar to that of classical predictive prophecy, with the role of prophet being internalised. Three elements discussed are the positioning of the prophet, prophecy’s temporal ambiguity, and its linguistic tense. This paper suggests that the Law of Attraction re-imagines and employs the predictive prophetic structure and suggests that such a belief can act as a fetish.     

Behavioral Self‐Regulation,Early Academic Achievement,and the Effectiveness of Urban Schools for Low‐Income Ethnic Minority Children

The independent and joint associations between child behavioral self‐regulation ability and school effectiveness in relation to academic achievement were examined in a sample of low‐income African American (n = 132) and Latino (n = 198) children attending kindergarten and first grade across a large metropolitan area. Child behavioral self‐regulation and school effectiveness were positively associated with both reading and mathematics performance. School effectiveness moderated the effect of behavioral self‐regulation on reading but not math achievement. Lower child behavioral self‐regulation during early elementary school was associated with lower reading achievement the following year but only among children attending less effective schools. Behavioral self‐regulation was not related to reading achievement among children attending more effective schools. Implications of these findings for policies addressing disparities in early academic achievement are discussed.     

Categorical <Emphasis Type="Italic">and</Emphasis> associative relations increase false memory relative to purely associative relations

The goal of the present study was to examine the contributions of associative strength and similarity in terms of shared features to the production of false memories in the Deese/Roediger–McDermott list-learning paradigm. Whereas the activation/monitoring account suggests that false memories are driven by automatic associative activation from list items to nonpresented lures, combined with errors in source monitoring, other accounts (e.g., fuzzy trace theory, global-matching models) emphasize the importance of semantic-level similarity, and thus predict that shared features between list and lure items will increase false memory. Participants studied lists of nine items related to a nonpresented lure. Half of the lists consisted of items that were associated but did not share features with the lure, and the other half included items that were equally associated but also shared features with the lure (in many cases, these were taxonomically related items). The two types of lists were carefully matched in terms of a variety of lexical and semantic factors, and the same lures were used across list types. In two experiments, false recognition of the critical lures was greater following the study of lists that shared features with the critical lure, suggesting that similarity at a categorical or taxonomic level contributes to false memory above and beyond associative strength. We refer to this phenomenon as a “feature boost” that reflects additive effects of shared meaning and association strength and is generally consistent with accounts of false memory that have emphasized thematic or feature-level similarity among studied and nonstudied representations.     

Evaluation of the psychometric properties of two forgiveness scales

This study examined the psychometric properties of two forgiveness scales using participants enrolled at a Midwestern Catholic university (N = 328). The Forgiveness Scale is a 15—item Likert-type scale designed to measure forgiveness toward an of-fender. The Forgiveness Likelihood Scale is a 10—item Likert-type scale designed to measure tendency to forgive across situations. Factor analyses revealed that the For-giveness Scale contains two subscales (i.e., Absence of Negative, Presence of Posi-tive) and the Forgiveness Likelihood Scale consists of a single factor. Both scales have adequate internal consistency and test-retest reliability. Both subscales of the Forgiveness Scale were significantly correlated in the expected direction with mea-sures of forgiveness, religiousness, anger, hope, religious well-being, existential well-being, and social desirability. The Forgiveness Likelihood Scale was significantly correlated in the expected direction with measures of forgiveness, religiousness, trait anger, religious well-being, and social desirability. The authors thank Sarah Danko, Anne Hovancsek, Carla Kmett, Jennifer Martin, and Colleen Ryan for their assistance. We kindly request that researchers who use the forgiveness scales evaluated in this study provide us with a summary of their psychometric data for the scales. The idea for creating the Forgiveness Likelihood Scale was based upon the Willingness to Forgive Scale (Hebl & Enright, 1993).     

Marital conflict and preadolescent behavioral competence: maternal knowledge as a longitudinal mediator.

The present study considered whether maternal knowledge mediated the relation between overt marital conflict and preadolescent behavioral competence. Four years of self-report data were collected from 133 mothers and their preadolescents, beginning when the preadolescents were in 4th grade. Marital conflict, maternal knowledge, and preadolescent behavioral competence were assessed at all 4 time points in order to apply a stringent methodology for assessing longitudinal mediating patterns. The results indicated that maternal knowledge mediated the relation between marital conflict and preadolescent behavioral competence. Thus, the present study identified one possible process through which marital conflict may affect preadolescent behavior.     

The relationship between drinking control strategies and college student alcohol use.

Interventions designed to reduce heavy drinking among college students often contain suggestions for drinking control strategies. However, little is known about the relationship between the use of these strategies and alcohol consumption. The authors developed a measure of drinking control strategies and investigated its psychometric properties in a sample of 250 college drinkers. Strategies clustered into three factors: selective avoidance of heavy drinking activities and situations, strategies used while drinking, and alternatives to drinking. These three types of strategies were independently associated with alcohol use; however, the first and last types were negatively associated with alcohol consumption, whereas the second type was positively associated with alcohol use. The findings from this study suggest that the type of strategy recommended may be important when the goal is alcohol reduction.     

Generalized imitation of facial models by children with autism

Imitation is an essential skill in the acquisition of language and communication skills. An initial phase in teaching young children with autism to engage in appropriate affective responding may be to teach the imitation of facial models. Using a multiple baseline across participants design, imitation training (consisting of modeling, prompting, differential reinforcement, and error correction) was introduced successively across 3 participants. Low and inconsistent rates of imitation of facial models were observed in baseline. All of the participants learned to imitate some of the facial models presented during imitation training, but only 2 of the 3 participants demonstrated generalized responding across stimuli.     

Children's understanding of modesty in front of peer and adult audiences

Previous research has suggested that the understanding of modesty—downplaying one's achievements to evoke a positive social evaluation—develops in the primary school years. However, very little is known about how children's understanding of modesty is associated with social contextual factors, such as audience type. A sample of 92 children aged 8–11 years responded to hypothetical vignettes where the protagonist responded either modestly or immodestly to praise. The findings supported earlier indications of an increase with age in the understanding of modesty, and further found that modesty was judged as more appropriate for peer audiences than for adult audiences. No interactions between age group and audience type were observed. Children's increasing approval of modesty was associated with a tendency to justify their judgements by referring to concerns about social evaluation. Copyright © 2007 John Wiley & Sons, Ltd.     

Trust and respect as mediators of the other‐ and self‐profitable trait effects on interpersonal attraction

Mediators of the effects of other‐profitable (e.g., sincere vs. irresponsible) or self‐profitable (e.g., intelligent vs. unintelligent) traits on attraction were investigated. In Experiment 1 (N = 256), valence of a single other‐ or self‐profitable trait was varied, and trust in, respect for, and attraction toward the partner were measured. The three constructs were distinct. Moreover, the effects of the other‐profitable traits on attraction were solely mediated by trust, and those of the self‐profitable traits were mediated more strongly by respect than trust. In Experiment 2 (N = 144), an other‐profitable trait was crossed with the self‐profitable one, and diagnosticity ratings of those traits for the partner's warmth and competence and the previous three responses were taken. The five constructs were empirically distinct. Although trust mediated the effect of other‐profitable trait on attraction, there was a direct effect also. Respect was the sole mediator of the self‐profitable trait effect. Theoretical and methodological implications of these findings are discussed. Copyright © 2009 John Wiley & Sons, Ltd.     

Effects of a problem-solving strategy on the independent completion of vocational tasks by adolescents with autism spectrum disorder

Individuals with autism spectrum disorder (ASD) often have few employment opportunities and a lower job quality than individuals of typical development. Social deficits and lack of independence may contribute to underemployment and unemployment of individuals with ASD. The ability to solve problems might ameliorate some of these barriers. We taught four adolescents with ASD a problem-solving strategy (i.e., use of a textual activity schedule) to assist with independent completion of vocational tasks in the face of three types of problems (e.g., missing or broken items) and nonproblem situations. Following introduction of the problem-solving strategy, all four participants independently completed the tasks when a problem was presented and responding generalized to untaught vocational tasks.