Factor structure of the WISC-R with Anglos and Mexican-Americans

The present study compared the underlying factor structure of the Wechsler Intelligence Scale for Children-Revised for Anglo and Mexican-American children. Subtests of the WISC-R were administered to 109 Anglo and 123 Mexican-American children ranging from 8 to 15 years of age and were analyzed separately for each group. Three factors emerged for each ethnic classification which corresponded closely to those usually reported for the WISC-R. Coefficients of congruence (.84–.89) between factors given the same name for each ethnic group indicated a high degree of similarity in constructs being measured.     

A comparison of preservice and experienced teachers' perceptions of the school psychologist

The present study compared experienced and preservice elementary school teachers' perceptions of the school psychologist. Thirty-two experienced teachers were matched with a like number of second semester juniors in training. A questionnaire asked each respondent to (a) rank a number of school personnel on their importance, (b) assign a number of referral problems to professionals best equipped to handle them, and (c) to rate the school psychologist's functioning on 11 dimensions. The analysis showed that experienced and preservice teachers agreed about the importance of the school psychologist and the appropriateness of referral problems. Analysis of ratings revealed that experienced teachers had a more negative opinion of the school psychologist's functioning when compared to their novice counterparts.     

An apparatus for the automatic presentation of object discriminations to monkeys

Object discriminations have traditionally been presented to monkeys by hand in the Wisconsin General Test Apparatus. This method is time-consuming and prone to various kinds of experimenter error. It has proved possible to administer object discriminations automatically by using a modification of the Gloster Saro VM 51 vending machine. This machine, which has space for up to 371 objects, moves them on trays by two electric motors, and the control circuits of these are adapted for external operation by relays and modular programming equipment. A series of simple object discriminations or a concurrent (serial) discrimination task can then be given by remote control. The objects are so treated that by touching either of them the animal completes a circuit, enabling the response to be recorded and appropriately reinforced. Learning in the apparatus seems to be about as efficient as in the Wisconsin General Test Apparatus.     

Spatial effectiveness of the mask: Lateral inhibition in visual backward masking

Introducing a figure into a masking flash results in visual backward masking under conditions where a homogeneous masking flash does not suppress target detection. It is possible to analyze the spatial effects of such a masking figure in terms of lateral inhibition. It is hypothesized that incorporating a figure into the masking flash changes the inhibitory pattern the mask produces in the visual system. The interaction between the firing pattern produced by the mask and the residual inhibition from the preceding target presentation results in a phenomenal representation different from that produced by either the target or the mask alone.     

Testing for Guidance and Counseling in Junior Colleges

This paper presents some of the results from a survey of the use of standardized tests in junior colleges. Testing practices and problems related to the use of tests for guidance purposes are emphasized. The findings suggest that junior colleges are making substantial use of a variety of standardized tests primarily for guidance purposes. Problems in using the tests are being experienced, however, because of the inappropriateness of many tests, the scarcity of research evidence indicating how best to use the test results, the unavailability of tests designed to meet the specialized needs of junior colleges, and the lack of personnel with sufficient measurement training or experience.     

Presidential Inflexibility and Veto Behavior: Two Individual-Situational Interactions

ABSTRACT The suitable personality traits for optimal leadership may depend on the type of leadership, the criterion of leader effectiveness, and various situational constraints This point was illustrated via the specific area of presidential leadership The working relationship between the Chief Executive and Congress, as defined by regular vetoes and vetoes overturned, provided the criterion variables for a congressional time-series analysis (N= 99) of all 39 American presidents The impact of a single personality attribute, presidential inflexibility, was examined in the context of several variables suggested by past research The relation between inflexibility and willingness to exploit the regular veto varied according to the incumbent's electoral mandate, while the association between inflexibility and the propensity of Congress to override a veto depended on the extent to which the president's party controlled Congress—this last interaction was labeled the Johnson-Wilson effect In the context of the person-situation debate, these findings illustrate how certain situations can determine whether, and to what degree, a stable individual attribute will have behavioral manifestations     

Power and social context in superior-subordinate interaction

Power differences are thought to interfere with superiors' interaction with subordinates. However, it is also argued that superiors with considerable power are most supportive of their subordinates. To explore these opposing positions, 90 undergraduates became managers with either high or low power who believed their goals were cooperatively, individualistically, or competitively related to their subordinate. Results support the hypothesis that social context affects how superiors use their power to interact with subordinates. High- and low-power superiors in cooperation had positive expectations, interacted constructively, restated the task, responded to requests for assistance, and developed a positive relationship compared to high- and low-power superiors in individualistic and competitive situations. In addition, only the high-power superiors in cooperation used their expertise to give direct aid to the subordinate. Results indicate that in cooperation superiors are likely to use their power constructively; however, in competitive and individualistic contexts, superiors are apt to fail to use their resources to facilitate subordinate performance. Results were also interpreted as suggesting that it is not so much the extent of superiors' power but the social context that affects their use of power and interaction with subordinates.