Rebellious teens? Genetic and environmental influences on the social attitudes of adolescents

Genetic and environmental influences in social attitudes were investigated in adopted and nonadopted children (N = 654) and their biological and adoptive relatives in the Colorado Adoption Project. Conservatism and religious attitudes were measured in the children annually from ages 12 to 15 and in the parents during the 12-year-old visit. Multivariate genetic model fitting indicated that both conservatism and religious attitudes are strongly influenced by shared-family environmental factors throughout adolescence. In contrast to previous findings from twin studies, which suggest that genetic influence on social attitudes does not emerge until adulthood, the present study detected significant genetic influence in conservatism as early as age 12. There was no evidence of genetic influence, however, on religious attitudes during adolescence.     

Illusory 3-D rotation induced by dynamic image shading

Observers' perceptions of the three-dimensional structure of smoothly curved surfaces defined by patterns of image shading were investigated under varying conditions of illumination. In five experiments, observers judged the global orientation and the motion of the simulated surfaces from both static and dynamic patterns of image shading. We found that perceptual performance was more accurate with static than with dynamic displays. Dynamic displays evoked systematic biases in perceptual performance when the surface and the illumination source were simulated as rotating in opposite directions. In these conditions, the surface was incorrectly perceived as rotating in the same direction as the illumination source. Conversely, the orientation of the simulated surfaces was perceived correctly when the frames making up the apparent-motion sequences of the dynamic displays were presented as static images. In Experiment 6, moreover, the results obtained with the computer-generated displays were replicated with solid objects.     

Index to Volume 23

Other Index

Index to Volume 23     

Word naming times and psycholinguistic norms for Italian nouns

The present study describes normative measures for 626 Italian simple nouns. The database (LEXVAR. XLS) is freely available for down-loading on the Web site http://wwwistc.ip.rm.cnr.it/material/ database/. For each of the 626 nouns, values for the following variables are reported: age of acquisition, familiarity, imageability, concreteness, adult written frequency, child written frequency, adult spoken frequency, number of orthographic neighbors, mean bigram frequency, length in syllables, and length in letters. A classification of lexical stress and of the type of word-initial phoneme is also provided. The intercorrelations among the variables, a factor analysis, and the effects of variables and of the extracted factors on word naming are reported. Naming latencies were affected primarily by a factor including word length and neighborhood size and by a word frequency factor. Neither a semantic factor including imageability, concreteness, and age of acquisition nor a factor defined by mean bigram frequency had significant effects on pronunciation times. These results hold for a language with shallow orthography, like Italian, for which lexical nonsemantic properties have been shown to affect reading aloud. These norms are useful in a variety of research areas involving the manipulation and control of stimulus attributes.     

The Roles of Ethnicity and School Context in Predicting Children's Victimization by Peers

This study examines the prevalence, stability, and contextual correlates of peer victimization in a sample of African-American, Hispanic, and non-Hispanic White urban elementary school-age children. A total of 1956 children (40% African-American, 42% Hispanic, and 18% White) attending any 1 of 14 public elementary schools located in one large and one mid-sized Midwestern city participated in this study. Peer ratings of victimization were obtained at two points in time, separated by a 2-year period. Findings revealed that risk for being victimized by peers varied by ethnicity and by school context. Hispanic children had lower victimization scores than did either African-American or White children. These findings, however, were moderated by school context, such that attending ethnically integrated schools was associated with a significantly higher risk of victimization for White children and a slightly lower risk of victimization for African-American children and did not affect the risk of victimization for Hispanic children. In addition, African-American children were less likely than Hispanic and White children to be repeatedly victimized by peers over time. The importance of considering ethnicity and context in explaining peer victimization is discussed and suggestions for preventive interventions and future research are provided.     

Implicit motor sequence learning is represented in response locations

Previous work (Willingham, 1999) has indicated that implicit motor sequence learning is not primarily perceptual; that is, what is learned is not a sequence of stimuli. Still other work has indicated that implicit motor sequence learning is not specific to particular muscle groups or effectors. In the present work, we tested whether implicit motor sequence learning would be represented as a sequence of response locations. In Experiment 1, learning showed very poor transfer when the response locations were changed, even though the stimulus positions were unchanged. In Experiment 2, participants switched their hand positions at transfer, so that one group of participants pushed the same sequence of keys but used a different sequence of finger movements to do so, whereas another group pushed a different sequence of keys but used the same sequence of finger movements used at training. Knowledge of the sequence was shown at transfer only if the sequence of response locations was maintained, not the sequence of finger movements.     

Socioeconomic status, resources, psychological experiences, and emotional responses: a test of the reserve capacity model

The current study used ecological momentary assessment to test several tenets of the reserve capacity model (L.C. Gallo & K. A. Matthews, 2003). Women (N = 108) with varying socioeconomic status (SES) monitored positive and negative psychosocial experiences and emotions across 2 days. Measures of intrapsychic and social resources were aggregated to represent the reserve capacity available to manage stress. Lower SES was associated with less perceived control and positive affect and more social strain. Control and strain contributed to the association between SES and positive affect. Lower SES elicited greater positive but not negative emotional reactivity to psychosocial experiences. Women with low SES had fewer resources relative to those with higher SES, and resources contributed to the association between SES and daily experiences.