Concordance Between the Quality of Maternal and Paternal Parenting Behavior Within Couples

There is compelling evidence that the quality of maternal and paternal parenting behavior bears critical importance for child development. Yet, less is known of the degree of similarity between maternal and paternal parenting behavior in families, and especially little is known about the factors that may explain variation in degrees of similarity. This article aims to examine (a) the concordance (similarity) between the quality of mothers’ and fathers’ interactive behavior with their child and (b) the sociodemographic determinants of this concordance. The sample included 74 families (mother, father, and their child). The quality of maternal and paternal interactive behavior was assessed independently, and rated with the Maternal Behavior Q-Sort (mother–infant, 12 months; D. R. Pederson et al., 1990) or the Mutually Responsive Orientation scale (father–toddler, 18 months; N. Aksan et al., 2006). The results indicated that the overall correlation between the quality of mothers’ and fathers’ behavior was moderate. The concordance was greater among higher socioeconomic status families or when interacting with a boy, but did not differ according to the presence or absence of siblings in the family.     

Varying the Type and Number of Adaptive Variables in Continuous Tracking

To investigate the effectiveness of various types and numbers of adaptive variables, 48 subjects performed a two-dimensional pursuit tracking task for five 3-min training sessions. In the factorial design resulting in eight experimental conditions, three variables (frequency of the forcing function, ratio of acceleration to rate control, and control stick sensitivity) were either fixed or adaptive. A transfer and retention task in which the tracking situation changed periodically was used to evaluate the ability of subjects to adjust to change. Each adaptive variable was analyzed separately in training. The highest rate of adaptation in frequency occurred when frequency was the only adaptive variable. The rate of adaptation in acceleration was greater early in training when frequency also adapted. More adaptation occurred in gain when another variable also adapted. During transfer subjects trained adaptively generally showed more stable performance in the changing task situation. No reliable differences among conditions appeared in retention. Results are discussed in terms of stimulus and response similarity, the optimum number of adaptive variables, and the appropriateness of a changing task to evaluate adaptive training.     

Assessing Male Batterers With the Personality Assessment Inventory

Despite the importance of the assessment of ego strength for appropriate assignment of clients for psychotherapy and/or rehabilitation, existing techniques have not fulfilled expectations. A method for assessing ego strength through the Rorschach Test independent of clinical criterion is proposed. In addition to certain variables of Klopfer's RPRS (M+, FM+, FC+ plus CF+), sharply preceived space responses are included. They constitute a highly intercorrelated global measure of ego strength and are also highly correlated to a relatively independent Rorschach variable of global ego efficiency, i.e. integrated whole responses. In accordance with prediction, non-controlled color responses as well as accuracy of form perception did not correlate in a non-clinical sample with either measure of ego strength.     

Associations Between the Repressive Adaptive Style and Self-Reported Hope in Mexican American and Euro-American Children

The investigators factor-analyzed abstract art preferences and correlated art factors with traits on the Guilford-Zimmerman Temperament Survey. Factors were derived from preference ratings on the “Abstract Art Test” developed by Knapp and Green in a previous study. Two of the three multiple loading factors were “non-geometric” or expressionistic; one was “geometric,” rationalistic. Only 2 of the 30 correlations with the GZTS scales were significant at the .10 level, and these could have been due to chance. There is support for dichotomizing abstract art types into “geometric” and “non-geometric” but little support for the role of temperament in aesthetic preference.     

HISTORICAL TITLES IN READING RESEARCH AND INSTRUCTION

This paper describes an informal spelling assessment that teachers can use to understand students' level of orthographic knowledge at the beginning of the school year. The results of this informal testing allow primary grade teachers to group students in September for word study and directed literacy instruction. The results of a year-long study in a lst-3rd grade classroom demonstrate that the initial placements of students were appropriate for instruction throughout the year. The initial spelling measures predicted reading achievement at various levels.     

Critical Issues in Causation and Treatment of Autism: Why Fads Continue to Flourish

The increasing incidence of autism and the lack of specific answers regarding causation have given rise to unproven educational interventions and medical treatments. Parents of a newly diagnosed child can easily fall prey to interventions that promise cures. These interventions may be harmful and, thus, pose one of the critical issues in special education today. This article will discuss some of the suspect interventions that have been popularized through the media (i.e., celebrities, journalists, and professional organizations). The authors argue that using the scientific method is clearly the antidote for pseudoscience; the need for accurate research-based decision making is apparent.     

Parenting behaviors and learning of Singapore students: The mediational role of achievement goals

This study examined the mediational role of achievement goals between parental behaviors and learning outcomes. A sample of 1667 Singapore Secondary 3 students took the measures of parental involvement in learning, parental control, mastery approach and avoidance goals, performance approach and avoidance goals, as well as seven learning outcome variables in their math study. We conducted complex structural equation modeling analysis to take into account the hierarchical structure of the data and found a good fit for the hypothesized partial mediation model. More specifically, parental involvement in learning was associated with an adaptive learning profile (i.e., self-regulated engagement in learning activities, low anxiety, high perceived competence, and high achievement), partially or mainly through its positive relationship with mastery approach goals. Parental control predicted a maladaptive coping orientation (i.e., low persistence and high anxiety) and low achievement partially through its positive relationship with mastery and performance avoidance goals. The findings are discussed in the academic context of Singapore.